福柯主体理论视域下的《院长们》

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硕士学位论文福柯主体理论视域下的《院长们》姓名：黄丽萍学号：201520136指导教师：南健翀学科专业：英语语言文学学位类型：学术学位2018年6月 ASTUDYOFTHEMASTERSFROMTHEPERSPECTIVEOFFOUCAULT’SSUBJECTTHEORYByHuangLipingAThesisSubmittedtotheGraduateSchoolofXi’anInternationalStudiesUniversityinpartialfulfillmentoftherequirementsforthedegreeofMASTEROFARTSinEnglishLanguageandLiteratureXi’an,China2018 Thisthesis,byHuangLiping,withProfessorNanJianchongastheacademicadvisor,isacceptedinthepresentformbytheGraduateSchoolofXi’anInternationalStudiesUniversityassatisfyingthethesisrequirementsforthedegreeofMasterofArtsintheacademicfieldofliterature.AcademicAdvisorChairofthedefenseCommitteeDatei 本论文由黄丽萍在其导师南健翀的指导下撰写而成，经论文答辩委员会评审、答辩，该论文达到英语语言文学专业硕士学位论文水平。导师答辩主席日期ii ORIGINALITYRESEARCHSTATEMENTInlightoftheuniversity’sacademicmoralsandethics,IherebydeclarethatthisthesisrepresentstheoriginalresearcheffortthatIhavemadeontheadviceofmyacademicsupervisor.Tothebestofmyknowledge,noportionofthisthesishasbeencopyrightedpreviouslyunlessproperlyreferenced,andwhoeverhascontributedtothisstudyisexplicitlyidentifiedandappreciatedintheAcknowledgementssectionofthisthesis.Ifthereisabreachofthecopyrightlaw,IindemnifyXi’anInternationalStudiesUniversityandholditharmlessforanylegalactionsthatmightarise.Signature：Date：iii 独创性声明秉承学校严谨的学风与优良的科学道德，我声明所呈交的论文是我本人在导师指导下进行的研究工作所取得的成果。尽我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写的研究成果，不包含本人或他人已申请学位或其他用途使用过的成果。他人对本研究所做的任何贡献均已在论文中作了明确的说明并表示了致谢。申请学位论文与资料若有不实之处，本人承担一切相关责任。作者签名：日期:iv INTELLECTUALPROPERTYSTATEMENTIherebydeclarethatIfullyunderstandtherulesandregulationsofXi’anInternationalStudiesUniversityonintellectualpropertyrightswhichstipulatethattheintellectualpropertyofthegraduatestudent’sMAdegreethesisshallresideexclusivelywiththeuniversity.IpledgethatXi’anInternationalStudiesUniversitywillberepresentedaseverifthisthesisisentirelyorpartiallypublishedintheforthcomingfiveyearsasofthedateofmygraduation.Theuniversityisgrantedtherighttokeepthephotocopyanddiskfileofthisthesisforreferenceandborrowing,publishthethesiswhollyorpartiallyandstoreitinanyformbyanymeans,includingphotocopyingorphotomechanicalprintinginoriginalorreducedformat.Signature:Date:v 知识产权声明本人完全了解西安外国语大学有关知识产权的规定，即：研究生在校攻读硕士学位期间论文工作的知识产权单位属西安外国语大学。本人保证毕业离校后5年以内（自办理离校手续之日起），发表论文或使用论文工作成果时署名单位仍然为西安外国语大学。学校有权保留送交论文的复印件和磁盘文件，允许论文被查阅和借阅；学校可以公布论文的全部或部分内容，可以采用影印、缩印或其他复制手段保存论文。作者签名：日期：vi ACKNOWLEDGEMENTSHavingfinishedthisthesis,Ifeelexcited.Iwishtoavailmyselfofthisopportunitytoexpressmyheartfeltgratitudetomanypeoplewhohavehelpedandguidedmeduringthecompletionofthisthesis.Firstofall,Iwouldliketoexpressmygreatthankstomysupervisor,ProfessorNanJianchong,whoactsasabeaconinmylife.Hegivesmesincereencouragementandoffersmevaluablesuggestionsintheacademicstudiesthroughoutmypostgraduateschoolyears.Ifeelsoluckytomeetsucharesponsibleandhighlyrespectedmentorinmylife.HightributeshallbepaidtoalltheotherteachersinEnglishLanguageandLiteraturefortheirdirectandindirecthelpforme.SpecialthanksshouldgotomyfriendsLiJie,ChengLanandJiaWei.Ifeelsoluckytomeettheminmypostgraduatelife.AndIgreatlyappreciatefortheirprecioussuggestionsinmythesis-writingprocessandtheirencouragementinlife.AndIspeciallyappreciateJiaWeiforherprecioussuggestionsinrevisingmythesis.Finally,Iamalsodeeplyindebtedtomybelovedparentsfortheirselflessdedicationtoourfamilyandfortheircontinuoussupportandencouragementinmethroughouttheseyears.Theirpersistentsupportactsasthebackupforcesformetoovercometheobstaclesanddifficultiesinthelife.vii ABSTRACTC.P.SnowwasidentifiedasadistinguishedBritishrealisticnovelistinthe1950s.TheMasterswasrecognizedasoneofhisbestworks.ThisnoveldescribeddifferentcontroversiesatCambridgeUniversitywhenthestaffwereelectinganewmasterfrom13boardmembers.ThroughtheanalysisofTheMasters,thethesisdisclosesthatthesubjectshavebeenoppressedfromotheraspectsandareunabletobefree.InTheMasters,Crawfordsetsrationalthinkingashismoralityinreallife;BrownandChrystalliveundertheundistinguishedpower;andJagosuffersfromtheconflictbetweenpersonalsensibilityandambition.Theypursuerationality,powerandambition,buttheyaresocontrolledbyrationality,powerandambitionatthesametimethattheycan’tbefree.ThisthesisfocusesonthebehavioralandpsychologicalcontentofthemaincharactersbasedonthesubjecttheoryofFoucault.Throughtheanalysis,thethesisfindsthatCrawfordissmoothinthedisciplinaryprocessandeventuallywinstheelection;BrownandChrystalexperiencetwistsandturnsinthedisciplinaryprocess,constantlyadjustingthemselvestoadapttothedisciplinaryenvironment;andJagostrugglesbetweenhimselfanddisciplinaryrules,beingeventuallyeliminatedbythedisciplinaryrulesanddefeatedintheelection.Theystarttobedisciplinedbytheknowledge,powerandambitioninthesamesituation,butendupwiththedifferentresults.Thisshowsindividualsinthedisciplinesystemarenotalwaysdisciplinedsuccessfully.Inthelastofthepaper,thethesisconductsacomparisonbetweenCrawfordandJago,andacomparisonofBrown,ChrystalandJagointermsoftheirbehaviorsandmentalactivities.Thecomparisonsattempttoprovethatalthoughsubjectsindisciplinarysystemsaresuppressedinemotionunconsciously,theemotionsandintensityofemotionsofsubjectswillaffectthedisciplinaryprocessesonsubjectsandwillleadtodifferentdisciplinaryresults.Foucaultdevelopedtheknowledge-powertheory.Andthreetypesofpeoplewhoareaffectedbydisciplinarysystemhavebeenverified.Thecomparisonsinthispaperwilldisclosereasonswhyviii peoplefallintodifferentcategoriesaccordingtoFoucault’stheory.Keywords:TheMasters;Foucault;subjecttheory;discipline;emotionix 摘要查尔斯·珀西·斯诺（C.P.Snow,1905-1980）是英国20世纪50年代杰出的现实主义小说家。《院长们》被认为是他最出色的作品，该小说描述了剑桥大学换届选举新院长时发生的种种争端。通过对该小说的阅读和研究，读者都有主体受到其他方面的压制，难以获得自由的感觉。小说中克劳福德在生活中处处将理性作为自己的行为标准；布朗和克里斯托尔为权力而活；杰戈在个人感性和追求野心的矛盾中犹豫不决，痛苦不堪。他们追寻理性，权力，野心却同时被理性、权力、野心所控制，不得自由。本文将结合福柯主体理论，对小说中主人公的行为和心理进行分析。通过分析发现，克劳福德在规训过程中一帆风顺，最终赢得了选举；布朗和克里斯托尔在规训过程中一波三折，不断的调整自己去适应规训环境；而杰戈在规训中不断挣扎于自我和规训规则之间，最终被规则所淘汰并落选。虽然他们开始时同样被理性、权力、野心规训，但最终获得的结果各不相同，由此说明处于福柯规训体系中的个体并不总能被成功规训。最后，本文将杰戈与克劳福德，杰戈与布朗、克里斯托尔进行比较，并尝试说明，虽然主体在规训体系中情感受到压抑并不自知，但主体自身情感及情感的强弱会影响主体的规训，导致规训结果的不同。福柯理论规训下的个体被分为了三种情况，这篇文章也将试图揭示不同个体在规训中产生不同结果的原因。关键词：《院长们》；福柯；主体理论；规训；情感x CONTENTSCHAPTERIINTRODUCTION....................................................................................1CHAPTERIILITERATUREREVIEW.......................................................................42.1StudiesofC.P.SnowAbroad............................................................................42.2StudiesofC.P.SnowatHome...........................................................................7CHAPTERIIITHEORETICALFRAMEWORK.........................................................93.1StudyontheEmergenceofModernPowerofFoucault...................................93.2ViewsonKnowledgeandRelationsbetweenKnowledgeandSubjectofFoucault.................................................................................................................133.3ViewsonPowerandRelationsofPower,KnowledgeandSubjectofFoucault14CHAPTERIVTHEOPERATIONOFFOUCAULT’SKNOWLEDGE-POWERSYSTEMINTHEMASTERS......................................................................................184.1MeansofKnowledge-powerOperation:Discipline.......................................184.1.1DisciplinarySubjectinTheMasters.....................................................194.1.2DisciplinaryObjectinTheMasters......................................................214.2ProcessofThreeKindsofDisciplines............................................................254.2.1ScientificKnowledgeandCrawford.....................................................264.2.2TraditionalPowerandBrown,Chrystal...............................................294.2.3AmbitionandJago................................................................................32CHAPTERVRESULTSOFKNOWLEDGE-POWERONCHARACTERSANDREFLECTIONONTHERESULTS...........................................................................355.1ResultsofKnowledge-poweronCharacters...................................................355.1.1InternalizationofScientificKnowledge...............................................365.1.2TheRelentlessPursuitofTraditionalPower........................................385.1.3ThePunishmentofAmbition................................................................405.2ReflectionoftheResults.................................................................................415.2.1KnowledgeandSensibility:TheComparisonofCrawfordandJago...425.2.2PowerandSensibility:TheComparisonofBrown,ChrystalandJago43CHAPTERVICONCLUSION...................................................................................45xi WORKSCITED..........................................................................................................47xii CHAPTERIINTRODUCTIONCharlesPercySnow(1905-1980)wasaninfluentialBritishlitterateurandscientistinthetwentiethcentury.Inhislife,hedevotedhimselftoscientificresearch.However,hismainachievementsrestedonhisseriesofnovelsStrangersandBrothersandhisresearchonthephenomenonof“twocultures”inliterature.Inhisspeech“TheTwoCulturesandtheScientificRevolution”,hementionedthatthegapbetweenscienceandhumanityisamajorobstacletosolvingtheworld’sproblems.Andhenotedthatthequalityofeducationintheworldisgraduallydeclining.Forexample,manyscientistshaveneverreadCharlesDickens’work.Similarly,artworkersarenotfamiliarwithscience.Sohedescribedaseriesofstoriesofintellectualsinthemodernacademicandpoliticalcontextandreflectedthephenomenonof“twocultures”inhisseriesofnovels.Andthesenovelswongreatreputationforhim.StrangersandBrothersconsistsofelevenindependentbutinterlinkednovels.Itdisclosestheconfusionsandconflictsfromdifferentsectorsofthesocietyatthetime.TheprotagonistoftheseelevennovelsisLewisEliot,whowasatraditionalBritishandworkedasateacheratCambridgeUniversity.HecanbeidentifiedasarepresentativeofBritishintellectualsandacademiccultureatthattime.ThelanguageinSnow’snovelsissimple,plainbutnotmonotonous.Hepresentsthecharactersthroughdetaileddescriptionsoftheirdailyactivities,whichisdelicate.Incontent,thenovelsdisclosebureaucracyandpowercorruptionofthesocietyindepth.InStrangersandBrothers,thefourthnovelTheMasterswrittenin1951isconsideredasthebest.ItpresentsstrugglesamongthescholarsatCambridgeUniversitywhenthestaffwereelectinganewmaster.Themaincharacters,CrawfordandJagowerecandidatesforTheMastershipamong13boardmembers.Meanwhile,BrownandChrystalweremainadministrativestaffofthecollegeandtheywereresponsibleforthiselection.Initially,Jagogainedsupportofmajoritynumbersandwasconsideredas1 