I'd be glad to read your paper. My terminal degree is in Educational Psychology. What I will probably end up giving you may best guess on is why you could find no concrete discussion of the shaping influence of these systems of surveillance on the school as a learning environment.
You probably can establish that this blind spot is peculiar enough to be evidence of something in and of itself given how much has been written in the Education journals over many years about the impact of absolutely everything else on the school as a learning environment. What you might want to look at is the lingering influence of B. F. Skinner on the way school personnel are trained. The unspoken ideology behind this training is what you would be trying to surface. What would one have to believe about the function of the school in order to train school personnel in this way?
________________________________
From: foucault-l-bounces@xxxxxxxxxxxxx on behalf of Zero B
Sent: Tue 4/11/2006 7:14 PM
To: Mailing-list
Subject: [Foucault-L] Panopticism in Schools
I finished my paper on the consequences of Panopticon-esque structures/physical manifestations of power within public schools and their consequence(s) on the student body and how it is changing the discourse of learning quite some time ago; it has been graded and returned, although I would like to continue. The main problem that I came to was finding good sources that discuss the intentions behind structures of surveillance (cameras, monitoring of files, et cetera) or any quotes from educators/architects who propose and support such structures. I ended up quoting alot of philosophical interpretations on technology, and the notion of a guise or mere appearance, namely Heidegger's essay, The Question Concerning Technology and Nietzsche's notion of mere appearance discussed in The Birth of Tragedy.
The problem I was coming up with was that I felt that I was only giving the topic a single-sidded analysis, meaning that I was focusing too much on abstract notions of structures/technology/excercises of power and their consequences and less on the concrete structures themselves. Does anyone know of any reports on the increasing of security within public schools, particularly after Columbine and the utilization and increasing popularity of constant surveillance?
Also, if anyone is interested in reading my paper and offering critiques, I'd be more than willing to send it to you.
Thanks,
-Marc
________________________________
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You probably can establish that this blind spot is peculiar enough to be evidence of something in and of itself given how much has been written in the Education journals over many years about the impact of absolutely everything else on the school as a learning environment. What you might want to look at is the lingering influence of B. F. Skinner on the way school personnel are trained. The unspoken ideology behind this training is what you would be trying to surface. What would one have to believe about the function of the school in order to train school personnel in this way?
________________________________
From: foucault-l-bounces@xxxxxxxxxxxxx on behalf of Zero B
Sent: Tue 4/11/2006 7:14 PM
To: Mailing-list
Subject: [Foucault-L] Panopticism in Schools
I finished my paper on the consequences of Panopticon-esque structures/physical manifestations of power within public schools and their consequence(s) on the student body and how it is changing the discourse of learning quite some time ago; it has been graded and returned, although I would like to continue. The main problem that I came to was finding good sources that discuss the intentions behind structures of surveillance (cameras, monitoring of files, et cetera) or any quotes from educators/architects who propose and support such structures. I ended up quoting alot of philosophical interpretations on technology, and the notion of a guise or mere appearance, namely Heidegger's essay, The Question Concerning Technology and Nietzsche's notion of mere appearance discussed in The Birth of Tragedy.
The problem I was coming up with was that I felt that I was only giving the topic a single-sidded analysis, meaning that I was focusing too much on abstract notions of structures/technology/excercises of power and their consequences and less on the concrete structures themselves. Does anyone know of any reports on the increasing of security within public schools, particularly after Columbine and the utilization and increasing popularity of constant surveillance?
Also, if anyone is interested in reading my paper and offering critiques, I'd be more than willing to send it to you.
Thanks,
-Marc
________________________________
Yahoo! Messenger with Voice. Make PC-to-Phone Calls <http://us.rd.yahoo.com/mail_us/taglines/postman1/*http://us.rd.yahoo.com/evt=39663/*http://voice.yahoo.com> to the US (and 30+ countries) for 2¢/min or less.
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