I've been doing some thinking on the disciplining of teacher bodies in schools and how innovation is, in many ways, prohibited. Foucault and Butler will both be useful in sorting this out, and I'm just now starting to gather some ideas and notes. Bear with me. . . not everything below will be useful.
modifying the definition of the crime (p. 33)
Technology and techniques of power
"Justice pursues the body beyond all possible pain" (p. 34)
Economy of power
"They must if possible judge and condemn themselves" (p. 38)
"...reducing to the minimum the work of investigation and the mechanics of demonstration, the confession was therefore highly valued" (p. 39)
"It is as if investigation and punishment had become mixed" (p. 41)
"Guilt did not begin when all the evidence was gathered together; piece by piece, it was constituted by each of the elements that made it possible to recognize a guilty person" (p. 42)
Public execution and the ceremony of it... (p. 47)
"the truth-power relation remains at the heart of all mechanisms of punishment..." (p. 55)
Shift to a more generalized punishment
"it was an effort to adjust the mechanisms of power that frame the everyday lives of individuals; an adaptation and a refinement of the machinery that assumes responsibility for and places under surveillance their everyday behaviour, their identity, their activity, their apparently unimportant gestures..." (p. 78)
"there was too much power in the hands of the judges who were able to content themselves with futile evidence, providing it was 'legal' evidence, and who were allowed too great a freedom in the choice of penalty" (p. 79)
"The reform was not prepared outside the legal machinery and against all its representatives; it was prepared, for the most part, from within..." (p. 81)
"insert the power to punish more deeply into the social body" (p. 82)
vagabondage (p. 88)
"The least crime attacks the whole of society" (p. 90)
"If effect the offence opposes an individual to the entire social body; in order to punish him, society has the right to oppose him in its entirety" (p. 90)
"One must take into account not the past offence, but the future disorder." (p. 93)
"One must punish exactly enough to prevent repetition. There is, then, a shift in the mechanics of example..." (p. 93)
"Punishment has to make use not of the body, but of representation" (p. 94)
"punishment is directed above all at others, at all the potentially guilty" (p. 108)
"learned economy of publicity" (p. 109)
"an inversion of the traditional discourse of the crime" (p. 112) -- shame upon the heads of the guilty -- punishment becomes a lesson
Part Three: Discipline
"infinitesimal power over the active body" (p. 137)
treating the body en masse -- control of bodies together in space; the object of control is not the behavior or the language of the body, "but the economy, the efficiency of movements, their internal organization" (p. 137)
disciplines as "general formulas of domination"
The art of distributions
1. Discipline sometimes requires enclosure
2. Disciplinary machinery works space in a flexible and detailed way
3. Functional sites code space
4. Rank matters -- the place one occupies in classification (p. 145)
"Discipline is an art of rank, a technique for the transformation of arrangements. It individualizes bodies by a location that does not give them a fixed position, but distributes them and circulates them in a network of relations" (p. 146)
The ideal: maximum speed and maximum efficiency (p. 154)
Disciplinary time (p. 159) imposed on pedagogical practice -- when exams must be given and when students must be at a particular stage
"the ultimate capacity of an individual" -- to be useful "according to the level in the series that they are moving through" (p. 160)
the macro- and a micro-physics of power
"Thus a new demand appears to which discipline must respond: to construct a machine whose effect will be maximized by the concerted articulation of the elementary parts of which it is composed. Discipline is no longer simply as art of distributing bodies, of extracting time from them and accumulating it, but of composing forces in order to obtain an efficient machine" (p. 164)
"The individual body becomes an element that may be placed, moved, articulated on others."
Individuality: cellular, organic, genetic, and combinatory (p. 167)
Creates 'tactics' -- "the art of constructing, with located bodies, coded activities and trained aptitudes, mechanisms in which the product of the various forces is increased by their calculated combination are no doubt the highest form of disciplinary practice" (p. 167)
The means of correct training
"Instead of bending all its subjects into a single uniform mass, it separates, analyses, differentiates, carries its procedures of decomposition to the point of necessary and sufficient single units" (p. 170) -- where is teacher collaboration?
"Discipline 'makes' individuals; it is the specific technique of a power that regards individuals as both objects and as instruments of its exercise" (p. 170)
Coerces by means of observation -- hierarchized surveillance
Who ends up in this particular classroom?
"Discipline makes possible the operation of a relational power that sustains itself by its own mechanism and which, for the spectacle of public events, subsitutes the uninterrupted play of calculated gazes" (p. 177) -- a subtle power
A double system: "gratification-punishment" (p. 180)
"the disciplinary apparatuses hierarchized the 'good' and the 'bad' subjects in relation to one another" (p. 181) "Through this micro-economy of a perpetual penality operates a differentiation that is not one of acts, but of individuals themselves, of their nature, their potentialities, their level or their value."
"This distribution according to ranks or grade has a double role: it marks the gaps, hierarchizes qualities, skills and aptitudes; but it also punishes and rewards" (p. 181)
"a constant pressure to conform" (p. 182)
the regime of disciplinary power: 5 operations (p. 182) -- "In short, it normalizes" (pp. 183-84)
"It is not simply at the level of consciousness, of representation and in what one thinks one knows, but at the level of what makes possible the knowledge that is transformed into political investment" (p. 185) Discipline makes determines what is even knowable -- the power/knowledge crux
Examination and discipline "fix" individuals into places (p. 189) -- "formalization of the individual within power relations" (p. 190)
The "case" (p. 191)
Normalizing through comparison -- normal and abnormal
KEY: "In fact, power produces; it produces reality; it produces domains of objects and rituals of truth. The individual and the knowledge that may be gained of him belong to this production" (p. 194)
Panopticism
"the penetration of regulation into the smallest details of everyday life" (p. 198) -- "capillary function of power"
useful wherever a "particular form of behavior must be imposed" (p. 205)
exercise of power supervised by society as a whole
discipline mechanism -- power moves rapidly and lightly -- "the design of a subtle coercion for a society to come" (p. 209)
"discipline fixes; it arrests or regulates movements; it clears up confusion; it dissipates compact groupings of individuals wandering about the country in unpredictable ways; it establishes calculated distributions" (p. 219)
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