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Abstract
Contemporary Chinese teachers are being transformed into morally divided subjects by institutional teacher-evaluation governance. They claim such institutional governance can "devour" their basic professional ethics of "teaching with liangxin", a reinvoked Confucian ethical notion. Then, how does liangxin work as a cultural governing thesis in historical and present Chinese society? How does such "devouring" become possible? In what ways are teachers mobilizing their ethical liangxin to encounter and counter institutional governance? Borrowing Foucault's governmentality theory, and historicizing the reinvoking of Confucian liangxin, this paper aims to answer these questions.
