Obedience of children in the education system: A genealogical criticism on disciplinary Approaches in schools

Children in the course of the history of education have been consistently controlled and disciplined by different methods and policies, and from different perspectives. Those methods that are being presently applied as the new disciplinary methods in schools are proclaimed to be the new methods of children obedience in systems of education by Michelle Foucault and his followers, namely Rose, Marshall, Radford; and Millie. This article is an effort to demonstrate how disciplinary methods that are aimed at training efficient and useful individuals for the society by educational systems can lead to obedience and subordination of individuals. To this end, explaining this criticism oriented view on disciplinary actions regimes in the educational system, the present article studies the relation between power and science in the evolution of human understanding of disciplinary action. It has been pointed out that in the history of evolution of disciplinary approaches (intervention, interactive and non- intervention) in the science of education- the political, economic and social discourses of liberalism- educational systems have turned into a factor for self-obedience of children.