winner.While,duringtheelectioncampaigns,JagodemonstratedlesssensebutmoreirritabilitycomparedtoCrawford.Inconsequence,moreandmoresupportersturnedtoCrawfordandfinallyJagofailedtheelection.Infact,scholarsofthiscollegeareelectedcandidatesfromtwoperspectives,eitherscientificorhumanisticpurpose.Scholarsholdingscientificperspectiveproposedtopursuethescientificprogress,whilethoseholdinghumanisticperspectiveinsistedthathumanistictraditionwasmorevaluable.Itseemedthatthisnovelexplainedtheviewof“twocultures”fromaliterarypointofview.Actually,afterfinishingreadingthisnovel,theauthorfindscampusatmospherethroughoutthenovelissimilartouniversitiesnowadays.Throughthisnovel,wecangetnotonlyaglimpseofwesternacademicatmosphereinthemid-twentiethcenturybutalsoanoverviewofthepresentuniversitiesinChina.MostscholarsinChinacarriedouttheirresearchfromtheperspectiveofSnow’sargumenton“twocultures”,thatheproposedinhisfamousspeech“TwoCulturesandScientificRevolution”in1959.Theycontinuedtheresearchofconfusionandproblemsof“twocultures”basedoncharacters’mentalactivities.Fewscholarsattendedtostudythecharacters’complicatedmentalactivityfromthepointofsubject.Ofwesternresearch,mostcommentswereabouttheconflictsamongtechnology,massculture,fraternalrelationhiddeninhumannature,powerstruggles,theconflictsbetweenindividualsandsocieties,andsenseandsensibility.However,fewstudieswereaboutcharacters’psychologicalactivityonthepartofsubjectssincethesubjectsareinfluencedbythesocialenvironment.Startingfromthispoint,thethesisconductsananalysisofthecharacters’behavioralandmentalactivitiesofTheMastersfromtheviewofknowledgeandpowers.Assubjects,peoplechooseknowledgeandpowersintheirlife,andinreturnknowledgeandpowersalsoactonthem.Inthisprocess,theyturntobevictims.Andhumanbeingsareforcedtobeconstructedassubjects.Theymastertheseknowledgeandpowersandliveforthem,butarecontrolledbytheseknowledgepoweraswell.Throughtheanalysisofthecharacters’mentalactivitiesandbehaviorsintheelectionofCambridgeUniversityfromFoucault’ssubjecttheory,theauthorfinds,underabackgroundofworshipingknowledgeandpowers,the2 charactersaremanipulatedbyknowledgeandpowersandserveforthem,andneglecttheirinneremotions.Andconsequently,theylosttheabilitytofeelthetruthandsensibility.Thisthesisconsistsofsixchapters.ThefirstchaptergivesanintroductionofSnowandthecontentofhiswork,TheMasters.Inaddition,italsoaddressestheresearch’spurposeandprocess.Thesecondchapterisliteraturereview,whichincludestheresearchofC.P.SnowandhisworksabroadandinChina.Then,thethirdchapterisatheoreticalintroductionontheemergenceofmodernpowerandthesubjecttheoryofFoucault,thatis,knowledgeandpower’ssocialconstruction.Furthermore,theauthoranalyzesFoucault’sviewonknowledge,itsrelationswiththesubject,andonpower,therelationsbetweenknowledge-basedpowerandsubject.Inthefourthchapter,theauthordiscussestheoperationsofFoucault’sknowledge-powersysteminTheMasters.Thischapterisdividedintotwoparts,namely,themeansofFoucault’sknowledge-poweroperationsandtheprocessesofthreekindsofdisciplines.InthemeansofFoucault’sknowledge-poweroperationspart,theauthoranalyzesthedisciplinarysubjectsandobjectsinthenovel.Asforthedisciplinarysubjects,itwillbeapproachedfromthescientificknowledge,traditionalpowerandambition.Inthedisciplinaryobjectspart,Crawford,Brown,ChrystalandJagoareanalyzed.Then,theauthordiscussesdisciplinaryrelationsbetweenthesubjectsandobjects.Tobespecific,howdoscientificknowledge,traditionalpowerandambitionworkonCrawford,BrownandJagorespectively?Thefifthchapterconsistsoftheresultsofknowledge-poweroncharactersinTheMastersandthereflectionontheresults.Intheresultsofknowledge-poweroncharacterspart,Crawford’sinternalizationofscientificknowledge,Brown’sandChrystal’srelentlesspursuitoftraditionalpowerandthepunishmentofambitionforJagoareanalyzed.Asforthereflectionoftheresult,acomparisonbetweenJagoandCrawfordandacomparisonofJago,BrownandChrystalarediscussed.Thecomparisonsattempttoshowthatemotionandintensityofemotionofsubjectsaffectthedisciplinaryresultsofsubjectswhostarttobedisciplinedinthesamesituation.3 CHAPTERIILITERATUREREVIEWChinesescholarshavestudiedC.P.SnowandhisworksmainlyfromtheperspectiveofSnow’s“twocultures”.AndwesternscholarshavecarriedouttheirresearchesonC.P.Snowfromdifferentperspectives,includinghumanvalues,massculture,powerstruggleandsoon.ThispartisanoverviewoftheresearchesofC.P.Snowandhisworksabroadandathome.2.1StudiesofC.P.SnowAbroadForeignscholarshavevariedviewsonSnow’sworks.Amongtheseviews,AlfredKazin’s“ABrilliantBoyfromtheMidlands”publishedin1959regardedSnow’snovelsjustaspresentingthecharacters’historicalcontentinaplainwayinsteadofartswithhighvalues.However,FredericR.KarlpresentedhisviewsonSnow’snovelsfromdifferentpoints.In“ThePoliticsofConscience:TheNovelsofC.P.Snow”,anessayincludedKarl’sAReader’sGuidetotheContemporaryEnglishNovelpublishedin1962,hestartedfromtheviewofconscience,andreferredthatSnowhadexposedthespiritualdilemmaofcontemporarypeopleandtriedtofindasolutionfromGreekdramatistbylearningtheirmoderationandbalance.Hethoughtitwasnecessarytomaintainasocialbalancewiththeirattitudeandwisdom(63).InWilliamF.Hall’s“TheHumanismofC.P.Snow”publishedin1963,heheldasimilarviewwithKarlonSnow’snovels.HementionedthattherewasaprincipleinC.P.Snow’snovels,and“Snowwasattemptingtofindanewhumanismacceptingtheinsightsofbothindividual’sinnerspiritualdilemmaandindividual’ssocialcondition”(201).InKarl’sworkC.P.Snow:ThePoliticsofConscience,heexplainedthatTheMasterswasthemostindependentnovelamongSnow’sseriesof11novelsandinit,Snowhadsuggestedthepowerstrugglesbecameanewsocialtragedyinwhich“moderation,deceitandmanipulationhadreplacedpassion”(67).Karl’s“C.P.Snow:4 TheUnreasonofReason”,includedinContemporaryBritishNovelistseditedbyCharlesShapiroin1965,presentedfromthepointofreasonthatSnow’sviewwashistoricallyunreal,andpsychologicallyimpossible.Because“menareemotionalandpeopleinreallifewillneverbeasrationalastheyareinpublic”(115).RalphA.Smithpublishedhisarticle“ASecondLookatC.P.Snow”in1964,inwhichheinterpretedSnow’sintentionsontwoculturesandproposedthedistinctionbetweentwocultureswasrelevanttoaconceptofhumanisticexplanationandlearning,andtothemeaningofathirdculturementalityinarteducation(9).RobertGorhamDavis’s“C.P.Snow”publishedin1965paiditsattentiontothebrotherhoodreflectedinthenovel.Similarly,Ramanathan’sTheNovelsofC.P.Snow---CriticalIntroductionstatedthatSnowhadbeenfullyawareofthebrotherlyhumannaturethatallhumanowned.Whileinthestruggleofpersonalinterests,andthepursuitofambitionandpower,peoplewerealoneandstrangebetweeneachother,butfacingthecommondilemma,commonneeds,theycouldbebrothers.While,EstherL.Panitzpresentedinhisarticle“AlienationandtheCultoftheindividual”publishedin2002thatalthoughsomescholarsheldtheviewthatSnowwasalsointerestedintheessentialisolationoftheindividualinsociety,hethought“Snowwasalwaysmoreconcernedwithpersonalandgroupinteractionsintheirrelationshipstotheuseandabuseofpowerthanhewaswiththeuniqueindividualitiesofthecharactershecreated”(168).Inaddition,RamanathanmentionedinhisTheNovelsofC.P.Snowthatfromamoralstandpoint,Snowhaddismissedtheaestheticnovelistsasabdicatingresponsibilityandhadthoughtaestheticnovelists’excessivefocusonindividualtragedymeanttheirignoranceofsocialneeds,whichwasmorallywrong.Fromthese,itcouldbeseenSnow’sconcernonsocialissues.ColinBulter’s“ScienceversusArt”publishedin2001proposedbothSnow’sviewandF.R.Leavis’viewon“artversusscience”controversy.Andinthearticle,theauthorindicatedSnow’sviewthat“scientistsarehighlyintelligent,morepreciseintheirthinkingthanartfolkandoursurvivalinacompetitiveworldrequiresmuchgreatercommitmenttoscience”(38).ItisalsoacomparisonbetweenSnow’sviewandLeavis’sview.GuyOrtolano’s“Two5 Cultures,OneUniversity:TheInstitutionalOriginsofthe‘TwoCulture’Controversy”situatedthecontroversyattendingthe“twocultures”withinthebroadercontextofthepost-warexpansionoftheBritishuniversitysystem.Inthisarticle,SnowandLeavisclashedintheircontradictorynotions.Snowthoughttheuniversityservedasanengineofeconomicandsocialchange.Theriseinstudentenrollmentsmeanttheextensionofthesocialmobility,andtheshiftintheemphasisoftheuniversitiesfromtheartstothesciencesfosteredthecontinuedeconomicadvancethatscienceandtechnologypromised.ButLeavisinsistedtheuniversitymustserveasarefugefromsuch“progress”.Individualadvanceresultedintheabsenceofthecapacityforcriticalthought(623).In2002,GeorgeWatsondescribedSnow’sliteraryexperienceandhispoliticalexperienceandpresentedtheinfluenceoftheseexperiencesonSnow’sideologiesatdifferentstagesinhisarticle“TheFutureinYourBones:C.P.Snow(1905-80)”.Attheendofhisarticle,hementioned,itexistedafutureinSnow’sbones,andalthoughthefuturedidnothappentoday,itwasstillimpressive(602).LikeKarl’sviewinhis“ThePoliticsofConscience:TheNovelsofC.P.Snow”andHall’sviewinhis“HumanismofC.P.Snow”,GeoffreyHeptonstall’s“Venturingthereal:thesignificanceofC.P.Snow”publishedin2008alsoshowedthatthethemeofSnow’snovelshadseenthenecessitytodealwiththeconflictbetweenpersonalambitionsandsocialharmonyinordertokeepthebalanceofthesociety.However,inC.P.Snow’sStrangersandBrothersasMid-TwentiethCenturyHistorypublishedin2009,Levispaidhisattentiontotherelationshipbetweenscienceandmassculture.Levisindicated“twocultures”andtheirconflictsputuptherightvanefordiscussingtherelationshipofscienceandculture,regardlesstheyarenotSnow’soriginalviews.Inthesameyear,combiningwiththecontemporarycultureathistime,PeterDizikesreconsideredSnow’sideaontwoculturesinhisarticle“OurTwoCultures”.Inthearticle,heindicated“TheTwoCultures”thatSnowproposedinitiallyassertedthemoraldistinctivenessofscientists,butendedwithapleaforenlistingsciencetohaltthespreadofCommunism.AndtheultimateconcernofSnow’s“TheTwoCultures”hadlesstodowithintellectuallifethanwithgeopolitics.Hecalledonmodernpeople6 tospendmoretimegenuinelyreconsidering“TheTwoCultures”insteadofmerelycitingit(23).Tosumup,scholarsinthewesthaveconductedtheirresearchonSnowfromthreepartsofproblems,includingthebrotherhoodofhumannature,moralandsocialresponsibilitiesandtheconflictsbetweenscientificknowledgeandmassculture,whichareconsideredasmajorproblemsofmodernsociety.2.2StudiesofC.P.SnowatHomeThereareafewviewsregardingSnow’sworksathome.Intheseviews,domesticscholarsfocusedmainlyoncontentoverviewofSnow’snovelsandSnow’s“twoculture”views.HouWeiruihadcommentsonallSnow’sseriesof11novelsinhis“SeekingBrotherhoodinaStrangeWorld---onSnow’sNovelCreation”publishedin1998.InthatpartofcommentonTheMasters,hementionedthatthroughthepowerstrugglebetweenthescholars,Snowattemptedtoexplainthateducationandsciencedidnotnecessarilybringjudgmentandfairness,andreasonandintegritywereoftendefeatedbyself-interestandsectarianisminmajordecision-makingprocess.WangZheshowedinhis“TheRestudyof‘TwoCultures’inTheMasters”thatSnowexpressedhisviewon“twocultures”inTheMastersandanalyzedthegapbetweenscienceandhumanityreflectedinthisnovel.Whilein“TheCharmofDialogue:ANewInterpretationofSnow’sProposition’inTheMasters”,WangZheproposedantagonisms,equivalenceanddockingbetweentwoculturesthroughanalyzingTheMastersandrealizedthepossibilitytosolvetheproblembetweenscienceandhumanity.JiangHuilingshowedinher“‘Twocultures’inC.P.Snow’sTheMasters”thattherewereconflictsbetweensciencecultureandliterarycultureinTheMasters.ShealsoaddressedthatSnowcalledforadialoguebetweentwocultures.ButsheproposedthatSnow’sstandpointofsupportingsciencewasrevealedattheendofthenovel.ThereareothertwoarticlesonSnow’snovelTheNewMan.TheyareLu7 