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INSTRUCTIONS/QUESTION(S):
Applying a Nietzschean analysis to the primary ideas and strategies that emerge from the Enlightenment, Foucault develops what he calls disciplinary power
To begin, please identify the main tenets of the Enlightenment as a metaphysical system of thought.
Then, please identify and explain what is disciplinary power?
What ideas, techniques, and strategies does it employ? Please provide examples from the text.
Why does this form of power succeed when the former did not?
Why is this power positive, as opposed to merely negative?
And, how does the new form of power reverse the flow visibility?
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PART 1 DIRECTIONS: What needs to be INCLUDED!
NO USE OF CHAT GPT OR AI PERMITTED, THE WRITER WILL BE REPORTED!!!
It should be typed, 12pt font, double-spaced, HAS TO BE EXACTLY EIGHT (8) PAGES LONG.
Please add page numbers. You are encouraged to draw examples from the relevant texts. As
always, your work must be your own.
INSTRUCTIONS:
THE EXAM IS DUE DECEMBER 11, BY 11 PM
QUESTION(S):
Applying a Nietzschean analysis to the primary ideas and strategies that emerge from the
Enlightenment, Foucault develops what he calls disciplinary power
To begin, please identify the main tenets of the Enlightenment as a metaphysical system of thought.
Then, please identify and explain what is disciplinary power?
What ideas, techniques, and strategies does it employ? Please provide examples from the text.
Why does this form of power succeed when the former did not?
Why is this power positive, as opposed to merely negative?
And, how does the new form of power reverse the flow visibility?
Last, with Foucault’s understanding of Disciplinary Power in mind, identify examples of this power in
Kafka’s novel, The Trial.
What does K.’s “arrest” signify?
What is it about the operation of Disciplinary Power that neutralizes K.’s ability to learn the nature of
the charge against him?
ESSAY OUTLINE: How to write it, FOLLOW EXACTLY!
I. Introduction Paragraph
Begin by stating in some way: Foucault will do to the Enlightenment what Nietzsche did to the
Platonic Philosophy and NTC.
Foucault, like Nietzsche is a postmodernist. This means:
A.
B.
C.
D.
Etc….
End this paragraph by saying something like: Ultimately, Foucault argues that the presence and
operation of disciplinary power reveals that the ideas and practices that we believe to be objectively
true and normative/morally good for us may not be as true or good for us as we believe.
HOW DO I GO ABOUT SHOWING THIS?
II. Describe the Main Tenets of the Enlightenment System of thought as a Metaphysical Paradigm.
(Remember, you only have 8 pages, so as you compose your essay state things clearly and
sharply).
A. philopshy
B. denormative social and behavioral sciences
C. politics
III. Now, Describe the Three Strategies and Techniques that Emerge from the Enlightenment as a
Metaphysical System of Thought. (You do not have to go into a deep explanation of them now, as
you will do this later in the essay)
A. The organization of space and time
B. The creation of hierarchical
C. The creation and deployment of an infinite series of examinations
Now, what happens if we apply a Postmodern analysis to these Three Strategies and ideas?
We “see” what Foucault calls Disciplinary Power. WHY
What does Disciplinary Power do?
A.
B.
C.
D.
Etc…
NOW GO TO THE BOOK TO “TELL” THE STORY.
IV. Book I
A. Thesis
B. What is important about the “Two” Discourses that Foucault uses to open the book?
C. Why the Transition?
D. What happens?
E. Why the “Army of Technicians”?
F. Foucault’s famous quote about power/knowledge.
V. Part Three, Chapters 1-3.
A. Part III, Chapter 1
B. Part III, Chapter 2
C. Part III, Chapter 3
VI. Applying a Foucaultian Analysis to Kafka’s “The Trial.”
I. Introduction to Foucault
A. One of the most important thinkers of the Twentieth Century
B. Develops and Nearly Perfects Nietzsche’s Critique of Metaphysics
Foucault will do to the Enlightenment what Nietzsche did to Platonic Philosophy and New
Testament Christianity.
II. The Enlightenment
The first thing we need to do is understand the “Enlightenment” as a Metaphysical system of
thought. When I refer to the “Enlightenment,” I mean the emergence of the Normative Social,
Behavioral, Medical, and Physical Sciences that emerge in the beginning of the 1600’s and
continue unabated to our time.
