The Concept of Docile Bodies
Foucault defined docile bodies as flexible objects upon which disciplinary forces are acted, with each object being a node in an intricate and complicated field where power is arranged as well as controlled. In expanding on the concept of docile bodies, Foucault relied on the case of soldiers and their adaptability to the conditions imposed on them which makes them be recognized through their marching, the alert manner in which they behaved - erect head and the broad shoulders. This implies that even the recruits would be trained on how to acquire characteristics of a soldier making them able to stand upright and be accustomed to holding their head high and erect. Graham (2005) also argued that through training, the docile bodies are able to become more skilful such that in the end, the body is subjected, transformed and improved to adapt to the prevailing conditions. There is need to consider analysing the confused pluralities to be able to break up collective dispositions that limit achievement of a sustainable society. This implies that trainers need to supervise, break dangerous communications and create a useful space that brings the best from everyone present at the space. The docile bodies require close and effective supervision ensuring that undesirable traits such as dangerous communications are eliminated and that the spaces under which the individuals operate are free from incidences that could alter their behaviour. Woermann (2012) takes into account the work of Foucault in arguing that regulation as well as supervision of the body is imperative since it ensures the body complies with the specifications in the space they operate in. This, then, makes the bodies become more useful and, in the end, the discipline enforced upon the bodies produces subjected and practiced bodies. For Foucault, the body is simply an object which can be read to establish the organization of the fields of power during the movements of the body and the personality traits that shape their behaviour. There is also need to control the activities of bodies through time lines such that efficiency and speed with which everyone operates is enhanced.
Time factor is among the factors that lead to desired discipline from the docile bodies since use of timelines improves ways through which the body can be controlled. Foucault identified the role of a precise system of command with timelines such that it is possible for people to understand the need to be time conscious. According to Foucault, discipline is aimed at ensuring a positive economy through realizing the need to manage time and manipulating the actions of the natural body through use of authority. To be able to achieve a productive economy, activities ought to be divided into series that have effective power mechanisms and interventions specified in case there is deviation from the desired direction.
Applying the Docile Bodies Concept to Education
The perspective of docile bodies is largely applicable in the field of education as educators must realize the significance of influencing their subjects to improve their performance. Foucault described the docile bodies as objects in which disciplinary actions could be acted upon through organizing power and having clear structures to control the docile bodies. The body is simply an object which can be read to establish how control is to be organized to monitor its movements and personality traits that affect its behaviour. Similarly, educators rely on the concept of docile bodies to monitor the personality and behavioural traits of students. Discipline among students is controlled in a way that ensures students are receptive and accept the rules that operate on them. Students need to be exposed to mechanisms through which they can become more skilful and be able to control the processes of their actions. As the students gain from the educators training, they are likely to be become more obedient to the rules and be able to practice what they learn from their educators. However, there is also need to monitor the behaviour of students through regulations, supervision and inspection at regular intervals. Educators are keen to avoid incidences where there are break ups in collective dispositions, dangerous communications through supervision to be able to create a useful environment for students.
As Foucault puts it, it is all-important to have a time table that enables utility of time and creates an obligatory rhythm within the school environment. There is need for those in authority to control the activities of bodies through time lines such that efficiency and speed with which everyone operates is enhanced. Educators tend to carry out supervision on student at a general and individual perspective making it possible to assess the traits of varied individuals and be able to design transformational measures that improve their performance in comparison to others.
Panopticism Concept
According to Foucault, “The perfection of power ought to be focused on ensuring that its actual exercise is unnecessary and that power should be sustained independent of the person exercising it” Foucault relied on the example of prisoners who were observed by officer but with the need on make the observations invisible. Foucault argued that the inmates need not be aware that they are being monitored but should be certain that there could be possibility of them being monitored. Inmates are seen without them seeing those responsible to observe their actions and are therefore required to be disciplined at their stations. Panopticism is therefore focused on designing internal regulations that govern the actions of individuals. Through internal surveillance, it is possible to influence behaviour of individuals without the need for them to copy or imitate the actions of other people within the space. According to Foucault, there is need for individuals to be responsible for their own actions and be able to carry out their functions in a way that conforms to the expectations of the authority.
Foucault also relied on the example of a plague where a town is closed down and movements of people restricted while the streets are placed under surveillance to avoid incidences of infections and spread of the plague. According to Foucault, procedures of individualization need to be used to monitor behaviour of individuals towards restrictions imposed on them. The concept of Panopticism leads to a situation where there is an increase in compliance with the rules and procedures set by those in authority geared towards developing socio-economic status of people.
“Exercise of power is involved through making it lighter and more effective in creating a disciplined society”. With power remaining invisible, it is possible to monitor the behaviour of people and eliminate bad elements and be able to maintain a desirable space. With the need to make useful individuals, those in power are able to clear up confusions within the society such that in the end, only the disciplined remain. Foucault argued that Panopticism allows those in power to judge individual continuously while at the same time enhancing ways through which they are able to come up with the best methods to manage the behaviour of individuals. “Power is reduced to its real form such that there is minimal resistance to its purpose and that everyone is refrained from practice that infringe on the welfare of other individuals”.