Jiande’s“‘TwoCultures’inC.P.Snow’sTheNewMan”andZhangWeijia’s“OntheScientificTechnologicalandMoralThemeofTheNewMan”.AndtheformerputTheNewManintotheanalysisunderthecontextof“TheTwoCulturesandScientificRevolution”SnowhadwrittenatCambridgeUniversity.Itexposedtheweaknessofhumanityandnewsituationofpeople’sthoughtsandbehaviorsthroughtheanalysisofthecharacters,andpointedouttheinseparabilityofscienceandhumanityintheend.ThelatterprobedtheethicsofscienceandtechnologyinTheNewMan.Thisarticlehadadeepthinkingontherelationofscienceandmorality,andshowedscientists’moraldilemma,whichisdifferentfromtheadmittedtraditionalmorality,andproposedthenecessitytosetupthenewethicalstandardsforscienceandtechnologyinthenewera.TherearealsoseveralarticlesonSnow’s“twocultures”.Inthesearticles,HuangShaohua’s“TheSeparationofandCommunicationbetweenTwoCultures—AlsoonC.P.Snow’sViewof‘theTwoCultures’”pointedouttheshortageandlimitationofSnow’sreformofeducationtosolvethetwocultures’divisionfromthepointofepistemology.HuangShaohuapresented,onlywhentheproblemof“twocultures”isdiscussedinadeeperinvestigationofhumanexistence,canthecommunicationbetweenthetwoculturesbepossible,andonlyinthissituationcanthetwoculturestrulybeintegratedintoawhole.XuQing’s“TheModernAnalysisofC.P.Snow’sPropositionintheDisseveranceofTwoCultures”expoundedthecurrentsituationofthecontradictionbetweenscientificcultureandliterarycultureandproposedthatonlythefusionofscienceandhumanityeducationcansolvethecontradictionbetweenscientificcultureandliteraryculture.AndWangWenyong’s“ComparingSnowandLiangZongdai’s‘TwoCultures’”hadacomparisonofSnow’s“twocultures”withLiangZongdai’ssimilarviewandpresentedtheadvantageoftheopennessandsystematicnessofSnow’sProposition.ThoughtremendousresearcheshavebeendoneonSnow,theoverviewonSnowalsoshowsthatstudiesonhimarestillfarfromsufficient.Inparticular,studiesfromFoucault’ssubjecttheoryareraretobeseen.8 CHAPTERIIITHEORETICALFRAMEWORK3.1StudyontheEmergenceofModernPowerofFoucaultMichelFoucault(1926-1984)isaFrenchphilosopherandhistorian.Hefocusedontherelationshipbetweenknowledgeandpowerandhadaresearchonhowpowerwasshownthroughdiscourserightandpenetratedintoeverysectionofsocietyincooperationofallkindsoftrainingmethods.Foucault’sthoughthadagreatinfluenceonthedevelopmentofcontemporarysociology.HisphilosophicalworkDisciplineandPunish:TheBirthofthePrisonwhichwasfirstpublishedin1977hasagreatinfluenceonsocietyandwinsagreatreputationforFoucault.Thisbookstatesthetrailsthatcriminaltortureagainstprisonersisgraduallyreplacedbytheprisonregulations.AndDisciplineandPunish:TheBirthofthePrisonalsodiscussesaseriesofrelatedpolitical,legal,power,ideas,andscientificandtechnicalissuescausedbythechangeabove.Thisbookshows,intermsofdisciplineandpunishment,howhumansocietyevolvesfromtheancienttortureofprisoner’sfleshandspirittomoderndisciplinesystem.Whilemoderndisciplinesystemisdesignedtosubjectindividualstosurrenderandconsciouslyacceptdisciplinarytrainingthroughamildviolence.Further,thisbookgivespeopleanewunderstandingofaseriesoftraditionalconceptsthroughthemicro-analysisofpowerfunctionsthatpeople’sbehaviorsandsubjectsaretheproductofpower.InLifelongReadingProgram:PhilosophyBookshelf,LuLuandHanPeiqiproposedDisciplineandPunish:TheBirthofthePrisondiscussesthattheopen,brutalrulebeforemodernizationhasturnedintoahidden,psychologicalrule,anddiscussestheinterrelationshipbetweenthemodernsoulandanewjudicialpower.Thisbookdealswiththegenealogyofcurrentscience-lawcomplex.Inthiscomplex,punitivepowergainsitsownfoundations,proofsandrules,expandsitsowneffects,andusesthiscomplextodisguiseextraordinaryuniqueness(298).Asamaturework9 ofFoucault,DisciplineandPunish:TheBirthofthePrisonhasitsownoutstandingtheoreticalvalueandpracticalsignificance.Itnotonlyregards“disciplineandpunish”asahuman-to-humanrestrictionandrule,butalsofocusesonthenatureofpowerandthehistoryoftheevolutionofpower.Thisworkconsistsoffourparts,thoseare,torture,punishment,disciplineandprison.Thisthesismainlyintroducesthepunishmentanddisciplineofthisbook.Beforetheeighteenthcentury,thepunishmentofprisonersistheirspiritualandphysicaltorture.Forexample,theprisonersistornopenhischestandlimbswithred-hotirontongs,andispouredmoltenlead,boilingrosinandsulfurintothetornwound.Butineighteenthcentury,thesocietyfacesanewsituation.Inthisperiod,theviolentintensityofcrimeshasweakenedandpunishmenthasbeencorrespondinglylessintense.Meanwhile,theviolationsofpersonshavebeenreducedsubstantially,andtheviolationsofpropertyappeartosurpassviolentcrime,andtherapiddevelopmentofpublicsecurityagenciestocurbtheorganizedcrimeshasturnedcrimeintoamorediffusedform.Astheobjectandscopeofpunishmenthavechanged,thesocietyrequiresfindingnewmethodstomakepunishmentmoreadaptabletoobjectsandmoreeffective,anditisnecessarytodevelopnewprinciplestomakethepunishmenttechniquesmorestandardized,sophisticated,anduniversal.Therefore,thecriminallawreformineighteenthcenturyistoconstructanewstructureandanewtechnologyforpunishment.Comparedwiththephysicaltorture,thenewpunishmentsystemineighteenthcenturyisnolongerappliedtotheflesh,buttothespirit,andmorepreciselytothesymbolsthatarespreadtoallhumanminds.Itcanbesaidthatthisnewpunishmentisbasedon“representation”technology.Thistechniqueistoestablishastrongconnectionbetweentheconceptofcrimeandthepunishment,sothatforthosewhoaretryingtocommitcrime,theideaofcrimewillbeenoughtoevokethesymbolofpunishment.Inpunishment,peopledonotseetheexistenceofthesovereignpowerbutidentifythelawandregulations.Everykindofpunishmentismadeinpublic,soithastheeffectofshowingoffenses.Varioussigns,placards,readingsrepeattherelevantcode.Andintersections,parks,roads,bridgeshaveallbecomepunishment10 theaters.Punishmentisnolongeraritualbutasymbol.Intwentyyears,thepunitivetheatersarereplacedbyalargeandunifiedprisonmachine.Thissubstitutionmarkstheemergenceofanewkindofpowertechnology,thatis,thegenerationofdisciplinarypower.DisciplinecanbeidentifiedtobeacoreconceptofDisciplineandPunish:TheBirthofthePrison.Foucaultgavetheworddisciplinenewmeanings.Itreferstoaspecialkindofpowertechnologythathasemergedinmoderntimes.Itisnotonlyatechnologythatintervenes,trains,andmonitorsthehumanflesh,butalsoameansofcreatingknowledge.Foucaultbelievedthatstandardizationisthecorefeatureofthistechnology(DisciplineandPunish375).Thiskindofpowertechnologyisformedbytheconvergenceofmanyprocessesthatarenotveryobvious.Theseprocesseshavetheiroriginsindifferentfields,arescattered,overlapandsupporteachother.Andthesetechnologieshavebeendevelopedinsecondaryeducation,elementaryschools,hospitals,themilitary,andworkshops.Thiskindofdisciplinarytechnologyisverysophisticatedandgoesdeepintothedetailsofthesociety.Accompaniedbythis,awholesetofmethods,knowledge,descriptions,programs,anddataemerge.Foucaultalsopointedoutthatitispreciselyfromtheseminutiaethatpeopleofthemodernhumanitariansensemerge.(ibid167)InthelastchapterofDisciplineandPunish:TheBirthofthePrison,Foucaultconductedsomeanalysis.Hepointedoutthatthroughtheallocationofspace,thecontrolofmovements,theadjustmentoftime,andthearrangementofpower,thedisciplinarypowercreateshumanindividualswithfourcharacteristics:unity,organicity,creativityandcomposition(ibid178).Foucaultbelievedthatthesuccessofdisciplinarypowershouldbeattributedtoitsuseofthreesimplemeans.Thefirstislevelmonitoring.Becausepowerrequiresallthingsbecomingclearandvisible;thesecondisstandardizationruling.Inthispart,thedualmechanismof“punishment-reward”isusedtoregulateandcorrectpeople’sbehaviors;thethirdisinspection,whichcombinesoftheformertwo.Inspectionlinksknowledgeformationandpoweroperation.Itcanbesaidthatinspectionisapowermeanstoconstructknowledge.Forexample,thedoctor’s“roundvisits”makethe“disciplined”hospitalbecomeaphysicalsampleofmedical“discipline”,andstudents’“exams”ensurethat11 knowledgeflowsfromteacherstostudents.Foucaultemphasizedthattheoperationofpowercannotbeunderstoodmerelyasrepression,exclusion,ornegation,butrathercreatedisciplinedindividuals.Humannatureisthe“effectandtoolofcomplexpowerrelations”(MaandLiu501).MichelFoucaultclaimedinhislaterlife,thatsubjectisthegeneraltopicofhisresearch,notpower.(“Body/Power”272).Andhisaimistocreateahistoryofwaysinwhichpeopleisshapedintosubjectinourculture(ibid271).Foucaultthoughtthatmanassubjectwastheproductofmanenteringthemodernsociety,which“wasconstructedintheearly19thcentury”(TheOrder430).LiuYongmoumentioned,InFoucault’sview,modernpeoplearenotthoseinthetruesense,butarereshapedassubject,whichisconsideredasproductshapedundersocialenvironment.Inturn,Foucault’ssubjectreferstomodernpeoplewhothink,actandlivefollowingasetofmodernsocialstandards.Thereasonwhymodernpeoplearefollowingthesameethicsisbecausetheyareshapedbythesamesubjectideaandthistransformationincludesnotonlyphysicaldiscipline,butthementalpressureinteraction.(48)Foucaultcalled(this)subjectificationaprogram,throughwhichwehaveacquiredthecompositionofsubject,orthecompositionofsubjectivity.Itis,ofcourse,onlyoneoftheestablishedpossibilitiesthatself-consciousnessorganized(“TheEyeofPower”119).Foucault’sresearchcanbedividedintothreeparts,thatis,knowledgeintheearlyperiod,themicropowerstrategyinthemiddleperiod,andtheethicsinthelaterperiod.Inthesethreeparts,knowledgeisthemainresearchobjectofFoucault’sarchaeology,whichistheepistemologicalbasisofthedeconstructingsubject,andmicropoweristhecontentofhisgenealogy,whichisthemethodologybasisofdeconstructingthesubject.12 3.2ViewsonKnowledgeandRelationsbetweenKnowledgeandSubjectofFoucaultInTheOrderofThings,FoucaulthadmadeanarchaeologicalanalysisofknowledgesinceRenaissance,anddividedknowledgeintothreekinds,thatis,renaissanceknowledge,classicalknowledgeandmodernknowledge.Hefoundtherearedifferentknowledgetypesinvariedhistoricalperiods,andtheknowledgetypedeterminedthecompositionofknowledgeinacertainperiod.Differentfromtheconceptoftraditionalknowledge,Foucaultthoughtknowledgewasakindofdiscoursepractice,andknowledgeismadeupofcertaindiscoursepracticeaccordingtoitsownrules.Discourseis“asinglesystemfortheformationofstatements”(ArchaeologyofKnowledge186).Thereforeknowledgeisahistoricalsystemofseriousspeechact.Theknowledgewithoutparticulardiscoursepracticeisnonexistent,andeverydiscoursepracticecanbedeterminedbytheknowledgeitforms.Thatmeansdifferentpartofknowledgeisfordifferentdiscoursesubjectsandviceversa.Foucault’sTheArchaeologyofKnowledgeproposedknowledgewasnotaproductofsubjectivecognition,butaprocessofhistoricalpractice,andinturnsubjectandobjectarechangedandconstructedbyknowledgepractice.Andintherelationsbetweensubjectandknowledge,Foucaultexplained,“(s)avoirisalsothespaceinwhichthesubjectmaytakeupapositionandspeakoftheobjectswithwhichhedealsinhisdiscourse”(ArchaeologyofKnowledge201),andFoucaultalsoclaimedthat“(s)avoirisalsothefieldofcoordinationandsubordinationofstatementsinwhichconceptsappears,andaredefined,appliedandtransformed”(ibid201).ForFoucault,therewasakindofdeeper“structure”or“unconsciousness”behindtheknowledge.The“structure”or“unconsciousness”thatdeterminesknowledgeareincontrolofhumans,relativestableandcanbevariedwiththechangeofhistory.Forexample,intheclassicalera,intheprocessofthetransformationfromclassifiedmedicineintoclinicalmedicine,whatischangedisnotonlythecontactbetweenthesubjectandtheobject,butmoregeneralknowledgeconfiguration,andthelatterdeterminedthepositionandconnectionbetweentheperceiverandperceivedobject(TheBirth154).13 Foucaultthoughttheprocessofthischangeofknowledgestructurewasjusthistoricperformance.Foucaultthoughtintheprocessofknowledgeformation,peopleweren’tpositivebutwereconstructedbyculturalcodesofhisperiodunconsciously.Foucaultannounced,“Humanarethingsthatcandisappearlikeamirage”and“Manwillbewipedawaylikeafaceinthesandonthesea”(TheOrder506).Hedeniedthatsubjectcreatesknowledgebutsupportedthatknowledgecreatessubject.Buthowdidknowledgeinfluencemanandbuilduptheimageofmodernpeople?ItinvolvesthepracticeofsubjectificationaccordingtoFoucault,namelytheprocessthatstandards(orknowledge)dominate“self-consciousnessorganization”ofmodernindividuals.Modernculturemakesmanasubject,andtheaimistointernalizestandardsorknowledgeintoman’sbehaviorsandfinallymakesthembecomeindividuals’“self-consciousness”or“self-education”.Foucaultthoughtthistransformationprocessis“aprocessofrationalization”inessence(“TheEyeofPower”119).Throughthistransformation,standardsandknowledgebecomeapartofman’smind,andavaluethattheyarewillingtopursue.3.3ViewsonPowerandRelationsofPower,KnowledgeandSubjectofFoucaultAshasmentionedintheformerpart,theresearchofpoweristhemaincontentofFoucault’sgenealogy.Actuallytheresearchofpowerisbasedontheresearchofknowledge.Theresearchofknowledgefocusesontherulesofdiscourseandknowledge,whiletheresearchofpoweristoanalyzediscourseandknowledgefromtheperspectiveofsocialpractice.FromFoucault’spointofview,traditionalpoweranalysisislaw-repressionwhichmeansthecontrolorinfluenceofthemaingrouponothergroupthroughlawsorrepressions.Buthethoughttraditionalpoweroversimplifiedthecomplicatedpowerrelationship,andwasnotsuitablefortheanalysisofmodernpower.Soaccordingtothetraditionalpoweranalysis,Foucaultputforwardamicro-poweranalysismethod.14 