Although many other comments would need to be
subjoined to my previous comments to render them
intelligible (I offered them only as possible points
of discussion which may be taken up for further
elobration), I shouldnt think it improper to offer a
few more historical-theoretical hypothesis, in this
connection, suggested by my historical investigations
into the germain nuclei which the forms of the present
bear within themselves.
Education, instruction, is held at a safe distance in
the perspective lense which views it as essentially
different in nature from indoctrination, propagander.
This discourse can clearly be delineated around the
16th century discussion- involving the writings of
luther and calvin amonst a host of others- on the use
and abuse of sacred images in the space of the church
to awaken the imagination to a love of virtue and
hatred of vice.
Perhaps it is only necessary to juxtapose the sacred
space of the church, with its piers, alter and
retable, with the 'neutral space' of the lecture hall
and schoolroom, with its division of space into
auditorium and stage, which affirms, in the
arrangement of space, the disymmetry between teacher
and learner, its podium and 'projection spaces'
(whcih, like the sacred art of the reformed church,
are called into the service as props in relation to
the text, rational discourse, they support and give
way unto).
--- michael bibby <shmickeyd@xxxxxxxxxxxx> wrote:
> Hey david, in the context of viewing the
> standardized,
> sanitized and sanctified spaces of moral embodiment
> such as the common-place space as the school-room
> represents, I refer you to my own writting:
>
> The protestant reformation saw, eventually if not
> immediately, the 'secularization' of 'christian
> charity' (love and hate, i.e., 'grace' and
> 'punishment', in relation to both their practical
> administrations and dialogistics), of
> fixed-immovable
> investments of religious capital (i.e., chantries
> and
> monastaries, in relation to their reconstituted
> raison
> det're), and the privatization of the
> christiocentric-
> monotheistic- universe (whose truch was established
> in
> the domain of cosmography by Copernicus's
> heliocentricism), the indivuduation of christs-faith
> in the form of 'freedom of conscience' (i.e., in the
> context of 'sola fida'). It also bought with it the
> birth of a national religoin in which each citizin
> is
> a member of both an visible and invisible community,
> a
> member of one and the same political and spiritual
> body. The various sects which emerged in the wake of
> the break from the Roman church do not particulary
> concern us here, it is simply enough to indicate
> their
> existence, the possibilities of which already begin
> to
> show themselves in the cracks between the 1549 and
> 1552 'common' prayer books, and the Elizabethian
> book
> of common prayers. Certainly, the problematic rears
> its head time and time again, as in the British
> parlimentary inquiry into the state of education in
> 1834, where the possibility of inculcating the
> principles of the christian faith independently of
> any
> particular doctrine (the self-evident basis- but no
> less unrattled- upon which the church of england
> established and maintained itself, all that it
> corresponded to, stood for and upheld, and was
> idendified with in the process of its becoming),
> presented itself, judging by the evidence heard, as
> 'certainly possible'.
>
>
>
>
> --- David McInerney <borderlands@xxxxxxxxxxxxxxx>
> wrote:
>
> > Hi everyone.
> >
> > I'm wondering if anyone on this list can direct me
> > towards foucaultian
> > writings on education - either on power or ethics
> -
> > that actually
> > discuss, in some sort of concrete sense, the
> actual
> > practices of
> > education in schools? I am aware, of course, of
> the
> > passages in
> > Discipline and Punish on the school, but every
> time
> > I read a paper on
> > Foucault written by someone in Education it seems
> to
> > say very little
> > about schooling and classroom practice. The
> Olssen
> > book being one case
> > in point, articles by Michael Peters being another
> -
> > regardless of any
> > merits they might or might not have as theoretical
> > readings of
> > Foucault. I'm working on a group research project
> > for a Dip.Ed.
> > (sucks, I know) and I'm finding that it looks like
> > I'm going to have to
> > invent the wheel on this. Any suggestions?
> >
> > David
> >
> >
> > On 01/09/2005, at 11:50 PM, Edward Comstock wrote:
> >
> > >
> > > I'm currently doing my dissertation in Education
> > on recent changes in
> > > the construction of the student-object in
> > education research and
> > > policy (increasingly casting the student in
> > bio-reductive,
> > > specifically neurological, terms). I'm
> wondering
> > if anybody out there
> > > can point me to works done on "accountability"
> > discourse from a
> > > Foucauldian perspective.
> > >
> > > I realize that accountability discourse is
> > usually construed as a
> > > form of disciplinary power; I'm interested in
> > exploring the new
> > > bio-reductive techniques, and the ways they link
> > to various
> > > discourses, marking extensions and changes to
> > disciplinary force.
> > > There seems indeed to be an increasing link
> > between accountability
> > > and this bio-reductivism.
> > >
> > > Thanks so much,
> > Ed_______________________________________________
> > > Foucault-L mailing list>
> _______________________________________________
> > Foucault-L mailing list
>
>
>
>
>
>
>
> ____________________________________________________
>
> Do you Yahoo!?
> The New Yahoo! Movies: Check out the Latest
> Trailers, Premiere Photos and full Actor Database.
> http://au.movies.yahoo.com
>
____________________________________________________
Do you Yahoo!?