WE ARE THE HEIRS OF THE NORMATIVE SOCIAL, BEHAVIORAL, MEDICAL, AND
PHYSICAL SCIENCES that emerge during what is called the “Enlightenment.”
In addition to the Normative Social, Behavioral, and Medical Sciences, we can also include a
series of Philosophical and Political ideas that emerge SIMULTANEOUSLY with the social and
physical sciences.
Therefore, we can think of the “Enlightenment” as CONSISTING of THREE main AREAS OF
THOUGHT and PRACTICES THAT FUNCTION TOGETHER.
These THREE parts of the Enlightenment include the emergence of Philosophical ideas, the
Normative Social Sciences, and Legal and Political Institutions.
Let’s identify the primary elements of each part.
A. Philosophy.
Beginning in the mid-1600’s a series of Philosophical Ideas begin to emerge that will coalesce
into what we know call MODERN LIBERAL PHILOSOPHY. There are five main elements of
MLP:
1. Human Beings are Objectively Free.
2. Human Beings are Morally Equal.
3. Human Beings are Intensely and Irreducibly Unique and Individual
4. Human Beings Possess Natural Rights.
5. Politics ARE a Human Invention.
B. The Normative Social, Medical, and Physical Sciences.
Developing alongside the emergence of Modern Liberal Philosophy was the explosion in the
various “Scientific” disciplines. It is during this time that we witness the explosion of the
“Scientific Revolution.”
There are several elements of the Normative and Physical Scientific outlook:
1. An Objective Truth about the “True”/”Correct” functioning of the Human and Physical World
exists.
2. Human Beings are Ration, and the proper use of Reason provides Human Beings with
“Knowledge” about the “Truth” of Human “Health” and the things and processes of the Natural
World.
3. The Purpose of the Normative Social Sciences and the Physical Sciences is to acquire as
much “Knowledge” of Human “Health” and the Natural World as possible.
4. The purpose of this knowledge is to “Improve” (normative) our Lives and the take control of
the Physical World.
C. Politics: Liberal Democracy
1. Free and Rational Individuals Consent to and Create the Legal and Political Institutions that
Govern them.
2. Liberal Democracies with constitutional forms of government, transparent flows of
information, and regular elections represent the linear and progressive movement toward
superior forms of governance.
As the HEIRS of the “Enlightenment” paradigm, we believe these ideas to be “True” and “Good”
for us. As the Heirs of the “Enlightenment,” we believe in the truth of these ideas, and we are
directly committed to their manifestation.
This is our paradigm of thought and existence.
III. The Enlightenment, Foucault, and Postmodernism: Disciplinary Power
Here is Essential Move: WHAT HAPPENS IF WE ANALYZE THE ENLIGHTENMENT FROM A
NIETZSCHEAN AND NOMINALIST PERSPECTIVE?
What if we “gaze” at or interpret the Enlightenment paradigm from a Postmodern point of view?
Following Nietzsche, Foucault is suspicious of the existence of an Objective Truth, he is
extremely concerned about the effects on our minds, bodies, and politics that derive from our
belief in and commitment to an Objective Truth, he conceives of Subjectivity/Identity as
Constructed, and he is interested in “liberating” us from ideas that negatively define/oppress us.
A. Foucault and Disciplinary Power
Using a Nietzschean, or nominalist analysis, Foucault identifies THREE main Ideas and
Strategies THAT ARE ESSENTIAL TO, AND CONSTITUTIVE OF, THE ENLIGHTENMENT:
1. The Total Control and Routinization of Space and Time.
2. The Emergence of Architectural and Psychological Systems of Observation and Surveillance.
3. The Creation and Deployment of a Comprehensive and infinite System of Examinations that
Name, Define, Classify, and Objectify.
Disciplinary Power is Foucault’s term for what you get when you “apply” a Nietzschean analysis
to the Enlightenment.
What is Disciplinary Power? Disciplinary Power is a “description/observation” of a “happening”
of power that is BOTH Linguistic/Set of Ideas (remember the nominalist account of language)
AND Material and Physical.
Disciplinary Power names a System of Thought that is made up by a certain set of Ideas
(Enlightenment) and Reinforced by a series of Physical and Material Strategies and Practices.