Foucaultthoughtpoweranalysisshouldinvestigatewhatisthedeepesthiddeninpowerrelations;positionthemonaneconomicbasis;notonlytrackthepowerofthegovernment,butalsotrackthepowerofthesub-governmentorsuper-government;andfindtracesoftheminmaterialisticactivities(“TheEyeofPower”44).AccordingtoFoucault’sdefinitionofpower,firstly,powerisnotjustthecontrolofonepartyovertheother,butitinvolvesdifferentfields,includingthearmy,jail,school,factory,knowledge,sex,discourseandsoon.Itismultiforminpolitics,economy,education,countryandproductionrelationshipsandoperateswithaflexibleanddiversestrategy.Itshouldbeunderstoodasthemultiplicityofforcerelationswhichareimmanentintheiroperationaldomainandconstitutetheirorganization(Sexuality79).Secondly,powercannotbeoccupiedbyanyone.InTheHistoryofSexuality,Foucaultarguesthatpowerissomethingperformed,somethinglikeastrategyinsteadofpossession.It’sakindofforcerelation,andtheinteractionofchangingrelationshipsthatareoperatingindifferentdirections.Itflowsoverratherthanstandsstill.Poweroperatesintheformofnetworks,whereindividualsarenotonlyflowingwithpowerbutalsoexercisingitinapositionofsubordination(Society28).Finally,powerisscattered,unfocused,anonymous,anditcomesfromallovertheplace.Itisdeployedonnumerouspoints,spreadoutovercountlesspointsandbeingused.Powerisnotaninstitution,itisnotastructure,anditisnotaforcethatsomepeoplearebornwith.Itisthenamegiventoacomplexstrategicsituationinagivensociety(Sexuality69).Actually,Foucault’smicro-powerisnotonlyrepressive,butalsoproductive.Differentfromtraditionalpowerwhichconsistsofrules,suppression,prohibition,andprevention,modernpoweroperatesthroughtraininginstitutionsthattargetstandardization,whichisproductiveandcreative.Foucaultmentionedthatpowerwhichwasbuiltinthe18thcentury,wasnotsuppressedbutproductive---repressiononlyservesasasideandsecondaryrolerelativetothecentralmechanismofpowerwhichisthemechanismofmanufacturing,themechanismofcreation,andthemechanismofproduction(Abnormal53).Itshouldbeseenasaproductivenetworkwhichrunsthoroughtheentiresocialbody(Power/Knowledge184).15 Foucaultpointedout,“Behindallknowledge(savoir),behindallattainmentofknowledge(connaissance),whatisinvolvedisastruggleforpower”(EssentialWork,32).AccordingtoFoucault,poweremergedfromknowledgeinpractice.Forhim,powerandknowledgearemutuallycontained.Foucaultdiscussedthefunctionofcertainknowledgeinthegenerationofpower.“Powerandknowledgedirectlyimplyoneanother;thatthereisnopowerrelationwithoutthecorrelativeconstitutionofafieldofknowledge,noranyknowledgethatdoesnotpresupposeandconstituteatthesametimepowerrelations”(DisciplineandPunish27)Intheoperationofpower,peoplearetrainedanddisciplinedunconsciouslyandareshapedintosubjectsthatconformtothegivenknowledgeandstandards,andserveforpowerandknowledge.Somodernpeoplearetheproductsofthecombinationofknowledgeandpower.Foucaultputstandards,powerandknowledgecomplicatedlyinterwoven.heclaimedthesubjectwhoknows,theobjecttobeknownandthemodesofknowledgecanberegardedasthreebasicelementsofpower-knowledge.Foucaultassertedthemomentoneregardedthestandardasthetruthisthetimewhenthepowerisexercisedonhim.ForFoucault,oneconstitutesasubjectinpowerrelationsinconditionofadmittingthethestandardofsocietytobetruth.Hewhoisoperatedbytheserelationsoperatesthemoverothersinreturn.Therefore,thesubjectisaresultofthepower,andmeanwhilepowerismaintainedthroughthesubjectitconstructs.Onlythroughthisway,themodernpowermechanismcanoperateitself.That’spower’sproductivemechanism,anditexistseverywhereinthesocietyinthesphereofknowledge,discourseordesire.Aboveisthedefinitionofknowledge,power,andtherelationshipsamongknowledge,powerandsubjectaccordingtoFoucault’sview.InTheMasters,fourcharactersarecompetingwitheachotherduringtheelectioncampaign.Inthecompetition,theyareinfluencedbyscientificknowledge,traditionalpowerandtheirambition,andbehaveundertherulesofscientificknowledge,traditionalpowerandambition.Insuchsituation,theyarealwaysinagreatrepressionandcannotfeeltheirtrue-self.AccordingtothetheoryofFoucault,knowledgecaninfluencepeopleandinstructtheirbehaviors.Finallythestandardsofknowledgeareinternalizedasapart16 ofpeople’svaluesandguidepeople’slivesasnorms.Asaresult,peopleareshapedintotheproductsofknowledge.WiththetheoryofFoucaultandtheanalysisofsituationsofsubjectsinTheMasters,thethesisattemptstofindhowthesecharactersbecometheproductsofknowledgeandthereasonwhytheyaredepressed.17 CHAPTERIVTHEOPERATIONOFFOUCAULT’SKNOWLEDGE-POWERSYSTEMINTHEMASTERSFoucault’sworkhighlightedoperationsystemofknowledge-power,whichdisclosedthewaysthatknowledge-powersystemfunctionsonsubjectsthroughdisciplines.Andinhisopinions,thisknowledge-powermechanismexistseverywhereindifferentlevelsofasociety.ItispresenteddramaticallyinTheMasters.Crawfordisthespokesmanofscientificknowledge,BrownandChrystalareobsessedwithtraditionalpower,andJagoindulgesinhisambition.Butalsoscientificknowledge,traditionalpowerandambitioninfluencetheirbehaviorsandtheycannotbefreefromthem.Accordingtothetheoryofknowledge-powerofFoucault,itseemsthatscience-knowledge,traditionalpowerandambitionhavedisciplinedthesecharactersandthestandardsoftheseknowledgehaveguidedtheirvalues.Sointhefollowingpart,thisthesisfirstpresentsthedisciplineinknowledge-poweroperation,thesituationsofscientificknowledge,traditionalpower,ambitioninknowledge-poweroperationandtheplotsofCrawford,Brown,Chrystal,JagoinTheMasters,andthenanalyzestheprocessofthesefourcharactersbeingconstructedbyscientificknowledge,powerandambition.4.1MeansofKnowledge-powerOperation:DisciplineAsFoucaultstated,theconstructionofknowledge-poweronindividualsisthroughdiscipline.Thedisciplineortheprocessofmakingpeoplesubjectscanbedividedintothreesteps:thestandard-settingofdisciplinarysubject,thetrainingofindividualstomakethemconformtothedisciplinestandard,andinternalizationofdisciplinestandard.Firstly,weneedtohaveastandardforeveryonefromsubdividingsubjects’concepts,whichmeanstomakehumannatureofmodernpeopletangible.Secondly,trainstafforpeopleaccordingtothestandard.Thenpickuptheindividuals18 whomeetthestandard,andrewardthem.Forpeoplewhodonotmeetthestandard,theywillbepunishedandsenttohaveadditionaltraininguntiltheymeetthestandard.Finally,gettingthestandardinternalizedintoindividual’sself-consciousnessandmakingpeopleactbasedonstandardwithself-discipline.Afterinternalizationofthestandard,individualswillfirmlysupportitintheirlifeandhavenodoubtoftherationalityofstandard.Inthefollowing,theauthorchoosesthreedifferentdisciplinesfromTheMasters,andanalyzethreekindsofdisciplinarysubjects(thestandards)andthreedisciplinaryobjects(individualswhoaretrainedbythestandards).4.1.1DisciplinarySubjectinTheMastersWiththedevelopmentofmodernscienceandtechnology,peoplehavebeenworshipingscience.Consequently,theyarebecomingmoreandmoreinterestedinscientificknowledge.Andthusscientificknowledgebuildsupapathforitselfthroughtheconstructionofindividuals.Undersuchcircumstance,norms,ideas,andrulesofactionsthatareconducivetosciencedevelopmentareestablished,suchastheclaimofreason,objectiveness,calmness,well-foundedcriticism,practicalityandsoon.Thesenormsaretaughtinclassroomsatfirstandthenextendtothewholesociety.Onlythosewhomeetthesecriteriaandtraitswillbeadmittedasgoodonesandberespected.However,those,whoareemotional,subjective,sensuous,esthetic,anddonotcontributetothedevelopmentofscience,willbeforgottenanddesertedbyscientificknowledge.Whilethosewhomeetthemannerofscientificknowledgebegintoregardthesemannersastheirregulationsandpracticethemrepeatedlyintheirlivesasrequesteduntiltheyinternalizethesemannersaspartoftheircharactersandfinallyareabletoguidetheirbehaviorsaccordingtothesemanners.However,asbeingmanipulatedbysuchvalues,thesepeoplebecomeobjectsofscientificknowledge.Theyserveforscience,andgraduallylosethemselves.Consequently,theywouldfeelagreatrepressionbutcannotfindwherethiskindofrepressioncomesfrom.Powerexistsnotonlyinscientificknowledge,butalsoindesire.The19 differentiationofmodernideasresultsintheeffectthateverysinglepartinone’smindcanbetreatedasacoreconcept.Andthismakesiteasytosetaspecificstandardinknowledge-powersystemandmakesitpossiblethatknowledge-powerexistseverywhere.Theabovementionedscientificknowledgecanberegardedasadisciplinarysubjectandtheprocessofcarryingoutdiscipline.Traditionalpowerandambitioncanalsobedisciplinarysubjectsandcarryouttheirdisciplines.Insociallife,whateversocialclassestheybelongto,therearealwaysnumerouspeoplewhoenjoycontrollingthedevelopmentofthings,thebehaviorsofothersoranyotherthingsthathecanreach.Those,whoareattractedbytraditionalpower,arealwayswillingtoaccompanywithpowerforevereveniftheyacknowledgetheyneedtopayhighpriceforit.Asadisciplinarysubject,traditionalpowerhasasetofknowledgesystemsofitsownwhichincludeshowtodevelopthebasiccharacterspowerneeds,howtoplaypowertacticswell,howtotrainoneselfindailymatterstobeagoodoneofplayingtraditionalpowerandsoon.Thesesystemsareusedtotrainpeoplewhoareinterestedintraditionalpower,andshapethemtobegoodonestomeetthestandardsoftraditionalpower.Inthisprocess,thosewhocannotobeytheruleswillbeeliminatedbypowerorleftforadditionalpracticingortraining.Forthegooduserswhomeetthebasicstandards,theywillbefurtherrequiredtogetthesemannersthattraditionalpoweradmitsinternalizedintotheirlivingcriteriatoguidetheirlives.Throughthismethod,traditionalpowerproducespeoplewhomeetitsstandards.Andtraditionalpowercanoperatethroughthesepeopleitproduces.However,inthepursuitoftraditionalpowerandintheprocessofinsistingthevaluesthattraditionalpoweradvocates,peoplegraduallyputtheirrealsenseofselfasideandpoliticizetheirlives,andthereforearealwaysunderrepression.Owingtotheinternalizationofthevaluesthattraditionalpowerclaims,theybelievewhattheyinsistarepositiveandright,andcannotrealizetheirrepressionisrelatedtothevaluestheyhaveacceptedfromtraditionalpower.Asadisciplinarysubject,themechanismofambitionoperationisthesamewiththatoftheformertwo.Theambitionalsoownsasetofcharacteristicsofitsownandsetsaseriesofconditionsorstandardsforpeople.Inexchange,peoplewhoattemptto20 achievetheirambitionsmustconformtotheseconditions;otherwisetheywillberefusedbytheirambitionsandfailtopursueambition.Infrontofgivenstandards,thoseambitiouspeoplehavetopracticethesestandardsindailyliferepeatedlyandtrainthemselvestoconformtothestandards.Andintheconstanttraining,peoplewhohaveagoodperformancewillberewarded.Thosewhohaveapoorperformancehavetocontinuetoreceivetrainingthatambitionsetuntilthesestandardsaregraduallyinternalizedtobeapartofthesepeople’sself-awarenessandguidethemtobehaveinacertainwaythatambitionhopes.However,peoplewhosebehaviorsandemotionssatisfythestandardsofambitionwillbeallowedintheprocessoftraining.Onthecontrary,thosewhoviolatethestandardsofambitionwillberuledout.Thereforeundertheguidanceofthesestandards,individualsareshapedintospokesmenofambition,andevenlosetheirtrueself.Owingtothelossofthepartoftrueself,individualsarealwaysinarepression,buttheyareunabletorealizethereasonofthisdilemmaatallbecausethevaluesleadtothedilemmahasbeeninternalizedinones’mind,andit’shardforthemtojumpoutofitunlesstheyhaveadeepreflectiononthemechanismofpower’soperation.4.1.2DisciplinaryObjectinTheMastersInTheMasters,Crawfordisaphysiologistandawell-knownscholarbothinandoutsidetheschool.Healmostownsallqualificationthatfitsaprofileofasuccessfulscienceperson.Healwaysshowshisrationality,logicalthinking,calmness,andobjectivenessondifferentoccasions.Hesupportsscienceabsolutelyandmakeshiseffortsforscientificknowledge.ThepartaboutCrawfordinthenoveloccupiesonlyafewpagesofthewholeforty-sixchapters.Butinthenovel,hismannersleaveadeepimpressiononallthroughhisspeakingandbehaviors.AndeverytimeCrawfordappears,thedescriptionsofhimalwaysrelatetothewords“unhurried,steady,logical,impersonal,sensible,unperturbed”whichareallthecharacteristicsscienceencourages.Inaddition,inhisconversationoncivilwarinSpainwithEliotin21 ChapterEleven,hesaidtoEliot,“Withoutprejudicewithyoursubject,IshouldfeelhappierifwehadafewmenofscienceintheHouseandtheForeignOffice”(TheMasters94).ThesewordsshowCrawford’spreferencetoscienceobviously.AndwhenCrawfordappearsinthe“FirstCollegeMeetingofTerm”,thewayhespeaksemphasizeshisimpressionsonus.WhenhetalksaboutthesituationofDean’sdisease,hesays,“Speakingnownotasafellowbutasonewhowasoncetrainedasamedicalman,......”