Abstract
The author adopt the concept of surveillance from Foucault's Discipline and Punish, and Thomas Markus's theory of power between buildings and people, buildings and knowledge, and buildings and things. These two viewpoints are organized, and were applied to the explanation of educational settings. People are often disciplined by the restriction and the seduction from spatial arrangement. The human condition, in Foucault's view of disciplinary power, can never be totally free because power can not be excluded in any situation. Power and knowledge become the two faces of one thing. In explaining education, disciplinary power plays an important role in education, however, they are not of the same. Education still needs freer spaces for the cultivation of desirable characters, like creativity. At the present, there are monitors everywhere which can deter the occurrence of crime and can also invade human right at the same time. This is the same as the definition of power defined by Foucault which implies both positive and negative effects.