Bibliography: leaves 216-219. / The central task of this dissertation is to explore Michel Foucault's conception of the human subject, and its interaction with power. Foucault offers a unique and controversial description of both the latter. After positing that his work is both coherent and political in nature, the dissertation investigates Foucault's books, lectures, interviews and articles throughout his three main periods. I have named these his Knowledge, Power, and Ethics periods to delineate different theoretical focuses in each period which are nevertheless underscored by a singular and continuous concern on Foucault's part with the constitution of the modern human subject; in addition, Foucault is interested in problematizing the "birth" and existence of this latter construction, which he believes is problematic in terms of the epistemological foundation upon which it rests, and the ontological consequences of such an entity.

Univ., Diss.--München, 2003.

Abstract Literary portraits of African Americans’ struggles in the United States for a more equal society have provided valuable insights into the pain and hardship they had to endure for a large portion of the United States’ existence. Ralph Ellison’s famous novel Invisible Man is one of those novels and is the primary source for this study. In this novel the unnamed African American protagonist tries to find a place of his own within a segregated society and has to succumb to the white man’s will to be part of American society. Despite the segregation and subjugation, the protagonist believes that he can progress in American society through education, but his development is constantly thwarted because of his skin colour. Ellison utilizes features from the bildungsroman to highlight how differently education works for African Americans and white people, since the traditional progression of the bildungsroman is not possible for the protagonist despite his trying to follow its traditional pattern. The thwarted progression instead seems to move the plot into another type of progression, namely a spiritual progression. I will therefore conclude that education in Invisible Man creates segregation and subjugation and that the protagonist’s progression is subverted into a spiritual progression. How the protagonist’s journey can be subverted is related to how power structures and discourses influence people’s actions and beliefs. I will use Michel Foucault’s Discipline and Punish and The Archaeology of Knowledge to explain how power structures and discourses enable segregation, subjugation and a spiritual progression. Furthermore, the result will reveal that, because of surrounding power structures and discourses, the protagonist cannot do anything in this American society other than conform to prevailing power structures or hide himself until he knows how to battle these structures. Keywords: Education; Segregation; Bildungsroman; Michel Foucault; African American. / <p>Literary Bachelor Essay</p>

Thesis (doctoral)--Universität Luzern, 2005. / Includes bibliographical references and name index.

Magíster en Psicología Clínica, mención Psicología Clínica Infanto-Juvenil / La presente investigación pretende dar cuenta de las características subjetivas de las adolescentes de sexo femenino involucradas en conductas abusivas de carácter sexual, a partir de un diseño cualitativo, exploratorio y descriptivo. El marco teórico que sustenta este estudio se fundamenta, por un lado, en la teoría de la subjetividad y el poder propuesta por Michel Foucault, y por otro, en el psicoanálisis, las que permiten comprender tanto el propio proceso de subjetivación de estas adolescentes como también aspectos específicos de este proceso, tales como la elección de objeto sexual, o las posibles consecuencias de las experiencias traumáticas, entre otras aristas relacionadas. Los resultados obtenidos dan cuenta de varias coincidencias con lo que se ha observado a nivel internacional en torno a estas adolescentes, en especial respecto a la presencia de importantes problemas de salud mental, dificultades a nivel familiar y social, pero sobre todo, una alta tasa de victimización, ya sea en el ámbito físico y sexual. La principal conclusión obtenida a partir del análisis de los datos, es que cualquier enfoque de intervención respecto de estas adolescentes debe estar orientado terapéuticamente a la elaboración de estas posibles experiencias de victimización, sobre todo aquellas de carácter sexual

Lorsqu’il a été introduit pour la première fois sur le marché mondial au milieu du XXe siècle, le plastique était considéré comme un matériel utopique, prometteur d’un avenir meilleur. Des décennies plus tard, la vérité sur les programmes de recyclage, la menace « invisible » des microplastiques présents dans les aliments que nous consommons et les images de plages couvertes de déchets de plastique font de plus en plus partie de notre discussion collective du matériel. Ce projet pose la question suivante : Comment, le cas échéant, les représentations visuelles des déchets de plastiques contribuent-elles à façonner le sujet environnemental? // When first introduced on the global market at the mid 20th century, plastic was understood as a utopian material, promising better futures. Decades later, the truth about failed recycled programs, the threats of microplastics found in the food that we consume, and images of previously pristine beaches covered in plastic waste are increasingly part of our collective discussion about plastics. This project fundamentally asks: How, if at all, do visual representations of plastic waste contribute to shaping the environmental subject? It takes as an object of study an iconic series of photographs (Midway: Message from the Gyre) and film (Albatross) by American artist and environmental activist Chris Jordan. Drawing on Michel Foucault’s theory of governmentality, a qualitative content analysis of online commentary of the imagery is conducted. The framing of imagery and the messages conveyed by the artist run the risk of “greening” action. Broader systemic critique that addresses the plastic crisis as one rooted in production is necessary to break from a suggested pattern of response of blame, preaching and despair.