(84),whiletalkingabouttheelectionofnextmaster,hecomments“Speakingnowasafellowandnotasaformermedicalman,......”(86).Thelogicandrigorofhislanguageleaveadeepimpressiononallthepeople.Herarelyappearsemotionalinpublic.Atthetimeofchattingwithmembersoftheotherteam,histeambeinginadisadvantagedsituation,andatthetimeofhisteamturningthetable,evenatthecelebrationofhiselectionasthenewmaster,heisalwaysimperturbable,objective,andcalminpublic,andthereisnothingindecentabouthim.Judgedfromhisviews,characterandbehaviors,itishardtoseparatehimfromaspokesmanofscience,andthereislittleobjectiontocallhimafaithfulpractitionerofscientificmanner.BrownandChrystalareclosefriendsandalliesatCambridgeUniversity.BrownisamentorandChrystalisthedeanintheschool.Theyarethebackboneoftheschool,andfeweventsattheacademyarenotsupportedbythem.Bothofthemarepassionateaboutpower.Theyareconfidentandfamiliarwithallkindsofgoverningmeans.Theyunderstandthestrengthsandweaknessesofeachmemberinthiscollege.Butthere’salittledifferencebetweenthepowersChrystalandBrownpursue.Chrystaldesirestherealpowerandwantsotherstoadmithimasahero.ButBrowndoesnotneedapromotionortheapprovalfromothers.Inhismind,“Hehasknownthefretsthatdrovemenofftherails......Itisinhisnaturetolivethemdown,toimbedthemdeep,nottoletthemleadhimawayfromhisfutureasacollegeworthy......”(TheMasters55).Sohetrieshisbesttorestrainhimself,alwaysbecalm,intelligentinpublic,andbegladtobeatacticianbehindthescene.Heiscontenttositthereandseethingsunfoldaswhathebelieves.Heisamasterofallrules,skilledinstrategiesofbringingpeopletohisside,andintothatheputsmostofhisenergies.22 Atthesmallpartyinthecombinationroom,whenJagohasaquarrelwithWinslow,BrowncleverlysubduesWinslowandcalmlyshowsJagohowtotreatothers.Heisalwayscontentwheneverhedealswiththingssuccessfullyandbringspeacetopeople.HeknowshisfriendChrystalwantstobearealpowerfigurewhocantakecommandofothers.SohedeterminestocooperatewithChrystal.AndwheneverChrystalexpresseshisviewsonanyformaloccasion,BrownhelpshimandcreditsChrystalwithalltheachievementstheyhavemadetogetherinthecollege.What’smore,inthemeetingtheyhold,Brownaskshisfriendtobethechairpersontotakechargeofthemeeting.HesupportsChrystalandhelpsChrystalexplainhisinappropriatewordsinpublic.Browndoesn’tcareabouthisowncontribution.Hedoesallofthesethingsjusttocatertohisfriend’sdesireandwayofdoingthings.Heisgladtobethemanbehinditandseethingsgosmoothlywithhissuggestions.ExceptforChrystal,heknowswellaboutothermembers’strengthsandweaknesses,andisabletoapproachdifferentmemberswithdifferentattitudes.Becauseofthesecharacteristics,intheearlydaysoftheelection,hehasquietlyformedhisownteamsupportingJagowhichconsistsofmostelectedmembers.AndintheprocessofcanvassingforJago,heisalwayscalmandintelligent,listeningcarefullytotheopinionsofotherelectedmembers,anddoesnotforcethemtosupportJagountilhehasto.Hewouldjustputinawordtoprovokethemtorevealtheirweaknessesorwarmtheirhearts.Withdifferentwordsandstrategies,Brownisalwaysabletoarrangeeverythingsuccessfully.Chrystalalsodesiresforrealpower.However,heisdifferentfromBrown.Heisrudeandirritable.Heiseagertocalltheshots,takescharge,anddesiresothermembersofthiscollegetorememberhisachievements.Headmiresheroicfiguresandhasapassionforfame.Intheearlyperiodofelection,justbecauseofJago’slackoffame,hedoesn’twantJagotobethenewmaster,butitisMrBrownwhopersuadeshimandpatientlypullshimtoJago’sside.Chrystalisn’tsatisfiedwithJago,butonceChrystalhaschosenthetarget,healwaysgoestogreatlengthstoreachthegoalandshowspeoplehisefficiencyandabilitytocompletematters.Heisapersonwhowouldlikehissuggestionsandbehaviorstobevaluedandgethisachievements23 admitted.Attheluncheon,BrownandChrystalholdfortheircanvassing,Chrystal,asthechairperson,fullyshowshispoliticalsociabilityandleavesothersanimpression.FacingtheresultthatmorethanhalfofmembersexpresstheirviewofsupportingJago,heshowsJagohedeservesthemostcredit,andheisthepersonwhocaninfluenceeverything.ChrystalhasmadeagreatefforttosupportJago,andhopeshiseffortstobeadmittedandtogainthepowerandhonorhedeservesfromJagoifJagowereelectedasthenewmasterofcollege.Inaddition,Chrystalisparticularlyinterestedinthematterofcollegeendowments.Hethinks,comparedwiththeelectionofanewmaster,theimpactthatdonationbringstothecollegeispermanent.Ifthedonationisdoneunderhisplans,it’spossiblethathewouldberememberedforeverbythecollege.Fromthesebehaviors,it’seasytolearnChrystalisonewholovespowerandiswillingtospendhislifetryingtobeameritoriousandpowerfulpersonwhoownsenoughabilityfinisheachimportantmatterinthecollege.Jagoisalsoobsessedwithpower.Butheisnotonlyinterestedinpower,butalsoinotherpursuits.Heisanaspirant,whohopestobeanexcellentpersonatanytime.Andhealwaysbelievesthatcertainthingsarepreparedonlyforhim.Itisonlyhimwhoisabletofinishthem.Andifthepersonwiththesupremepowerinthecollegemeanstheexcellentpersonwhocanfinishthingsthatotherscouldn’tdo,thenJagodesirestobethatpersonwiththesupremepowerincollege.However,inthenovel,Jagosuffersalotinordertobesuchapersonbecauseofhischaracter.NotasmodestasBrownandChrystalwhocarryoutactivitiespositivelyfortheirownpurposes,Jagoisarrogant.Heisacompetentperson,butmostoftime,heisunwillingtocompetewithothers.Andheisunwillingtoregardhimselftobeatthesamelevelwithanyone.Inaddition,inthenovel,althoughJagoisanarrogantpersonandshowshiscontemptforothers,heislessconfidentwhenitcomestodealwiththings.Sointheprocessofcampaigningforthenewmaster,hereliesentirelyonthemembersofhisteamandisatthemercyofBrownandbowstoChrystal.Hedesiresthispositionsomuchandinordertogetthisposition,heiswillingtogiveupanyprinciplesthatheonceinsistedandvalued.WhenheknowsthefactthatNightingaleturnstosupportCrawfordandhewouldbeinabadsituationintheelectionifhelosesNightingale’svote,hedeeply24 regretshisintegrityandfairnessthatheperformsinfrontofChrystal,andevenwantstogotoapologizetoNightingaleandaskNightingaletovotehim.ForJago,onlythepositionofnewmastercansatisfyhisambitionandmakehimthemostimportantpersoninthecollege,andonlyinthiswaycanhebecomehistrueself.4.2ProcessofThreeKindsofDisciplinesActually,whenthedisciplinarypowerfunctionsonhuman,theirpsychologiesareverycomplicated.Facingtherulesimposedonthem,peoplearealsorepressed.Inthesesituations,ononehand,peoplearelearningtherules.Ontheotherhand,theytrytoadjustthemselvestoadapttothedisciplinaryrules.Thisprocessisalsocalleddisciplinaryprocess.Usually,people’sperformancesinthisprocesscanbedividedintothreeconditions.Firstofall,somepeoplehavelearnedtherulesofdisciplinesuccessfullyandcanmanagetoobeytheserulesinmostsituationsinlife.Sometimestheyalsocanfeeltherepressionbroughtbythedisciplinaryrules.Butwhenevertheyfeelthedangerofattemptingtobreaktherules,theyalwayspersuadethemselveswiththerulestheylearnedandpullthemselvesbacktothesphereofdisciplinerules.Second,therearesomepeoplewhoarefamiliarwiththedisciplinaryrules,butdon’tcompletelymastertheserules.Theystruggletoadaptthemselvestothedisciplinaryrulesintraining.Finally,therearealsosomepeoplewhoknowthedisciplinaryrulesandshowtheyarewillingtolearntherules,buttheydon’twantrulestochangethemselves.Andinthetraining,theysufferbetweenlearningrulesandkeepingthemselves.TheanalysisofprecedingchapterhasseenthatCrawfordisaproponentofscientificknowledge;Crawford’sperformancedemonstratethefirstconditionofprocessofdiscipline.Hemastersandobeystherulesofscientificknowledgesuccessfullyinmostsituationsofhislife.Andwheneverherealizestobegoingtobreakthescientificrules,hestrugglestopullhimselfbackthesphereofscientificrulesandmanagestohandlethings.BrownandChrystalarepractitionersofpower25 andonlyworkforpower;Inthedisciplinaryprocess,theydonotgosmoothlylikeCrawfordandadjustthemselvestothedisciplinaryrulesconstantly.Jagodesiresambition.Butheisunwillingtoobeytherulesofambitionandunwillingtochangehimself.Hestrugglesbetweentheambitionandhistrue-self.Hemakesanindividualofthethirdconditionofdisciplinaryprocess.ThefollowingpartpresentsthedisciplinaryprocessofscientificknowledgeexertedonCrawford,traditionalpoweronBrownandChrystal,andambitiononJago.4.2.1ScientificKnowledgeandCrawfordIndividualswhoarerational,calm,practicalandlogical,arequalifiedasscientists.Fromthisview,Crawfordisthespokesmanofscientificknowledgeinhislife.Foucault’sknowledge-powertheorymentioned,throughdiscipline,disciplinarysubjectmakespeoplefollowitsstandards.SobasedonthetheoryofFoucault,inpersonalopinion,scientificknowledgehashadadisciplineonCrawford,anditsstandardshavebecomeonepartofCrawford’svaluesandactedasnormstoguideCrawford’sbehaviorsinlife.ThenhowdoesscientificknowledgedisciplineCrawfordandmakeCrawfordfollowitsstandardsinlife?ThroughthemattersCrawfordencounteredinlife,scientificknowledgetrainsCrawfordandmakesCrawfordbefamiliarwiththerulesofscientificknowledgeandclosertothestandardsscientificknowledgerequires.Intheprocessofdiscipline,everymatterinCrawford’slifeseemstobeatestthatscientificknowledgesetforhimtocheckwhetherhisperformanceconformstoscientificstandardsornot.Accordingtothemechanismofdisciplineinknowledge-poweroperation,ifhisperformanceconformstoscientificstandards,it’spossibleheisadmittedandevenrewardedinthescientificcommunity.Andheisgoingtoclosertoanexcellentpersoninthesciencedomain.Crawfordwantstobeaspokesmanofscientificknowledge.Soundertheinfluenceofthemechanismofreward,Crawfordinsistsonthequalitiesthatscientificknowledgeencouragesinhis26 