The New Yahoo! Movies: Check out the Latest Trailers, Premiere Photos and full Actor Database.
http://au.movies.yahoo.com
subjoined to my previous comments to render them
intelligible (I offered them only as possible points
of discussion which may be taken up for further
elobration), I shouldnt think it improper to offer a
few more historical-theoretical hypothesis, in this
connection, suggested by my historical investigations
into the germain nuclei which the forms of the present
bear within themselves.
Education, instruction, is held at a safe distance in
the perspective lense which views it as essentially
different in nature from indoctrination, propagander.
This discourse can clearly be delineated around the
16th century discussion- involving the writings of
luther and calvin amonst a host of others- on the use
and abuse of sacred images in the space of the church
to awaken the imagination to a love of virtue and
hatred of vice.
Perhaps it is only necessary to juxtapose the sacred
space of the church, with its piers, alter and
retable, with the 'neutral space' of the lecture hall
and schoolroom, with its division of space into
auditorium and stage, which affirms, in the
arrangement of space, the disymmetry between teacher
and learner, its podium and 'projection spaces'
(whcih, like the sacred art of the reformed church,
are called into the service as props in relation to
the text, rational discourse, they support and give
way unto).
--- michael bibby <shmickeyd@xxxxxxxxxxxx> wrote:
> Hey david, in the context of viewing the
> standardized,
> sanitized and sanctified spaces of moral embodiment
> such as the common-place space as the school-room
> represents, I refer you to my own writting:
>
> The protestant reformation saw, eventually if not
> immediately, the 'secularization' of 'christian
> charity' (love and hate, i.e., 'grace' and
> 'punishment', in relation to both their practical
> administrations and dialogistics), of
> fixed-immovable
> investments of religious capital (i.e., chantries
> and
> monastaries, in relation to their reconstituted
> raison
> det're), and the privatization of the
> christiocentric-
> monotheistic- universe (whose truch was established
> in
> the domain of cosmography by Copernicus's
> heliocentricism), the indivuduation of christs-faith
> in the form of 'freedom of conscience' (i.e., in the
> context of 'sola fida'). It also bought with it the
> birth of a national religoin in which each citizin
> is
> a member of both an visible and invisible community,
> a
> member of one and the same political and spiritual
> body. The various sects which emerged in the wake of
> the break from the Roman church do not particulary
> concern us here, it is simply enough to indicate
> their
> existence, the possibilities of which already begin
> to
> show themselves in the cracks between the 1549 and
> 1552 'common' prayer books, and the Elizabethian
> book
> of common prayers. Certainly, the problematic rears
> its head time and time again, as in the British
> parlimentary inquiry into the state of education in
> 1834, where the possibility of inculcating the
> principles of the christian faith independently of
> any
> particular doctrine (the self-evident basis- but no
> less unrattled- upon which the church of england
> established and maintained itself, all that it
> corresponded to, stood for and upheld, and was
> idendified with in the process of its becoming),
> presented itself, judging by the evidence heard, as
> 'certainly possible'.
>
>
>
>
> --- David McInerney <borderlands@xxxxxxxxxxxxxxx>
> wrote:
>
> > Hi everyone.
> >
> > I'm wondering if anyone on this list can direct me
> > towards foucaultian
> > writings on education - either on power or ethics
> -
> > that actually
> > discuss, in some sort of concrete sense, the
> actual
> > practices of
> > education in schools? I am aware, of course, of
> the
> > passages in
> > Discipline and Punish on the school, but every
> time
> > I read a paper on
> > Foucault written by someone in Education it seems
> to
> > say very little
> > about schooling and classroom practice. The
> Olssen
> > book being one case
> > in point, articles by Michael Peters being another
> -
> > regardless of any
> > merits they might or might not have as theoretical
> > readings of
> > Foucault. I'm working on a group research project
> > for a Dip.Ed.
> > (sucks, I know) and I'm finding that it looks like
> > I'm going to have to
> > invent the wheel on this. Any suggestions?
> >
> > David
> >
> >
> > On 01/09/2005, at 11:50 PM, Edward Comstock wrote:
> >
> > >
> > > I'm currently doing my dissertation in Education
> > on recent changes in
> > > the construction of the student-object in
> > education research and
> > > policy (increasingly casting the student in
> > bio-reductive,
> > > specifically neurological, terms). I'm
> wondering
> > if anybody out there
> > > can point me to works done on "accountability"
> > discourse from a
> > > Foucauldian perspective.
> > >
> > > I realize that accountability discourse is
> > usually construed as a
> > > form of disciplinary power; I'm interested in
> > exploring the new
> > > bio-reductive techniques, and the ways they link
> > to various
> > > discourses, marking extensions and changes to
> > disciplinary force.
> > > There seems indeed to be an increasing link
> > between accountability
> > > and this bio-reductivism.
> > >
> > > Thanks so much,
> > Ed_______________________________________________
> > > Foucault-L mailing list>
> _______________________________________________
> > Foucault-L mailing list
>
>
>
>
>
>
>
> ____________________________________________________
>
> Do you Yahoo!?
> The New Yahoo! Movies: Check out the Latest
> Trailers, Premiere Photos and full Actor Database.
> http://au.movies.yahoo.com
>
____________________________________________________
Do you Yahoo!?
The New Yahoo! Movies: Check out the Latest Trailers, Premiere Photos and full Actor Database.
http://au.movies.yahoo.com