According to Michel Foucault, life has become the focus of an infinite amount of both micro and macro management strategies, the point of which being to optimize health and to prolong life. Foucault labeled such strategies as " bio-power." While bio-power exists on many levels of society, my focus has been on certain medical technologies that have helped to expose the political nature of death by calling into question the time of death and who decides it. As the line between life and death has become more and more indistinct, Giorgio Agamben has argued that bio-politics turns into "thanatopolitics" — a politics of death. As Agamben argues, death is not a biological moment but a political decision. In this study I will focus specifically on reconsidering the relations of power surrounding the decision to stop preserving life in the particular space of the hospital room. I will then attempt to consider how our exposure to death in this space of power might be resisted using both the insights of Foucault and Agamben. / Master of Arts

Mediante o fenômeno das visitações massivas aos espaços expositivo-institucionais de arte na atualidade, compreendido como uma das ocorrências que atestariam a propagada noção de democratização do acesso aos bens artístico-culturais, o presente estudo, ao mesmo tempo em que mantém a referida noção sob suspenso, move-se em direção ao questionamento da associação veridictiva entre as práticas museais e a arte, trazendo à baila a hipótese de que a vitalidade de tal associação teria a ver menos com a factualidade, ou não, da missão edificante que a anima, e mais com a apreensão generalizada da necessidade que se deveria ter dela. Tendo em vista, igualmente, o alastramento das investidas museais desde, pelo menos, a década de 1980, entende-se que o que aí se assiste é, antes, à eficácia de um governamento de feições pedagogizantes que tem no encontro arte-museu-educação um de seus braços fortes. Nesse diapasão, caberia à arte, historicamente vista como uma prática transcendente à processualidade das relações cotidianas, garantir ao intento educativo certo contrabalanceamento, contribuindo sobremaneira para o alcance de sua estratégia nuclear: a funcionalização de condutas que, na medida mesma de seu franco assujeitamento à ordem, se autoimputam a pecha de contraconduta. Por conseguinte, uma fina atenção do olhar dirige-se à pedagogização da arte no encontro arte-museu-educação, tendo em vista a inelutável eficácia que este assume ao operar, em um mundo crivado por um acentuado ensejo de musealização, a sustentação de uma incompatibilidade que, afinal, lhe é fundamental: a de manter crível um ideal de liberdade enquanto o faz em nome de mais governo. Assim, a arqueogenealogia foucaultiana foi eleita como balizamento teórico-metodológico do presente estudo, de maneira que o gesto arquivístico por ela acionado abarcou um conjunto de periódicos acadêmicos dos campos da arte, da museologia e da educação, bem como catálogos de exposições, revistas e jornais de época. Tratou-se de viabilizar um tipo específico de análise dos discursos de artistas, curadores, críticos de arte, museólogos, educadores etc. englobando um arco temporal necessariamente amplo, com vistas a inventariar, à luz da concepção foucaultiana de governamentalidade, os deslocamentos históricos pertinentes ao processo de pedagogização da arte, eminentemente identificados no que despontava como conflito, problema, descaminho etc. O saldo da imersão analítica do estudo aponta para a contramão da hegemonia das narrativas concernentes ao encontro arte-museu-educação ao demonstrar ser possível decompor a semantização corrente de alguns enunciados que lhes são basilares como liberdade, revolução, participação, resistência e inclusão em favor da visibilização da processualidade histórica que os permitiu se constituírem como nexos veridictivos de práticas a serviço de um aguerrido governamento de si e do outro. / The phenomenon of massive visitations to expository-institutional art spaces nowadays is understood as one of the events that would attest the diffused notion of democratized access to artistic-cultural items. In view of that, while such notion is kept on hold, this study moves towards questioning the veridictive association between museal practices and art, by considering the hypothesis that the vitality of such connection has to do less with the (non)factuality of the edifying mission that nurtures such association, and to do more with the generalized apprehension of the supposed need for such connection. Regarding, in the same way, the spread of museal initiatives from the 1980s onwards, it is understood that what happens in those iniciatives is rather the effectiveness of a pedagogically-featured governance, which finds great support in the art-museum-education encounter. In this scenario, art, which is historically seen as a practice that transcends the procedurality of everyday relations, would be supposed, instead, to guarantee certain counterbalance to the educational intent, by contributing especially in terms of its nuclear strategy: to functionalize conducts that self-charge themselves to the flaw of counter-conduct, to the same extent as for their subjection (assujettissement) to the order. Therefore, close attention is drawn to the pedagogization of art in the art-museum-education encounter, in view of the ineluctable effectiveness assumed by this encounter when it operates, in a musealization-thirsty world, the sustenance of an incompatibility which is, after all, fundamental for the encounter itself: to keep the ideal of freedom believable, while doing so for the sake of more governance. Thus, the Foucauldian archaeogenealogy is adopted as the underpinning theoretical-methodological approach, so that the archival gesture it activates covered a set of academic works in the field of art, museology and education, as well as exhibitions, magazines, and newspapers. This study carried out a specific type of analysis of the discourses of artists, curators, art critics, museologists, educators etc. This analysis encompassed a necessarily wide time frame, with a view to inventorying, in the light of Foucaults conception of governmentality, the historical displacements relevant to the process of pedagogization of art, eminently identified in what emerged as conflicts, problems, misleading ways, etc. The analytical immersion of this study points to the direction against the hegemony of the narratives concerning the art-museumeducation encounter, so that it was demonstrated that it is possible to decompose the flowing semantization of some statements that underlie this encounter such as freedom, revolution, participation, resistance, and inclusion in favor of the visibility of the historical processuality that allowed them to be constituted as veridictive nexuses of practices at the service of a fierce governance of the self and the other.