IV. What Does Disciplinary Power Do or Seek?
As a Series of Ideas (Enlightenment) and Practices/ Strategies (see above), Disciplinary Power
CONSTRUCTS/FABRICATES/CREATES subjects/individuals who are:
Economically Efficient and Politically Docile.
Disciplinary Power “Reverses the Flow of Visibility.”
Disciplinary Power is BOTH Coercive and Productive. It is BOTH Negative and Positive (will
explain this later).
As Foucault famously said: Individual are BOTH the objects and vehicles of Disciplinary Power.
Subjects are BOTH simultaneously prisoners in, and guards over, their own consciousness.
Foucault’s Discipline and Punish
Outline for Part III, Chapters 1-3
The Ideas and Strategies/Techniques of Disciplinary Power.
I. The Routinization and Control of Space and Time. (Part III, Chapter 1: Docile Bodies)
A. Space
1. Enclosure
2. Partitioning
3. Functional Arrangement
4. Rank
B. Time
1. The “Time Table” or Schedule
2. The “Fusion” of Activity and Time
II. Architectural and Panoptic Surveillance. (Part III, Chapter 2: The Means of Correct Training).
A. Architecture as a Mechanism of Surveillance and Observations.
B. The Panoptican and Panoptic Consciousness. (Chapter 3).
III. The Examination (Part III, Chapter 2: Pages 184-194).
A. Objectification: The Examination Transformed the Economy of Visibility
into the Exercise of Power.
B. Documentation: The Examination “Introduces” Individuality into the Field
of Documentation.
C. The Examination Makes the Individual a “Case.”
Foucault’s Discipline and Punish
Chapter 1 Outline
I. Thesis
The main idea driving Foucault’s, Discipline and Punish, is the claim that the
Modern/Enlightenment Ideas and Techniques of Punishment and Rehabilitation that were
developed for the Modern Prison and Army are representative of a group of Strategies and
Techniques that Foucault calls Disciplinary Power.
In addition, Foucault argues that the Ideas, Strategies, and Techniques of Disciplinary Power
have been DEPLOYED throughout Enlightenment Society and are operative at every level of
Individual, Physical, Social, Cultural, and Political life.
Therefore, the “Original” model/laboratory for the creation and control of what we call
“Enlightenment” Society and Modern Liberal Democracies are the Prison and the Modern Army.
II. Damien the Regicide and the Boy’s Home
A. The Opening Strategy: TWO DISCOURSES
The first thing to pay attention to is the way Foucault opens the first five pages of the book.
Foucault tells the brief story of TWO radically different discourses.
He does this as a way of demonstrating the difference between and emergence of “different”
discourses or paradigms of thought.
Discourses are fairly coherent systems of thoughts that possess their own internal justifications
for meaning, value, and purpose of ALL things. (Nietzsche would call discourses, “poems” or
‘narratives.”).
The important point is that Foucault argues that what we “see” in the transition from a sort of
Feudal-Aristocratic Discourse (as exemplified by the story of Damien) and the “emergence” of a
new “Enlightenment” discourse (as exemplified by the story of the Boy’s Home) is NOT a
RATIONAL AND LINEAR example of human thought and society progressing toward a greater
“Truth,” BUT RATHER the “SHIFT” from one “Discourse/System of Ideas and Practices,” to
another.
Foucault tells the two stories to make this clear.
B. Damien’s Punishment as a Discourse
Damien is a peasant, who for some reason (important point here later), attempts to murder the
King of France in 1757. He is captured, sentenced to death, and tortured and executed in a
grotesque theatre of violence.
Foucault tells the “shocking” story to make important points about “Discourses.”
In the story of the execution of Damien, you “see” all the components of a “Discourse” or
System of Thought.
1. The sentence, torture, and execution of Damien were morally and religiously sanctioned.
2. The execution was legally and political sanctioned and authorized.
3. The King deployed the most sophisticated technology and capacities to execute Damien.
4. The execution was a “public” event.
5. The execution was “normal.”
6. The sentence and execution possessed its own “logic” and “Truth.”
B. What Goes Wrong?
1. The Instruments and the Technology Fail
2. Never Once During the Torture Does Damien “Apologize”
3. The “Discourse” “fails/breaks down” in Public View.
The break down/failure of the Feudal-Aristocratic Discourse coincides with the slow, parallel
development of a NEW SET OF PHILOSOPHICAL, SCIENTIFIC, AND POLITICAL IDEAS
THAT WILL COME TO BE KNOWN AS THE “ENLIGHTENMENT.”
