This study aims at introspecting how corporal punishment gradually becomes a problem in our society, and further shaping the role of teachers, that is, the subject, by means of the results of the introspection. Through Foucault’s theoretical viewpoints, this investigation used UDN news database to recall the news events relevant to corporal punishment between 1952-2005. By reviewing and comparing texts, I found three types of discourse on corporal punishment: the discourse maintaining the image of a democratic country between 1950-1960, the one pursuing rationality between 1960-1990, and the one seeking legitimate punishment between 1990-2005. Through the representation of press, the discourses not only implement the imagination toward the meaning of corporal punishment but also shape the self-identity of the actor, that is, teacher. However, the elimination of corporal punishment is not equivalent to the elimination of punishment. The means of control and standardization in the school progressively become detailed, and the mass media become intermediary monitoring organizations in terms of social role discipline.