\"O que é o Esclarecimento?\" Em mais de uma oportunidade Michel Foucault retoma a célebre questão lançada no século XVIII no intuito de interpelar as imbricações entre formas de racionalidade e efeitos de poder na Modernidade. No cerne dessa conexão, enfatizará o papel das resistências que acompanham, enredam, transformam esse campo de interações múltiplas, com especial destaque à postura que virá a designar, no final dos anos 1970, como uma \"atitude crítica\" em face do presente. Esta tese confronta leituras como a de Axel Honneth que, ao considerar Foucault um \"teórico do poder\", atribui-lhe uma concepção de racionalidade como processo de extensão da dominação individual e coletiva que culminaria por inviabilizar qualquer possibilidade crítica ou de emancipação dos sujeitos. Nosso objetivo central trata de ressaltar que Foucault não promulga em suas análises qualquer concepção de racionalidade como invariante universal - meta-antropológica ou meta-histórica -, mas busca antes ressaltar a história e geografia das racionalidades promovendo uma \"crítica racional da razão\" que compreende igualmente a crítica de seus efeitos concretos de poder. Isso porque Foucault não concebe o poder em termos estritamente repressivos, como privação ou proibição da liberdade, fenômeno puro da dominação, mas como jogos estratégicos com relações de força e de resistência presentes nas configurações e transformações complexas das formas de organização social e subjetiva. A atitude crítica, como modo de pensar, como postura ética e política, como compreensão e questionamento do momento ou do tempo presente constitui-se como um dos motores dessa transformação possível. Ora, seguindo o fio subterrâneo que a liga a Kant, Foucault destaca que a atitude crítica pode tomar formas diversas, a partir de tradições filosóficas distintas e em contextos históricos variados. Em nossa análise, além de Max Weber, privilegiamos a interlocução que o pensador francês estabelece com algumas das tópicas e autores da Teoria Crítica, notadamente com questões colocadas por Adorno e Horkheimer, de modo a explorar suas afinidades, tensões e especificidades. Argumentamos que é nesse diálogo que a postura foucaultiana expressa e afirma sua singularidade ao recolocar a questão do Esclarecimento como questão atual, inconclusa, inadiável. / \"What is Enlightenment?\" Michel Foucault revisited more than once to the prominent question raised in the eighteenth century in order to challenge the imbrication between forms of rationality and effects of power in modernity. At the core of this connection, he emphasizes the role of resistances that follow, enmesh and transform this field of multiple interactions, highlighting what he called, in the late 1970s, a \"critical attitude\" towards the present. This thesis confronts interpretations - like Axel Honneth\'s one - that consider Foucault as a \"theorist of power\" and assign to his work an idea of rationality as a process of the expansion of individual and collective domination that would cause the impossibility of any critique and also of the emancipation of subjects. The main purpose of this thesis is to emphasize that Foucault does not use in his analyses any conception of rationality as an universal invariable - a meta-anthropological and meta-historical one -, instead his analyses aim at highlighting the history and geography of rationalities, encouraging a \"rational critique of reason\" that includes the critique of the actual effects of power. This is because Foucault does not conceive the power on strict repressive terms, such as deprivation or restriction of liberty or a pure phenomenon of domination, but as strategic games of power relations and resistances within the complex of configurations and transformations of the forms of social and subjective organization. The critical attitude - as a way of thinking, a political and ethical attitude, an understanding and a critique of the present - is one of the driving forces of this possible change. Following the underground thread that connect it to Kant, Foucault emphasizes that the critical attitude may assume different forms according to the different philosophical traditions and historical contexts. In addition to the dialogue with Max Weber, this thesis analyses the interlocution of the French philosopher with some authors and issues of the Critical Theory, especially those raised by Adorno and Horkheimer, in order to explore their affinities, tensions and particularities. I argue that it is in this dialogue that the foucauldian attitude manifests and affirms its singularity to reinstall the question of Enlightenment as a current, open and urgent question.