Foucault argues that as the Feudal-Aristocratic order fails, a new Discourse is emerging.
Within 80 years of the execution of Damien, we have the story of the Boy’s Home. The Boy’s
Home is a metaphor for the full emergence of the “Enlightenment Discourse.”
The Boy’s Home Illuminates the IDEAS and THREE STRATEGIES/TECHNIQUES OF
DISCIPLINARY POWER.
III. The Enlightenment, the End of Torture, and the “Army of Technicians.”
Foucault’s main point is that with the Emergence of the “Enlightenment” Discourse, we see the
development of new Philosophical, Normative Social Scientific, and Legal and Political Ideas
that lead to the disappearance of Public Torture, an EMPHASIS on REHABILITATION, and the
REVERSAL OF VISIBILITY.
THIS IS THE NEW PRISON AND ARMY.
A. The End of Torture
The point of Punishment is no longer to destroy the Body and inflict Pain. The GOAL of
PUNISHMENT is “cure” and “rehabilitate” (10).
The “Body” becomes an “intermediary” of Power. The prisoner “enters” an “apparatus” (prison,
but soon school, hospitals, factories, bureaucracies, universities, etc.) of power. Foucault also
calls these “apparatus’” a “micro-physics of power” (110).
B. The Army of Technicians
Alongside the disappearance of Torture, and in the desire to “cure” and rehabilitate the prisoner,
“an army of technicians replace the executioner” (11).
This Army of Technicians are the great Army of Enlightenment SOCIAL SCIENTISTS.
YOU ARE PART OF THE GREAT ARMY OF TECHNICIANS!
C. The “New” Questions (19).
D. Power/knowledge and Knowledge/Power (26-30).
Power and knowledge are SIMULTANEOUS. In every “Discourse,” (Platonic Philosophy,
Christianity, Feudalism, and even the Enlightenment), there are a primary set of core ideas that
define the Meaning, Value, and Purpose of People, Things, and Reality.
Because these ideas are “dominant,” they come to possess power. AND, the people who
possess these ideas, use this power to re-inforce the dominant ideas of the Discourse.
POWER AND KNOWLEDGE IMPLY AND REINFORCE EACH OTHER.
Foucault famously reverses Platonic and Christian Metaphysics:
IT IS NOT THE CASE, FOUCAULT ARGUES, THAT THE BODY “TRAPS” THE “SOUL,” THE
“SOUL” TRAPS THE BODY!
Intro to Foucault
1. Foucault
A.
Appropriate Nietzsche’s ‘Project’- The heroic perspective- postmodernism.
1. There is NO Foucault without Nietzsche.
2. No inherent meaning and value.
3. All meaning Human invention and assertion of power=meaning and power are what
are simultaneously.
4. AGONISTIC-opens a space of meaning that is conflictual
5. Sets
6. Meaning is fragile
B.
Suspicious of Objective Moral Truth
C.
Suspicious of an objectively True Self- Subjectivity is constructed
D.
The Self/Subject is the effect and vehicle of Disciplinary Power
1. Suspicious: Truth
2. Big Question: What are the effects on our minds, bodies, and politics that result from our
belief in moral truth and our commitment to its practices?
——————————————————————————————————————-WE LIVE THESE IDEAS EVERYDAY
1.
PHILOSOPHY
A. We are objectively free- At a core level, there is a difference between objective
truth and the political system. Meaning you are born to do what you wish with
freedom without the government or any political system telling you anything like laws
and rules aka being objectively free
B. We are objectively equal- Human beings are fundamentally and born equal.
Inequality does exist like Brad Pitt is better looking than Prof. Dungey. Mike Trout
plays better baseball than Prof. Dungey. Prof Dunegy is more brilliant than us.
C. We are incredibly (fundamentally) individualistic- at the core level, everyone is
unique and individualistic. Our life goal is to go out there and explore to find
ourselves. We try not to live in Kaynes World.