behaviorsandstrivestobeapersonwhomeetsthestandardsofscientificknowledge.AndtheprocessofhisinsistingthestandardsofscienceisregardedasthedisciplineofscientificknowledgeonCrawford.AfterCrawfordisnominatedasacandidate,hesaystoJago,“IwasaskedtoletmyselfbeacandidatefortheMastership.Thosewhoaskedmedidnotconstituteanumericalmajorityofthecollege,buttheyrepresentasoundbodyofopinion”(TheMasters95)and,atthesametime,CrawfordmakesadigatJago’sperformanceofbashfulnesswhenJagoisnominatedasacandidate.Then,hediscussespositivelywithJagohowthecandidatesvoteandexpressestheimportanceofit.Firstly,whenCrawfordisconfrontinghisopponent,heisdirect,objective,andcalm.Heisabletotellhisrealsituationofbeinginadisadvantagedpositiontohisopponentbravely.Heisneitherhumblenorpushy.Secondly,infrontofhisopponent,Crawfordinsistsonhimselfandshowshisconfidencethroughcomparinghisdifferentperformanceswithhisopponent’swhenbothofthemarenominated.Hisbravecommentontheopponent’sperformanceofbashfulnessshowshisattitudetotheopponent.Thirdly,Crawford’spositivenessandconfidencearereflectedwhenCrawfordremindstheopponenthowcandidatesvote.Althoughbeinginadisadvantagedsituation,hementionsthepossibleissueintheelectioninadvanceanddiscussesitwithhisopponentpositively.Crawfordshowshisdirectness,objectiveness,calmness,confidenceandpositivenessthatscientificknowledgeadvocatesinhisbehaviors.Inthisprocess,heinsistsonpracticingthequalitiesthatscientificknowledgeencouragesandregardsthesequalitiesasnormstoguidehimself.FromCrawford’sperformanceinthismatter,thedisciplineofscientificknowledgeonCrawfordisshownexplicitly.Inaddition,whenJagogoestoqueryCrawfordabouttheflysheetsthathavedamagedMrsJago’sreputation,Crawfordseemstobeinatoughsituation.FacinginexplicableangerfromJago,Crawfordismadbuthecan’tallowhimselftolosehistemperinpublic.Sohetriestokeephisvoicesteadyandsensible,andpersuadesJagotospeakslowlyandfriendly.SeenfromCrawford’ssituation,hemakeseffortstosuppressemotionandshowshiscourtesytotheopponent.Strugglingbetweenthenegativeemotionsandsense,Crawfordfinallychoosestobehaveaccordingtothe27 standardsofscientificknowledgeandmakehiseffortstobeasensibleperson.Itisanothertrainingofscientificknowledgetohim.Crawfordmanagestofinishitandhasagoodperformance.WhenJagoinsiststhatCrawfordshouldbeabsolutelyresponsibleforthematterofflysheetandasksCrawford,“Canyoufaintlyimaginewhatitwouldmeantoawoman?”(TheMasters275)Crawford,whoisalwayscalmandconfident,stirs.WhydoesCrawfordstir?Asfarastheauthorisconcerned,maybeCrawfordpayslittleattentiontosensibilitiesindailylife,sofacingJago’squestion,Crawforddoesnotseemtobeasconfidentasusual.However,eveninsuchasituation,hedoesn’tgethimselfintotrouble.HeputsforwardhisrecommendationontheproblemthatJagohasmentionedfirmlyandalsoexplainsJagothereasonwhyheputsforwardsucharecommendation.Facingthequestiononemotionsthatheisnotgoodat,Crawfordadjustshimselfintimeandmanagestofindasolutionofsafeguardinghimself.Accordingtothestandardsofscientificknowledge,Crawforddefendshimselfcalmlyandlogically,andmakesothersadmire.ItshowsCrawfordisfamiliarwiththequalitiesofkeepingcalmandobjective,andwhenintrouble,hecanalsobehaveinaccordancewiththemannersthatscientificknowledgesupports.Inaddition,hepracticestheruleoflogicalitythatscientificknowledgeencouragesinspeechmannerintheprocessofdefendinghimselfandsucceedsingettinghimoutoftrouble.ThisisthetrainingofscientificknowledgeonthepartofCrawfordinthesituationofgettingintrouble.Inthematterofflysheet,afterJagoleaves,thecalmnessonCrawford’sfacedisappears.Inaddition,Crawforddoesn’texpresshisdissatisfactionandirritationuntilJagoleavesforawhile.Itshows,whenCrawfordspeakstoJago,heisnotascalmashelooks.Hisperformanceistheresultofrepressinghisfeeling.However,afterthecalmnessonhisfacedisappears,hedoesn’tpresenthisemotionimmediately,either.Inpersonalopinion,atthistime,Crawfordisstilltryingtocalmhimselfdownandchoosinganappropriatewaytoexpresshisemotion.Becausetheresultwitnessesthatindeedheexpresseshiscomplaintinareasonablewayanddoesn’tleaveabadimpressiononothers.Sofromtheanalysis,itreflects,inlife,Crawfordisstrictwith28 himselfinaccordancewiththestandardsscientificknowledgeadvocatesandalwayspaysattentiontohisbehaviorstoensureitdoesn’tviolatethestandards.ThisalsocanberegardedasthedisciplineofscientificknowledgeexertedonCrawfordinhisdailybehaviors.ThesequalitiesCrawfordshowsarewhatscientificknowledgedemands.Indailylife,Crawfordisstrictwithhimselfinaccordancewiththestandardsscienceadvocates.Andthroughtheconstanttrainingtobehaveaccordingtothestandards,Crawfordkeepsgoingonthewayofbeinganexcellentpersonscientificknowledgeneeds.ThesearethedisciplinaryprocessesCrawfordhasexperiencedandhowheismorefamiliarwithbehavinginaccordancewiththestandardsofscientificknowledge.4.2.2TraditionalPowerandBrown,ChrystalInthenovel,BrownandChrystalareobsessedwithpowerandtheyworkhardfortheirgoals.Althoughbothofthemhavethesamedesireforpower,theydifferinwhattheyexpecttogetfrompower.Brownwantstobeamastermindbehindthescenesandheenjoysarrangingthingsquietlyaccordingtohisownmind.However,Chrystalwantstobearealpowerpractitioner.Hewantsothermemberstowitnesshisabilitiesandhiscontributiontothiscollegeanddesiresmorememberstojoinhimtocompletethemattersinthecollege.Thenhowdoestraditionalpowerinfluencepeopleandmakethemfollowthestandardsofpower,andserveforpowervoluntarily?MrBrownisapersonwhounderstandsthedangersofindulgence,sohealwaysrestrainshimselfandistolerantofothersincasethatindulgencewouldhinderhisfutureofbeingaworthyofcollege.Heprefersthosepeoplewhoareemotionalandindulgent.AndForBrown,beingtheirmastermind,hecangetasenseofsatisfactionbroughtbycontrollingthoseemotionalpeople.Andthissatisfactionmakeshimfeelthatheispowerfulenough.Therefore,forhisfutureandthepowerhedesires,Brownwouldratherpoliticizehislifeandserveforpower.Inhislife,inordertoformhisteamandmakeJagothenewmaster,hespendsno29 effortstolobbyothermembersandtrieshisbesttomediateamongthememberswhentheyhavedisputes.Asdescribedinthenovel,whenJagomakesthejointstatementwithCrawfordthatbothofthemdonotvoteeachother,ChrystalisangrywithJagoandthinksitisJagowhomakestheirteaminadisadvantagedsituation.ChrystalshowsBrownhisnegativeattitudetowardJago.Atthistime,inordertokeepChrystalcalmandtrustJago,BrowntriestoexplaintoChrystaltheremustbeareasonforJagotodothattoexonerateJago.Similarly,whenChrystalandsomeothermembersforceJagotovoteCrawford,Jagoisfuriousthathisfriendshavemadeanexchangedealwithoutnoticinghim.Atthismoment,BrownbeginstoanalyzethesituationtoJagopatientlyandtellsJagoheshallthankChrystalandfinallycalmsJago.Toachievehisdesire,BrownconstantlyreconcilesthecontradictionsbetweenJagoandChrystal,andtrieshisbesttopersuadeChrystalandothermemberstobeonthesamesidewithhimtohelpJagowintheelection.Duringtheelection,wheneverhismembersmakesamistake,Brownwarnsthemintime,whilewhentheyareupsettotheirsituation,Brownalwaysencouragesthemtobelievethemselves.InBrown’smind,ifJagowinstheelection,hehasopportunitiestoachievehisdesirethroughcontrollingJago.SoBrownputsallhisenergiesinhelpingJago.ThepursuitofpowerseemstobecometheonlythingthatBrowncaresaboutandhasoccupiedallBrown’slife.Throughtheseexperiencesinlife,Brownhasbeentryingtotrainhimselftobecomeaqualifiedpowerfollowerinhislife.InthematteroftryingtopersuadePilbrowtosupportJago,BrownisforcedbyPilbrowtosignaletteronSpanishcivilwar.ThatmakesBrownskepticalaboutthemotivesofPilbrow’svote.InordertojudgethepossibilitiesofwinningPilbrow’ssupport,afterBrowngetsbacktohisoffice,herecallseverysentencePilbrowhastoldtohim.AndBrownanalyzesPilbrow’stone,Pilbrow’sattitudetotheelection,andPilbrow’sreasonwhyhesupportsJagorespectively.Inthisprocess,Brownshowshisexcellentabilityofanalyzingpersons.However,nomatterwhetherPilbrowvotesJagoornotinthefinal,inthismatter,poweroccupiesBrown’smindandforpower,Browntrainshisabilitiesofanalyzingpersons,whichisanecessaryqualitythataqualifiedpowerfollowerneeds.ThisishowtraditionalpowerhasdisciplinedBrown30 andthroughthesetraininginlife,Browngetsclosertoagoodpowerfollower.Viewingfromthemechanismofdisciplineoftraditionalpower,thesemattersindailylifeseemstobetrailsforBrownthatissetbytraditionalpowertotestwhetherheisagoodpowerfollowerornot.Ifhemakeseffortstopursuepowerandtrainshimselfpositivelyinaccordancewiththestandardsthatpoweradvocates,hewilltakeastepforwardinhisquestforpower.Chrystalalsohasastrongwillforpower.Heispracticalanddevoteshimselfintothepower.Heisastraightforward,reckless,anddeterminedperson,andhepreferstoactaccordingtohiswill.Incollege,Chrystal’sfriend,Brown,oftensupportshimandoffershimsuggestions.Sobeforetheelection,ChrystalisgladtocooperatewithBrownandhasaccomplishedalotofimportantmattersofthecollegewithBrowntogether.BecausewhenChrystalworkswithBrowntogether,healwaysactsinawayheexpects.Asaresult,heimplementshispoliciesandgainswhathehasdesired.Thereforeinthepursuitoftraditionalpower,ChrystaltrustsBrown.Inthebeginningoftheelection,underthesuggestionsofBrown,ChrystaldecidestostandonthesamesidewithJagoanddeterminestotryhisbesttocanvassforJago.Hesparesnoeffortintheelection,butisnotsatisfied.Heiseagertowitness,withhissupport,thatJagoiselectedasthenewmasterofcollege.HewantsJagoandothermemberstoadmithisabilitiesandachievements.However,intheprocessoforganizingelectioncampaign,ChrystalisfrustratedwithJago’sperformance.Hiswillsarechallenged,andhiseffortsareignoredagainandagainbyJago.Forexample,ChrystalthinkswinningadonationforthecollegeisbeneficialforbothhimandJago’selection,sohehaselaborateplanswithBrowninthismatter.However,whenthedonorvisitsthecollegeandmentionedhisviewtowardstheusageofdonation,Jagoexpresseshiscontemptforthedonorwithoutanyconsiderationofhiscampaignteam’sefforts.Later,undertheeffortsofChrystalandBrown,theyfinallywinthedonationforthecollege.Nevertheless,atthecelebrationmeetingofannouncingHorace’sdonation,anepisodeoccurred.OneoftheircolleaguesshowshisdissatisfactionwithBrownandChrystal’sbehaviorsondonationandthreatenstoresignfromthecollege.Atthistime,Jagoleaveshiscampaignteam31 behindandstateseloquentlyhepreferstotrustthecolleagueratherthanacceptingHorace’sdonation.Moreover,whenJago’srighttovoteisintervened,heshowsoutrageatChrystal’sstrategy.Aftertheseexperiences,ChrystalbeginstodoubthischoiceofsupportingJago.HerealizesifJagowereelectedasthenewmaster,hewouldloseallhispoliciesandpowerinashortperiod.However,BrowninsistsChrystalshalltrustJago.Insuchadilemma,Chrystal’sdesireforpoweroccupieshismind.Hedeterminestogetoutofhisfriend’sinfluenceandpursuespowerthatbelongstohim.SoatthelastmomenthechoosestoleavehispartnerandvoteCrawfordintheelection.SeenfromChrystal’sexperiences,thepursuitoftraditionalpowerhasguidedhislife.Beforetheelection,forpowerhedesires,ChrystalhasBrownashispartner.Later,intheelection,alsoforpower,hehastodeserthispartner.Andfromhisexperience,Chrystallearnsalessonthatwhenhispursuitofpowerisinconflictwithotherthingsinhislife,hehastomakeadeterminationtoleaveotherthingsbehindandgoforwardfirmly.Theseexperiencescanberegardedasthedisciplineoftraditionalpower.Throughthediscipline,Chrystalismorefamiliarwiththetraditionalpowerandgetstoknowhowtomakeachoiceinthepursuitofpower.ItprovidesadirectionforChrystalonhowtobeagoodpowerfollower.Fromtheanalysisabove,undertheinfluenceanddisciplineofpower,Brownhasdevotedhislifetothetraditionalpower,andhasbeenstrugglingtopursuethepowerhedesires.AndChrystaldeterminestomakeeffortsforpower.4.2.3AmbitionandJagoAsmentionedabove,Jagoisemotional,arrogant,lessconfident,butalsoambitious.Heattachesgreatimportancetothehumanity.Butwheneverhefacesthesituationoflosingvotes,heregretsbeingemotionalindealingevents.Heisanxioustoapologizeforwhathehasdoneandattemptedtobegthosewhoturntohisopponenttochangetheirmind.Atthattime,hefeelsverylonely,butforthe32 