O presente trabalho tem como propósito principal perspectivar analiticamente como os processos de pedagogização forjam e governam determinados espaços e espacialidades. Para tanto, partimos do pressuposto de que as práticas sociais são moduladas por jogos de força que as criam e recriam espacialmente, sobretudo por meio de mecanismos pedagogizantes que ultrapassam o âmbito educacional formal, alastrando-se cada vez mais no cenário urbano contemporâneo. Assim, propomo-nos a analisar a relação entre educação e produção de espaços/espacialidades nas práticas instituídas no Parque Ibirapuera-SP. A investigação tem como marco teórico o pensamento de Michel Foucault, além de mobilizar os trabalhos de Doreen Massey, Edward Soja, Henri Lefebvre, David Harvey e Rodrigo Valverde. A cartografia realizada pleiteia-se, portanto, uma derivação da perspectiva arqueogenealógica foucaultiana. De acordo com tal referencial, assinalaram-se práticas que permitiram dimensionar as transformações pedagógicas e espaciais do Parque desde sua criação, apontando para os modos como atualmente se perfaz o governamento das espacialidades e, em igual medida, as contracondutas aí tornadas possíveis. Além do levantamento bibliográfico, operamos segundo duas frentes de trabalho complementares: em primeiro lugar, a análise de documentos oficiais acerca do Parque, dos Processos da Comissão do IV Centenário da Cidade de São Paulo e de discursos jornalísticos veiculados a seu respeito pelo jornal O Estado de S. Paulo em diferentes décadas; em segundo, a observação e o registro de práticas contemporâneas ali em curso. Os resultados evidenciam uma racionalidade vincada em práticas de pedagogização, e estas, aliadas a tecnologias específicas de governamento dos espaços. Um cenário que apresenta lógicas de governo heterogêneas, que coexistem através do tempo, ajustando-se, desajustando-se ou alterando-se. Não obstante, um campo vivo de forças, de sujeitos e práticas de subjetivação. A história arqueogenealógica do Parque, assim como dos diferentes mecanismos pedagogizantes ali em voga, possibilitou deslindar o trânsito dos espaços e o governo das espacialidades pela população que dele faz uso, além das diferentes contestações dos arranjos até então configurados, demarcando traços fugidios de uma heterotopia urbana. / This work main purpose is to create an analytical perspective for how the pedagogical processes forge and govern certain spaces and spatiality. For this, we assume that social practices are modulated by power games that create and recreate them spatially, especially through pedagogical mechanisms that go beyond the formal educational context, increasingly spreading in the contemporary urban scenario. Thus, we propose to analyze the relationship between education and the production of space/spatiality in the practices established on Ibirapuera Park-SP. The investigation has as theoretical framework the thought of Michel Foucault, and mobilizes the works of Doreen Massey, Edward Soja, Henri Lefebvre, David Harvey and Rodrigo Valverde. The mapping performed pleads, therefore, a derivation of the Foucauldian archaeogenealogycal perspective. According to this framework, some practices that enabled to size the pedagogical spatial transformations of the Park since its creation where singed, pointing to the ways in which currently the spatiality govern is made, in equal measure, the contraconducts then made possible. In addition to the literature, we operate according to two complementary work fronts: first, the analysis of official documents about the park, the Processes Commission of the fourth centenary of the city of São Paulo and journalistic discourses about the park conveyed by the newspaper O Estado de São Paulo in different decades; Second, the observation and recording of contemporary practices there in progress. The results show a rationality founded in pedagogical practices, and these, together with specific technologies of government of the spaces. A scenario that presents logics of heterogeneous government, which coexist over time, adjusting, maladjustment or alternating. Nevertheless, a living field of powers, of subjects and subjectivity practices. The archaeogenealogycal history of the Park, as well as the different pedagogical mechanisms there in vogue, allowed to unravel the transit of spaces and the government of the spatialitys by the population that makes use of it, in addition to the different challenges of the previously configured arrangements, marking fleeting traces of an urban heterotopia.