<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><p>My analysis develops via the following five conceptual steps. The <italic>first step</italic> links up with Foucault's analysis of techniques of ‘soft’ discipline, which relates to ‘classical’ reform pedagogy, in the transition period from the 19th to the 20th century. The <italic>second step</italic> thematises the shifts in these disciplinary techniques in the context of the crisis of the so-called ‘environments of enclosure’. Here there is a particular focus on Deleuze's arguments concerning the emergence of a modern ‘society of control’. The <italic>third step</italic> considers the specific form of the ‘government of the social’, which Foucault approaches with the concept of ‘governmentality’. The <italic>fourth step</italic> aims to show that the current educational reforms can be understood as a ‘governmental strategy’. The <italic>fifth step</italic>, finally, thematises the inconsistency of governmental practices. It pursues the possibility that such practices advance, <italic>en passant</italic> or contrary to their aims, their own contradiction: the preparedness and capacity for critical opposition.</p></abstract>

My analysis develops via the following five conceptual steps. The first step links up with Foucault's analysis of techniques of ‘soft’ discipline, which relates to ‘classical’ reform pedagogy, in the transition period from the 19th to the 20th century. The second step thematises the shifts in these disciplinary techniques in the context of the crisis of the so-called ‘environments of enclosure’. Here there is a particular focus on Deleuze's arguments concerning the emergence of a modern ‘society of control’. The third step considers the specific form of the ‘government of the social’, which Foucault approaches with the concept of ‘governmentality’. The fourth step aims to show that the current educational reforms can be understood as a ‘governmental strategy’. The fifth step, finally, thematises the inconsistency of governmental practices. It pursues the possibility that such practices advance, en passant or contrary to their aims, their own contradiction: the preparedness and capacity for critical opposition.

Controlled Freedom - the Formation of the Control Society

Institut für Allgemeine Pädagogik und Berufspädagogik, Technische Universität Darmstadt, Alexanderstrasse 6 64283 Darmstadt Germany

Journal of Pedagogy

{"article-title":"Controlled Freedom - the Formation of the Control Society"}

My analysis develops via the following five conceptual steps. The first step links up with Foucault's analysis of techniques of ‘soft’ discipline, which...

Controlled Freedom - the Formation of the Control Society

Publié en ligne: 17 févr. 2012

Pages: 161 - 172

DOI: https://doi.org/10.2478/v10159-011-0008-y

Mots clés
environments of enclosure, control society, critique, disciplinary society, educational reform, governmentality, panopticism, quality management, reform pedagogy

This content is open access.

Controlled Freedom - the Formation of the Control Society

Publié en ligne: 17 févr. 2012

Pages: 161 - 172

DOI: https://doi.org/10.2478/v10159-011-0008-y

Mots clésenvironments of enclosure, control society, critique, disciplinary society, educational reform, governmentality, panopticism, quality management, reform pedagogy

This content is open access.

Mots clés
environments of enclosure, control society, critique, disciplinary society, educational reform, governmentality, panopticism, quality management, reform pedagogy