Mastership,hehastocompromise.While,thedisciplineofambitiontoJagoisreflectedwhenhelosessomevotesofsupportinghim.WhenNightingaleproposeshisdemandstoJago,Jagoisannoyedthatheisthreatenedtomakeapromisethatisagainsthiswill,andhefeelshumiliated.ButwhenheseesBrown’ssophisticatedfacialexpression,headmireshiscolleague’scalmnessanddeterminestorepresshisemotion.Afterhecalmsdown,heregretsholdingsuchabadattitudetowardsNightingalebeforeandisafraidthatNightingalewouldnotvotehim.AfterknowingNightingalereallyturnstovoteCrawford,Jagoburstsoutandcannotcontrolhimself.HeregretsnotagreeingwithNightingale’sdemands,andevenattemptstomakeapromisetoNightingaleimmediatelytogethisvote.Butatthesametimeheloathesthatforambitionandtemptationhebeginstolosehimselfanddignity.Jagorealizesheisgivingupthevaluesheinsistsfortheambition.Thoughthatmakeshimfeelshamefulandsuffering,hehastodoitforhisdesire.Thisincidentexpressesambition’sdisciplineonJago.Ifhewantstofulfilltheambition,hehastoobeytherulesofambition.Inaddition,Jagoisfuriouswithhisteamthattheyhavenotdiscussedwithhiminadvancethematterofthecandidatesvotingwitheachother.ButwhenBrownwarnsJagoofhismoodtohismembers,Jagohastocompromisewithhispartnersandapologizestothem,asheneedsthemtohelphimwintheelection.What’smore,whenChrystaldecidestochangehisideatovoteJago’sopponent,JagoshowsheiswillingtocompromisetoChrystalinapleadingattitudeandmakesacommitmentthathewilldistributesomepowertoChrystalifJagoiselectedasthemaster.EvenwhenhiscolleagueshaveopinionswithJago’sbelovedwife,Jagoissilentandsayshewillfollowtheiradvicewithouthurtinghiswife.Inordertowintheelection,JagohasbowedtoBrownandChrystalallthetimeanddoneallkindsofshamefulthings.TheseexperiencesallcanberegardedasevidencethathowambitionconquersJago.Intheelection,hehastocompromisewithambitionoverandoveragain.Finally,facingthefailureintheelection,Jagoevendoesnotcareabouthisreputationandproposestobreakhispromiseofvotingforhisopponenttostoptheelection.Fromthebeginningtotheendoftheelection,Jagohaschangedalot.Inthe33 beginning,JagoisforcedtocompromisetoNightingale.Inthelaterperiod,heiswillingtocompromisetoChrystal.Andthedaybeforetheelection,heevenproposesthestrategyofstoppinghisopponent.Fromasubjectview,thechangesofJagohaveshownthedisciplinaryeffectsofhisambition.However,intheseexperiences,althoughJagomakescompromisesallthetime,heisn’tpreparedtogiveuphisvaluesthoroughlytobecomeapersonwhoisskilledinachievinghisambition.Asaresult,hefailsintheelectionandalsolearnshislessonfromit.34 CHAPTERVRESULTSOFKNOWLEDGE-POWERONCHARACTERSANDREFLECTIONONTHERESULTSGenerally,asaresultofdiscipline,thosepeoplewhomanagetoobeydisciplinaryrulesgraduallyinternalizetheserulesintotheirvaluesintheconstanttraining.Theyfollowtheguidelinesofdisciplinesystem,andtherefore,theyarerewardedbydisciplinesystem.Thosepeoplewhodon’tmasterthedisciplinaryrulescontinuetoreceivethetrainingofdisciplinesystem.Theystruggletoadjustthemselvesandgoforwardinthedirectionofdiscipline.However,thosepeoplewhoshowtheyarewillingtoobeythedisciplinaryrules,butareunwillingtochangethemselvesarepossibletobepunishedbythedisciplinesystem.Usually,theyaredesertedandruledoutbythedisciplinesystem.Fromtheanalysisabove,thepsychologicalstatesoffourcharactersinthenovel,whopursuethescientificknowledge,traditionalpowerandambition,canclearlybeseen.Crawfordhasinternalizedthequalitiesthatscientificknowledgeadvocatesintohisowndailybehaviors.Heisalsothemostimpersonaloneandnevershowshisfeelingseasilybutwinstheelectionattheend.BrownandChrystalarewillingtorepressandchangethemselvesforpowerstheydesired.Jagoisthepersonwhodesiresambition,butheinsistsinhissensibilityandhumanity,anddoesnotregardthehiddenrulesofambitionseriously.Thereforeheisalsotheonewhoistheleastsuccessfulandisdesertedbyhisambition.Thefollowingpartpresentstheresultsofknowledge-powerexertedonCrawford,Brown,Chrystal,andJagoandthereflectionontheresults.5.1ResultsofKnowledge-poweronCharactersCrawfordhasinternalizedscientificknowledgeintohisvaluesandregardsitasthenormtoguidehisbehaviors.Thisisaperfectoutcomeofbeingdomesticatedby35 knowledge-power.Basedontheresultsandhisbehaviors,itcanbeseenthatCrawfordhasadaptedtotherulesofdisciplinesuccessfullyandisabletoobeytheserulesinmostpartofhislife.While,BrownandChrystalseemnotgosmoothlyinthepursuitofpower.Theyexperienceastageoffailure,butadjustthemselvesintimeaccordingtothesituationandhavearelentlesspursuitoftraditionalpower.TheprocessmatchesFoucault’sknowledge-powertheoryaswell.BrownandChrystaldemonstratethesecondtypeofpeopleunderinfluenceofpower,thattheygothroughdisciplinaryprocessbackandforthandstruggletoadaptthemselves.Yet,Jagomakesanappropriateindividualwhofailstobedisciplinedbyambition,endsupwithremainingunchangedaccordingtotherulesofambitionandfinallyarepunishedbyambition.5.1.1InternalizationofScientificKnowledgeFoucaultbelievesdisciplineworksonindividualsandturnsthemintosubjects.Crawford’sperformancehasshowntheinternalizationofscientificknowledge,whichcanbeseenfromtheimpressionheleavesonpeopleandhisdetailsinbehaviors.InChapterNineofTheMasters,readerscanlearntheimageofCrawfordthroughadebatebetweenEliotandhisfriend.Eliot’sfriendsaysthatCrawfordis“agoodscientist”,“He’sgottherightopinions”,“Therearen’tmanymenofhisstandingwithradicalviews.Anythinghesays,hesayswithauthoritybehindhim”(TheMasters76),andEliotsaysthat“He’dhavenofeelingandlittleglow.Andnotascrapofimagination”(TheMasters76).BothfromtheviewsofEliotandhisfriendonCrawford,thereisnodoubtthatCrawfordisapersoncompletelyinlinewiththestandardsscientificknowledgesupports.FromCrawford’shabitualbehaviorsindailylife,itcanbedisclosedthatthequalityofscientificknowledgeisapartofhim.Heisalwayslateinmeeting,includingatthepartywhereheisnominatedasacandidate,andatthefinalelectionmeeting.Buthecanalwaysexplainthereasonspolitelyandfriendlywithoutanyhurryorinappropriateperformance.Eveninthefactional36 strugglesfilledwithrumors,Crawfordisinsensitivetothatenvironmentandnotmovedbythesituation.HesitsatthetablewiththosewhoallsupportJagoanddiscussesthecurrentsituationinEuropewithaclearheadandoptimisticspirit.What’smore,atthetimeheiselectedasthenewmastersuccessfullyandacceptsothers’congratulations,hestillremainscalmandunmovedasusual,whichalsoshowshisexcellentperformanceintheinternalizationofthestandardsscientificknowledgerepresents.Besides,Crawfordalsoshowshisskillsandefficiencyindealingwiththings,whichalsoreflectshisinternalizationofthebasicqualityscientificknowledgeadvocates.Inthenovel,Crawforddoesnothavemuchtosay.However,inseveraloccasions,hegraspsopportunitiesexactlyandonlyusesseveralcountablesentencestowinseveralcrucialvotesforhim.Nightingaledesiresforpositionandachievement,andCrawfordmakesuseoftheNightingale’spsychologyatthemostappropriatetimeandtalksabouttheroyalsocietyatlength,andfinallymanagestochangeNightingale’sattitudetosupportCrawfordinashorttime.AtthemeetingofannouncingHorace’sdonation,CrawfordseizestheopportunityandhighlypraisesChrystalforhiscontribution,whichmakesChrystalfeelthathefindstherealselfagainwhenstayingwithCrawford’steamandfinallymakesadeterminationtosupportCrawford.Andallofthese,Crawfordfinishesjustwithafewsentences,whichshowsCrawford’sexactnessinobservingopportunities,hisskillfulnessandefficiency.Hisperformancemakesothersseehissincerityandsenseinashorttime,andpullsseveralmemberstohissidesuccessfully.Inaddition,whenJagoshowshisdisagreementonWinslow’sresignationandHorace’sdonation,Crawford’sexpresses,“Idon’tfollowyou”(TheMasters249),contributingJagotofurtherexpresshisindignationandcontemptforHorace’sdonationandmakingJagoshowhisweaknessthoroughlyinpublic.Afterthat,Crawforddoesn’tsayawordanymore,butallotherpeopleinthemeetinghavewitnessedJago’ssensibilityandinappropriatebehaviors,whichshowsCrawford’sskillfulnessagainincompetingwithhisopponent.ThesedetailsexposeCrawford’smannerofdealingwiththingsandalsoreflecthisinternalizationofqualitiesthatscientificknowledgerepresents.Crawford,asan37 individual,goesthroughthedisciplinethatscientificknowledgebringstohim,showsallsignsofbeingregulated,anddemonstratesaprefectrolemodelofFoucault’stheoryfromDisciplineandPunish.5.1.2TheRelentlessPursuitofTraditionalPowerNoteveryonegoesthroughregulationsmoothly.Manyofpeoplefacingdisciplineinreallifewillshowsignsofhesitation,resistance,butfinallybeshapedbytheenvironmenttheystaywith.WhatBrownandChrystalface,isthepursuitofpower.UnlikeCrawford,theirregulationprocessdonotrunsmoothly.InBrown’splans,hepreparestohelpJagobeelectedasthenewmasterandmakesChrystalbehisally.Andthroughit,Browncanachievehisdesires.However,hefails.Inthefinalelection,Jagoisruledout,andChrystalleavesJago’steamandplotstomakeuseofBrown.ForBrown,whodesiresagoodreputationandlikestothinkofhimselfasthemanbehindtheacademy,itisabigshake.AllofBrown’seffortsarewastedandhebearsthesituationofbeingusedbyhisfriend.ItisthefirsttimeChrystalhaspreventedBrown’swillandputBrowninanawkwardpositionbutBrownhasnochoiceexceptacceptingit.Heistoofurioustocontrolhimself,butwhathecandoisonlytorefusethatsuggestionChrystalproposestostandonhisdignity,butleavesothersanimpressionthatBrownjustisusedbyhisfriend.Oncethinkingthat,Brownisangry,butheallowshiminthatstatejustforawhile.Becausewhatheneedsisagoodreputationandthepowerthatcontrolsallthemattersbehindthecollege.Quicklyherecoversfrommadness,andthenhewritestoothermemberstorefusetobethethirdcandidateinapolitetoneandarrangesotherthingsinasteadyandcalmattitude.HerepresseshisemotioninfrontofChrystal,apologizessincerelytoJagoandexplainspatientlytoJagohisownviewsanddecisionsthathewillcontinuetoserveforthecollegeandtryhisbesttomakeupfortheriftswithcolleagues.Inordertopursuereputationandpower,Browncanputeverythingincludinganger,furiousness,andmadnessofbeingusedbyclosepartnersbehind.His38 aimisonlypowerandbeforegettingit,hecantolerateeverything.Consequently,aftertheelection,thoughBrownisnotthekindofpersonwhocanforgeteverything,hestillkeepshisconsiderationasusualtoarrangetheappointmentceremonyofnewmaster,performshisobligationswiththeteammembersofCrawford,andcontinueshislifewiththedesireforpower.ChrystalhasdifferentexperiencewithBrown.AfterhiswillandstrategiesarechallengedbyJagoandrepressedbyBrownagainandagain,hetriestotaketheinitiativetoexercisehiswillandbreaksthroughthechallengesfromJagoandrepressionfromhisfriend,Brown,topursuewhathewants.Intheprocessofexcisinghiswill,Chrystalknowsmoreclearlywhathewantstopursueandhowheshallchooseintheelectionforhisfuture.ChrystalproposeshisclaimstonegotiatewithopponentsandinsiststocarryitoutbyhimselfwithoutBrown’ssupporttwotimes,whichreflectshisunstoppablepursuitofpower.Inthefirsttime,Chrystalproposestoforcethetwocandidatestovoteeachothersuccessfully,whichmakesJagoannoyedwithhim,butgetsChrystalfeelthefreedomofbeinghimselfandunderstandsJago’smoodinessandungratefulnesstohisefforts.Thesecondtime,Chrystalhashisownideasanddoesn’twanttovoteJagoforhisownbenefits.Butconsideringhisfriend,hehesitatestomakehisdecision.Later,regardlessofBrown’sobjections,Chrystalinsistsonholdingameetingwiththeiropponents’teamandchoosesBrownasthethirdcandidatewithoutBrown’spermission,andtriestofindanexcuseforhisnotvotingforJago.ChrystalfailsinhisstrategybutmakesclearofhisdeterminationofvotingCrawford.Andthistime,Chrystalgivesuphishesitation,getsridoftheinfluencefromhisclosefriend,Brown,andchoosestobehimselftopursuethepowerandhisownbenefits.FromChrystal’stwoindependentclaims,Chrystal’seffortsforthepursuitofthepowerhedesirescanbeseen.AlthoughbothBrownandChrystalhavetakenadetourinthepursuitoftheirpowers,ChrystaladjustshisdecisionsintimeandBrownadaptshimselftothenewenvironmentofcollege.Bothofthemcontinuetomaketheireffortsinthepursuitofpowers.39 