D. We possess natural rights- meaning by virtue of being a human being, there are
some things that no human being or government can do to me without violating a law.
:
2.
THE ENLIGHTENMENT→ As a metaphysical system of thought(pursuit of a moral truth =
OUR COMMITMENT TO OUR PRACTICES
ll. The Normative (Moral Argument)Social and Behavioral Sciences
A. An objective truth exists about natural and biological laws and processes B. Humans are the rational creatures with the ‘scientific’ model. Humans can acquire
‘true knowledge’ about the world and themselves.
C. The purpose of this knowledge is to make sure we’re ‘ourselves healthy’ and
improve the world.
3.
POLITICS
A. Free rational individuals consent to create the legal and political institutions.
B. Liberal Democracies are ‘SUPERIOR’ forms of governance. Meaning they govern the
people.
Ex. People like to live in superior forms of governance like the us instead of authoritarian
dictatorship because of equal rights and it will make yourself “healthy.
= The 3 Strategies and techniques that emerge from the core ideas of the enlightenment
1. The organization of space and time. In your space, (mind) you’re busy. Meaning you have
a schedule that keeps you busy. Same thing with time, your schedule is planned for the whole
day. Ex. you sit in the same spot in class everyday, you park in the same spot of the parking
lot. Space and time is organized. (US)
2. The creation of architectural (think of buildings) and intermittent surveillance. We design
space (architectural) so that we can maximize the observation of people in it so we can watch
them. Show they behave. Think of prisons, professors’ offices, classrooms.
Observe,surveillance (judgment) and see things instantly. If you’re constantly being
watched, you learn how to behave and what this means is that you can internalize
consciousness, the awareness of always being watched or potentially. Aka you start watching
yourself. Self discipline. (BEING WATCHED)
3. The creation and deployment of an almost infinite series of examinations. Which are
designed to diagnose and to find and assess you. Thousands and thousands of exams are
created before we are even born. Ex, when youre are born, the doctor does an examination to
see whether if the baby is healthy or not healthy. Another example is students taking the bar
exam for a lawyer, they want the results to be good and not bad. (GOING THROUGH
EXAMS TO EVALUATE/DIAGNOSE YOU).
>> What happens if we apply a Nietzschian/ postmodernism analysis to the Enlightenment and the
three strategies? >> Disciplinary Power- Foucault is doing this to the enlightenment whereas
Nietzsche is doing to Plato.
>What does a disciplinary power do?
1. Creates/Fabricates Subjects (you). (No objective true self)
2. Creates subjects that are economically productive and docile (self discipline)
3. Disciplinary power reverses the “flow” of visibility… Before enlightenment, you were
looked at as invisible meaning you were nothing to anyone.
4. DP is both “positive” and “negative”
5. Subjectivity is both the “object” and “vehicle” power. We are both the object and vehicle of
DP because we continue it.
6. Creates subjects that don’t know they are created.
:
–
-The enlightenment is a metaphysical system of thought made up of 3 components which are
philosophical, science and political.
-The enlightenment invents the modern university
-In the book, Foucault will identify three strategies and techniques that emerge (coming out from)
from the enlightenment as a metaphysical system of thought. These three strategies and techniques
emerge from, develop out of the core elements of the enlightenment.
-The book is separated into 3 parts, part 1, part 2 and part 3,
After thanksgiving, 4 lectures left,
Foucault: Chapter 1
II. Damien the Regicide
1. Morally + Religiously Sanctioned
2. Legal and Politically Sanctioned
3. Used the most “sophisticated” tech
4. Public Event
5. Had its own logic
-Foucault is going to trace and document the emergence of DP through the emergence of the
enlightenment notion of the prison and modern army. How did the modern prison enlightenment
account emerge?
-The first four pages are about a newspaper account of Damien being publicly executed with wax
candles in his hand while being tied down. He tried to kill the king. They tied his 4 limbs to horses
and they tore his limbs off then threw his torso on a stake in the bonfire. But it does not going
according to plan, the candles don’t burn the skin nor do the peeler of his skin. As well as 2 of the
horses don’t peel the legs off. They had the local butcher cut the legs off then beat the horses. Then
the priest asks Damien if he has any forgiveness or words. He tells him no then throws him the fire
but he still talks then dies. The goal of this was to make amends. But it counter acted because he
never says sorry or apologies.
