Abstract��This is a Chinese educational discourse analysis in terms of Michael Foucault’s Archaeology of Knowledge. Looking into the famous educational discourses in 11th century China, This dissertation discovered the rules which those educational discourses as practice obeyed and ‘the desire to teaching’ deeply hidden in the discourses. We will see that there was a knowledge transition in the educational discursive practice, which can be described as, from using Classical Confucian principles to reform political and educational institutions, to using New Confucian principles to purify the emotion, idea, thought and action of human body, through the way of categorizing all those natural human beings’ life into the item of ‘lust’, and regarding them the opposite of ‘heaven principles’. We also explored , if and how New Confucian educational discourse turned into institutional practice, what��achievements and danger��would happen in the education and societal space after 11th century ? Accordingly, this dissertation finally focused attention on New Confucian discursive practices which want to grasp, define, differentiate and ‘better’ human being’s colorful life, and the tragic conflicts between New Confucian educational discourse and all available anti-New Confucian educational discursive practices , such as the desire expressed by the literatures and economical life.
2002, Vol. 3 