5.1.3ThePunishmentofAmbitionJagosetsupamodeltoillustratethethirdtypeofpersonsinFoucault’sknowledge-powertheory,whichisthetypethatfailsthedisciplinesystem.ItisundeniablethatJagostrugglesfrombeingregulatedbyambition.However,afterstrugglingoverandoveragain,hedoesnotshowsignsofbeingruled.JustasFoucaultdiscussesinhistheory,someindividualshaveawarenessandarewillingtomakechangebutfinallytheydon’twantrulestochangethemanymore.Jagoisonewhodesiresambition,buthesuffersmostlyforhisambitionbecauseofhissensibilityandthevaluesheholds.Intheprocessofdiscipline,ifoneinsistsandchallengesthedisciplinarysubject,hewillbepunishedandclassifiedintoanothergrouptocontinuethetraining.Jagoissuchapersonwhoispunishedinthepursuitofambition.Heisarrogant,humane,emotional,ambitious,butvulnerableandlessconfident.WhenJagohasajointdeclarationwithCrawfordonhowthecandidateswouldvoteatthemeetingwithoutmakinghisteamknown,heiscontentwiththestateofshowinghistrueselfwhichisabsolutelydifferentfromtheimageofobsequiousnessheshowsinfrontofBrownandChrystal.Toacertainextent,thishugecontrastbetweenhistrueselfandtheimageheshowsinfrontofBrownandChrystalreflectsJago’sdesireofambitionandJago’seffortstoachieveit.However,Jagodoesnotkeepsteadyandrepresshiscapriciousemotionallthetime.Jagoiskind,butalwaysshowshisarroganceandcontempttothosewhohedislikesregardlessoftheoccasions.Heevenshowshiscontempttohispartners,whichleadsseveralmemberschangetheirideasandturntohisopponent.Finallyhelosesintheelection.WhenNightingaleproposeshisdemandforthepositionoftutortoJagoinexchangingforhisvote,JagoshowshiscontemptandisangrywithNightingale’sbehavior,whichmakesallJago’smembers,especiallyChrystal,seeJago’sarroganceandcontemptforhispartners.Asaresult,NightingaleleavesJago’steamandturnsagainstJago.AlthoughJagodesirestheMastershipsomuchandhepresentsitastheonlythinghelikestoget,hestillcannotcontrolhimselftochallengethosebehaviorsthatareagainsthisunbeneficialvalues.40 InthemeetingofforcingthetwocandidatestovoteforeachotherinitiatedbyChrystal,Jagoexpresseshisdissatisfactiontothispropositioninpublic,andblamesChrystalandothermembersforhavingtheirplanswithoutinforminghiminadvance,whichshowsJago’sunwillingnesstoyieldtopowerandalsomakesChrystalfeelthedisappointmenttoJago.Inaddition,atthemeetingofannouncingHorace’sdonationtothecollege,regardlessofChrystal’seffortsandthefinancialbenefitofthecollege,JagoopenlyexpresseshisstrongsupportforWinslowandhiscontemptforthedonation.Allmembersatthepresentwitnesshisnarrowvaluesandweaknessfrombeingamaster.Jagovalueshumanspiritalvalues,andisunwillingtoyieldtoanybehaviorsthatareagainsthisvalues.That’sthereasonofhisfailureintheelection.Atanytime,Jagowantstobedifferentandshowshisvaluesofhumanityinaself-righteousmannertoattractpeople’sattention.Heevendoesnotcareofputtinghisteammembersindanger.HedesiresfortheMastership,butrefusestoyieldtoambition.Heputshismembers’effortsondonationandthefinancialbenefitofcollegeaside,andalwaysshowsthescornforthequalitiesthatachievingambition.Thisiswhyhestumblesonachievinghisambitionofbeingthenewmaster,whichalsocanberegardedasthepunishmentfromhisambition.DuetoJago’sstrongdesirefortheMastershipandhisinexplicableconfidenceingettingit,thefailureintheelectionreduceshimtothebottomofhislifeandhemayneverrecoverfromit.5.2ReflectionoftheResultsFoucaultintroducedustheoryregardingregulationofdisciplinarysystem.Actuallyinrealitynoteveryonecanberuledsuccessfullybythedisciplinesystem.Yet,Foucaultdidnotcoverfactorsthatleadtodifferentdisciplinaryresults.Inotherwords,whatwilldecidewhyindividualsstartfromasamesituationbutendupwithbeingregulatedorremainingunchanged?Inthischapter,acomparisonbetweenJagoandCrawford,andacomparisonofJago,BrownandChrystal,willbeaddressedtoexplorefactorsthatleadtodifferentdisciplinaryresultsinFoucault’stheory.41 5.2.1KnowledgeandSensibility:TheComparisonofCrawfordandJagoCrawfordisasuccessfulspokesmanofscientificknowledgeandalwayskeepscalmatanyoccasions.Heisalsoanordinarypersonwithhumanemotions.Butinordertokeeprational,hechoosestokeepcalmanddoesn’tshowanyofhisfeelingsinpublic.While,Jagoisemotional,andhealwaysshowshishumanity.Therefore,thecomparisonofperformancesofCrawfordandJagoonthesamemattercanshowhowCrawfordmakeseffortstorepresshisemotiontokeepcalm.ChapterElevendescribesthateventhoughCrawfordisnominatedasacandidatebyonlyaminority,heshowsconfidencethathewillnotbeswayedbytheopinionsofothersinfrontoftheothercandidatewhoissupportedbyamajorityofmembers.Showingconfidenceatanytimeisaqualitythatscientificknowledgeadvocates.However,forCrawford,althoughheisalwayscapableofdisplayingthisconfidence,hehashisweaknessoflackingemotioninhislife,whichiswhatheadmires.Forinstance,atthemeetingforcingthecandidatestovoteeachother,bothCrawfordandJagohavedifferentviewsontheproposal,buttheyhavegivendifferentperformances.Jagoisindulgedinhisemotionsofhisangeranddissatisfactiontothesituationatthepresent.WhileCrawfordunderstandstherearenootherchoicesexceptreceivingthegivensituation,sohechoosestohidehisemotion.Heonlyexpresseshisopinionsslightlyandremainsrational,whichisanormhehaslearnedfromscientificknowledge.ThecomparisonshowsCrawfordobeystherulesthatscientificknowledgeteaches,putshisemotionaside,andtrieshisbesttoshowothershisexcellence.InthematterofquestioningCrawfordaboutthedamagetothereputationofJago’swife,Jagoshowshismadnessthatisneverseenbefore.FacingJago’sunjustifiableblame,Crawfordisalsoveryannoyed.Butinpublic,hestillkeepshismannerstotheutmost,andafterJagoleavesandhecalmshimselfdownforawhilethatheexpresseshisdispleasureinareasonableway.Jagoisoutofhismindashe42 loveshiswifesomuch.Hisbelovedwifesuffersfromreputationdamage,soheshowshisangertobringajusticeforher.It’sanoutpouringofemotion.ButbeforeCrawfordexpresseshisemotion,hethinksoverifitisreasonableandappropriateandhehastomakesurehisexpressionisreasonableandimpressive.Crawfordconcludesthatthebehaviorisrightandwise.Thecomparisonexposesthatpeoplewithdifferenttendencyinemotionhavedifferentchoicesandperformanceindealingwiththesamematter.Asastrongadvocatorofscientificknowledge,Crawfordfollowstherulesofscientificknowledgethatistobeobjective,calm,andsensibleandchoosestorepresshisemotionallthetime.Theunconditionalobediencetoscientificknowledgeleadstohisinternalizationofscienceknowledgeandhissuccessintheelection.However,indealingwiththesamematter,Jago’semotionandhissensibilityforbodehisfailureinobeyingdisciplinaryrulesandhisresultsofeliminationbytheambition.Seenfromthiscomparison,emotionaffectsthedisciplinaryresultsofsubjectsbeingdisciplinedinthesamesituation.5.2.2PowerandSensibility:TheComparisonofBrown,ChrystalandJagoBrownandChrystaldesireandserveforpower,andtheyarewillingtoadjustthemselvesaccordingtotheneedofpowers.ThroughthecomparisonofJago,BrownandChrystal,thissectionwilldemonstratehowBrownandChrystalrepresstheiremotions.Jagoishumaneandemotional,sowhenfacingthemattershedislikes,healwaysshowshisemotioneasily.Butwhenhispartners,BrownandChrystal,areangryatonething,theyalwaysweighthematterandthenchangetheirattitudeaccordingtopower’sneedsatanytime.InthenegotiationafterHorace’sfeast,Horaceshowshisviewontheusageofdonationtothecollege.Jago,BrownandChrystalallholddifferentopinionswithHorace’sviews.Buttheyhavedifferentperformanceinexpressingtheiropinions.Jagopresentshisopiniondirectly,andheshowshisobjectionsandangertoHoraceatthepresent.Jagoissoangryashe43 believesHoraceisattemptingtochallengehisvalueswithmoney.ButBrownandChrystaldonotshowanydissatisfactionwithHorace.Theyonlyexpresstheirviewswithanobedientandcourteousattitude.ThereasonwhytheychoosesuchanattitudetoHoraceisthattheypaymoreattentiontomoneyHoracehasdonatedtothecollegeandthereputationbringsbythismatter.Forthispurposetheyhavealreadyputtheiremotionsasideandtriedtoputalltheirenergiesontheskillstoobtainthedonation.Thecomparisonindicatesthatindividualswhoareobsessedwithpowerdon’tregardemotionasanimportantthingandarewillingtorepressemotion.Inaddition,whenChrystalchangeshisideaandturnstoCrawford,JagoshowshisangertowardsChrystalandblamesChrystal’sbehaviors.Andfacingthecomingfailureoftheelection,Jagoexpresseshismadnessandloneliness.Heisthepersonwhovalueshumandignityandtreatsthefailureasashamethatwouldbelaughedatbyothers.Thefailureoftheelectionkeepshimfrombeingconfident.Soheshowshisnegativeemotiontohispartners.Inthesamematter,BrownisalsofurioustoChrystal’sbehavior.Butheunderstandswhathedesireswaspowerandheshouldcheerhimselfupandmadeeffortsforit.Forhisfuture,hetriestorepresshisemotionandkeepscalminfrontofChrystal.AndheexplainsthesituationtoJagoinaneventoneanddeterminestocontinuetomakeeffortstoserveforcollege.Forpower,heleaveshisemotionaloneanddutifullyservestheceremonyofappointingtheiropponenttheMastership.ThecomparisonshowsthatJago’sperformanceistheresultofhisemotion.BrownandChrystalwasnotasemotionalasJago,sotheychoosetoadjustthemselvestoadapttothenewenvironmentandcontinuetopursuethepower.SeenfromacomparisonofJago,BrownandChrystal,theintensityofemotionofsubjectsaffectthedisciplinaryresultsofsubjectsbeingdisciplinedinthesamesituation.44 CHAPTERVICONCLUSIONTakingTheMastersastheresearchobject,theauthorhasanalyzedthepsychologicalstateoffourcharactersinthenovelfromtheperspectiveofsubjecttheoryofFoucault.Foucault’ssubjecttheoryisbasedonhisknowledge-powersystem,referringthathumanisremoldedtobesubjectthroughthediscipline.Throughtheresearch,thethesisfindscharactersinthisnovelaredrivenbydifferentdesiresinthepursuitoftheMastership,andtheybecometheobjectsoftheirdesiresandisdisciplinedbythem.Asaresult,theyareremoldedastheservantofdisciplinarysubjectsandwillingtodeserthumanvaluestogivewaytodisciplinarysubjectsandserveforthem.Thisthesishaschosenfourcharacters,Crawford,Brown,ChrystalandJago,astheresearchobjectsandintroducethreekindsofdisciplines.Thesefourcharactersexperiencedunderdifferentknowledge-powers,thatis,scientificknowledge-power,traditionalpowers-powerandambition-power.AlsothethesispresentstheinfluenceanddisciplineofscientificknowledgeoverCrawford,traditionalpowersoverBrownandChrystal,ambitionoverJago.Throughtheanalysis,thethesisdiscloses,inthepursuitofdesires,thesefourcharactersaremoreorlesssubjecttothedisciplineofscientificknowledge,traditionalpowerandambitionandlearnlessonsfromthem.Andasaresultofbeinginfluencedbyknowledge-powers,Crawfordperformsthebestandhasinternalizedthenormsofscientificknowledgeashisguidingprinciples;BrownandChrystallearnlessonsandadjustthemselvesfromthefailuretohavearelentlesspursuitoftraditionalpower;andJagoisunwillingtochangehimselfandstillinsistsonhisvaluesintheprocessofachievingambition,beingeventuallyeliminatedbythedisciplinaryrulesanddefeatedintheelection.Theresultsofthedisciplinesofknowledge-powersturnhumanintosubjects.Withsuchinfluence,humanswillputtheiremotionsandvaluesasideandinternalizethenormsofknowledge-powervoluntarily.However,thedisciplinaryresultsofthesefourcharactersaredifferent.AcomparisonbetweenJagoandCrawfordandacomparison45 ofJago,BrownandChrystalgivethattheemotionandintensityofemotionofsubjectsaffectthedisciplinaryresultwhensubjectsaredisciplinedinthesamesituation.FoucaultdidnotaddressthispartofanalysisinhistheoryworkwhileSnow’snovelprovidedacaseforreaderstodiscussandtrytosummarizerelatedinfluentialfactors.TheauthorbelievesthroughanalyzingmoreartisticworkwrittenbasedonFoucault’stheory,moredistinguishedfactorswillbeidentifiedandthen,readerswillhaveabetterunderstandingonFoucault’stheory.46 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