-Foucault tells this story of damien because 1 Explanation of the moral and technological and
political end of a discourse about punishment and 2 to demonstrate that as grotesque and barberic
gruesome punishment/execution appear to us in this discourse makes perfect sense.
:
-HEs going to say that it is a series of strategies and techniques of space of time, architecture to
observe the people in it and the creation of a series of examinations to diagnose people and
individuals.
-Book goes over a literal prison.
-originally designed for actual prison.
-The enlightenment and strategies were originally designed for literal prison.
-But Foucualt is now going to see these things in a Nietzsche POV.
-So these strategies were meant for real prisoners which eventually applied everywhere in the world
which we now know what today is. Constantly being looked at and making sure we aren’t being
judged and if we are, we can self discipline ourselves.
-What we think of it is so fabulous today, was originally meant for prisoners.
-What happens if we take the three strategies and for argument’s sake, hypothetically, what happens if
we interpret the ideas and strategies from a post modern type of view?
Fragile, these ideas are illusions. These meanings have no meaning. System of thoughts can
disappear. Constantly going through change. If you apply a Nietzsche analysis to the enlightenment
and the three strategies, you see it is an enlightenment not a metaphysical but another story that is
just another human invention about what things will mean and be. Its not another story, it will
become power. =Disciplinary Power.
-Foucault
calls the three
strategies
Dungey
Noted
Pt 2 =Disciplinary Power.
-For Foucault, the presence, operation, and intersectionality of those three strategies that have been
present and operating even before we were born.
-DP constructs subjectivity. It’s real but not objectively true.
-Prior to the enlightenment, there was a different way for punishment.
-Dungey always talks about something called a “discourse”. He talks about how the punishment back
in the day was rational and morally right. No one thought it was wrong. That’s how it went down
back in the day. No one asked or cared about why he did it. No human rights were exposed. Because
it wasn’t exposed (existed) yet.
-Foucualt is going to tell us this story but he is interpreting in Nietsche pov as well as postmodernism
pov, but he is going to identify a power as it emerges. In other words, all of these are human
inventions as well as an assertion of power.
-Page 14, shift is happening. From damien to the enlightenment
-When transitioning, ripping and tearing limbs/bodies apart is not morally right anymore into the
enlightenment era. There is a new system of punishment
-Page 11, “the body now serves as an instrument”, another one is “a whole army….”
-we are the army of technicians.
-page 19, important page that talks about huge change in punishment, “
-Page 26, more postmodern, 15 lines from the bottom, “What the apparatus(this classroom) and
institutions(university classrooms) operate is in a sense a microphysics of power,…
:
Part 3, Chapter 1 (Docile Bodies)
1. The total routinization of space and time
A. Space
1. Enclose
2. Partition
3. Rank
B. Time
1. The “Schedule”/Clock
2. Fusion of time and activity
The enlightenment is a source of being something.
Disciplinary power is both negative and positive in a way. Negative is because it operates on you. It
is coercive.
II. Hierarchical amd Panoptic Surveillance
A. Hierarchical
B. Panoptic- you and I have panoptic consciousness.
– Think or talk about the prisons due always being watched by the guard. We are both
prisoners and guard watches at the same time in our consciousness. We are being observed
while being the observant.
III. The Examination
A. Objectification- it happens before subjectivity. Everything and everyone can and should be
examined/studied (ethos), you are an object of an examination (talk about how you are just
something in your mother womb then you are born and examined (examination) by a doctor
or nurse and now you become a subject with an identity.
B. Documentation-once you become a subject, you will become documented.
C. Makes us a “case” (subject) (file)186 and 187 explain these things ^^
189 section 2, how is subjectivity written. 3 lines down, “a power of writing…
190. “Thanks to the whole apparatus…” the examinations make you YOU!
191, section 3: “the examination…” 3 lines down.. Another quote. Ends with “normalize”
194, Dp proudces…” both good and bad
:
THE FINAL WILL BE DISCUSSING PART 1, CHAPTER 1 AND THEN CHAPTERS 1,2,3
SEPARATELY. .
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