An essential critical history of German studies as an academic discipline. German studies has confronted many crises, as well as severe criticism and self-criticism, and yet it has managed to maintain its disciplinary system through every upheaval--the revolution of 1848, the establishment of the Second Reich in 1871, the Weimar Republic, the Nazi Third Reich, the Second World War and the reconstruction era, the creation and reunification of the two German states. Pier Carlo Bontempelli focuses on this continuity, dating back to the early nineteenth century, when the "founding fathers" of Germanistik secured its status by grounding it in a set of fixed principles, revived by each successive generation of scholars in order to legitimize their position of power--and to ensure their capacity for cultural reproduction. Using the works of Michel Foucault and Pierre Bourdieu, Bontempelli investigates the institution and principles of German studies and critically reconstructs its history. Mindful of the mechanisms of choice and domination operating at every turn in this history, his book exposes the repressed social and political history of German studies.

A brilliant work from the most influential philosopher since Sartre. In this indispensable work, a brilliant thinker suggests that such vaunted reforms as the abolition of torture and the emergence of the modern penitentiary have merely shifted the focus of punishment from the prisoner's body to his soul.

Michel Foucault has become famous for a series of books that have permanently altered our understanding of many institutions of Western society. He analyzed mental institutions in the remarkable Madness and Civilization; hospitals in The Birth of the Clinic; prisons in Discipline and Punish; and schools and families in The History of Sexuality. But the general reader as well as the specialist is apt to miss the consistent purposes that lay behind these difficult individual studies, thus losing sight of the broad social vision and political aims that unified them. Now, in this superb set of essays and interviews, Foucault has provided a much-needed guide to Foucault. These pieces, ranging over the entire spectrum of his concerns, enabled Foucault, in his most intimate and accessible voice, to interpret the conclusions of his research in each area and to demonstrate the contribution of each to the magnificent -- and terrifying -- portrait of society that he was patiently compiling. For, as Foucault shows, what he was always describing was the nature of power in society; not the conventional treatment of power that concentrates on powerful individuals and repressive institutions, but the much more pervasive and insidious mechanisms by which power "reaches into the very grain of individuals, touches their bodies and inserts itself into their actions and attitudes, their discourses, learning processes and everyday lives" Foucault's investigations of prisons, schools, barracks, hospitals, factories, cities, lodgings, families, and other organized forms of social life are each a segment of one of the most astonishing intellectual enterprises of all time -- and, as this book proves, one which possesses profound implications for understanding the social control of our bodies and our minds.

This collection of essays is based on a conference in honour of David Luscombe held at the University of Sheffield in September 2006 under the title "Knowledge, Discipline and Power in the Middle Ages."

Includes sections on self-discipline and personal success; business, sales and finances; and the good life.

This book covers the topics Foucault helped make the core agenda of Western political culture - medicine, prisons, psychiatry, government and sexuality - emphasising Foucault's practical concern with discrimination, coercion and exclusion in human society.

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The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.

In Foucault’s Discipline, John S. Ransom extracts a distinctive vision of the political world—and oppositional possibilities within it—from the welter of disparate topics and projects Michel Foucault pursued over his lifetime. Uniquely, Ransom presents Foucault as a political theorist in the tradition of Weber and Nietzsche, and specifically examines Foucault’s work in relation to the political tradition of liberalism and the Frankfurt School. By concentrating primarily on Discipline and Punish and the later Foucauldian texts, Ransom provides a fresh interpretation of this controversial philosopher’s perspectives on concepts such as freedom, right, truth, and power. Foucault’s Discipline demonstrates how Foucault’s valorization of descriptive critique over prescriptive plans of action can be applied to the decisively altered political landscape of the end of this millennium. By reconstructing the philosopher’s arguments concerning the significance of disciplinary institutions, biopower, subjectivity, and forms of resistance in modern society, Ransom shows how Foucault has provided a different way of looking at and responding to contemporary models of government—in short, a new depiction of the political world.