以傅科權力／知識論述評析日治時期同化教育政策

A Reanalysis of Educational Assimilation Policy in Taiwan during Japan-Ruling Period in the Context of Foucault's Power/Knowledge Discourse

李慧娟(Hui-Chuan Li)

《國立臺中技術學院學報》 10卷1期 (2009/01) Pp. 17-34

https://doi.org/10.29427/JNTIT.200901_13.0002

摘要

本文以傅科的論述規則爲架構，從權力／知識觀去解析日治時期的同化教育政策之形成、內容、實施與目標意涵之論述方法。權力是眾多力量的組合，運作於關係網絡中，知識產生於真實檔案之探究與權力技術之運作，而權力／知識相互依存，彼此蘊含。論述是一種偶發事件的拼湊，是不穩定的、斷裂的，能揭露知識意圖產生的危險和破壞，藉以與系統的、連貫的、和諧的、理性觀點的傳統論述相對抗。經由分析，本文得到如下結果：（一）同化教育政策是治理性的政策，其教育主體被要求同化於日本風俗文物並成爲具有忠君愛國思想之國民品德的日本臣民；總督府爲牧養權力之實施者，是發號施令者、聲明的制定者，是說出「真理」者；（二）同化教育政策是鼓動風潮的政策，是熱鬧異常的論述；（三）同化教育政策之實施以傅科權力觀點來詮釋，可見其權力運作之各種意涵。本文跳脫傳統歷史觀點的分析史實方式，而以傅科的權力／知識分析事件之方式來分析日治時期之同化教育政策，期盼以傅科的權力／知識觀點評析日治時期同化教育政策，提供一種透視觀點，讓日本同化教育在台灣的實施呈現另一種看見，以及提供台灣研究些許的不同思考方向。

關鍵字

傅科 ； 權力／知識 ； 論述 ； 日治時期 ； 同化教育政策

並列摘要

Based on Michel Foucault's Power/Knowledge discourse, this paper reanalyzes the educational assimilation policy implemented toward colonial Taiwanese during Japan-ruling period, focusing on its formation, content, implementation, goals and discursive methods. According to Foucault, power is the association of numerous strength and exercises in the relation network; knowledge is produced from probing the archive and exercising the power technology; and power/knowledge remain interdependence, containing each other. Discourse concerns about adventitious events with forms of break and unsteady, focusing on the exposure of the danger and destruction which knowledge tempts to produce, with an eager aim to resist the traditional discourse which is systematic, continuous, harmonious and rational. The main findings are as follows: (1) The educational assimilation policy was the one with govern-mentality, whose education subjects were demanded to assimilate to Japanese customs and rituals and then became its liege subjects with national morality of patriotism and fidelity to the emperor. The governor-general was the agent to exert the pastoral power, to issue orders, to make the statements, and to say ”the truth”. (2) The educational assimilation policy was under the agitation for extremely prosperous and bustling discourse during Japan-ruling period. (3) What Foucault's power/knowledge discourse interpreted about the educational assimilation policy implied the varieties of power operations among power relations at that time.
This paper uses Foucault's power/knowledge discourse as the analyzing frame instead of the traditional historical analysis, hoping to provide some new thinking directions for developments of Taiwanology under which the local consciousness is predominating in the current field of Taiwan and the subject identification is being sought as the main wave of thoughts.

並列關鍵字

Foucault ； power/knowledge ； Japan-ruling period ； educational assimilation policy