Michel Foucault: Masculine Civilization

The extent to which our location within the so called “disciplinary civilization” remains invested in speculation and conjecture, as opposed to classical civilization’s traditional commitment to induction, is well-demonstrated by Michel Foucault’s critical interrogations of (1)pedagogical systems that strictly demand that, in exchange for its programmatic implantation within its student/client bodies of the requisite skills and attitudes that enable them to proliferate of (not exactly sensible) production that they exhibit a generalized obedience and docility, (2)the penal apparatus,(3)the scientia sexualis (deployments of sexuality),that in their togetherness establish and maintain and amplify the social grid, the practices of social partitioning, which have been responsible for today’s intolerable, unconscionable, and verifiable intensities of human suffering.

I. Introduction This paper expounds on the statement provided above by examining and analyzing the works of Foucault. It is organized as follows: the next section offers an overview of how ‘disciplinary society’ emerged by giving a background on sovereign-ruled society. Section 3 discusses the move to a ‘disciplinary society’ and what

These systems achieve this by using representations and implanting them on people. Some examples of these representations that kept people in school are the “youth” as the “hope of the fatherland” and “education” as the only means through which people can have a “good life”. These representations do not have any scientific or empirical basis and experiences have repeatedly proven these assumptions wrong and yet they remain accepted and promoted by the school systems. These false representations encourage people to submit. People become docile and obedient. They turn into machines fit for production. The educational systems transform and control