Applying the concept of Panopticism to Education
The concept of Panopticism could be applied in an education setting where educators are tasked with the responsibility of invisibly monitoring the actions of students. From the observations, educators are able to judge the students continuously and look for ways through which they could remove the bad elements that could have negative influence on the good lot. An individualistic approach to monitoring is good since students need to deviate from imitations and copying of undesirable traits from peers. While relying on the Panopticism concept, educators need to be able to map aptitudes, assess individual characters of students and spot incidences of laziness and stubbornness among students. After the observations, educators then assume the role of restoring desirable traits through training, alerting behaviour and correct individuals to acquire desirable discipline standards. Educators need to apply the concept in raising the levels of social morality through making students useful in the society such that bad behaviour is eliminated by disciplinary measures. While restoring discipline inside and outside the school environment, educators need to place their focus on clearing up confusion, and developing ways that enable them to predict the behaviour of individual students.
Power Concept according to Foucault
“A society is not a unitary body in which one and only one power is exercised.” Those are the words of Foucault in trying to explain the fact that there are different forms of power in a society that have to be coordinated to enhance better performance and productivity. Unlike in the past where the power used forced the society to comply with situation such as payment of taxes, power needs to be focused on making individuals more useful within a society. In expanding on his concepts, Foucault argued that power makes human beings to be what they are such that their behaviour is dependent on the ability for people to govern themselves. Foucault emphasised on the need to desist from viewing power in its negative form such as exclusion and repression that results from power. Instead, power produces reality of life such that individuals identify the truth and seek ways to be committed to the truth. . In his expanding on the’ The Mesh of Power’ Foucault emphasized that power needs to be based on the need to influence individual to come together such that it is possible to utilize shared norms and attitudes. Power according to Foucault needs to be analysed in its positive mechanism such that the power is focused on improving the efficiency in the skills used by producers. Foucault expressed concerns on the reliance on an overriding power that restricted action of individual.
The central power is the reason behind prohibition and saying no to the actions of individuals within the society such that the right of individuals lack a representation. Individuals are forced to comply with monarchical power that was imposed on them without considering the alteration the power imposed has on the welfare of people. However, Foucault identified that no single power needs to determine the behaviour of individuals and that a single power does not exist in a society. This means that there is need for local and regional powers that are heterogeneous and influence the action of individuals according to the regions they come from. “Power needs not be on enforcing punishments on the society but on making individuals improve their performance, production and productivity”. This implies that power should not only focus on prohibition through central command but on enhancing the efficiencies in the society. Foucault identified the need for a clear chain of authority such that there is a hierarchy, surveillance of activities of individuals and timing the movements of persons to ensure they are in accordance with moral requirement of the society.
Application of the power concept in education
The power concept could be applied in an education setting where the administrators aim at improving the overall performance of students through collective norms and attitudes. The concept acknowledges that discipline is basically a mechanism of power by which control is exerted on students. Educators need to have control over monitoring the traits of students and be able to control their behaviour to be in line with the expectations of the authority. Major consideration should be on multiplying the capacity of individuals such that in the end, the students are transformed into the most useful bodies within the society. Surveillance on students by educators is important and the power needs to be decentralized such that the teachers too have a role in influencing positive outcomes from students instead on centralized power that is limited in dealing with ta higher number of students. The power in the school environment needs to be based on ways through which it could create a hierarchical structure that is capable of controlling the movements of students and restoring desirable behaviour by eliminating the bad ones. This implies giving the students the power to be represented by colleagues making it possible for them to defend their rights in case a wrong judgment is made.
References
Anita, V., & Hannele, S. (2011). Exploring the Foucauldian interpretation of power and subject in organizations. Journal of Management and Organizations, 812-827.
Daldal, A. (2014). Power and Ideology in Michel Foucault and Antonio Gramsci: A Comparative Analysis. Review of History and Political Science, 149-167.
Deacon, R. (2006). Michel Foucault on education: a preliminary theoretical overview. South African Journal of Education, 177–187.
Foucault, M. (1982). The Subject and Power. Critical Inquiry, 777-795.
Foucault, M. (1991). Discipline and Punish, The Birth of Prison. London: Penguin Books.
Foucault, M. (2012, September 12). The Mesh of Power. View Point Magazine, pp. 1-12.
Graham, L. (2005). Discourse analysis and the critical use of Foucault. Australian Association for Research in Education 2005 Annual Conference (pp. 1-14). Queensland: Australian Association for Research in Education.
Lianos, M. (2003). Social Control after Foucault. Journal of Surveillance and Society, 412-430.
Simon, B. (2005). The Return of Panopticism: Supervision, Subjection and the New Surveillance. Surveillance & Society, 1-20.
Woermann, M. (2012). Interpreting Foucault: an evaluation of a Foucauldian critique of education. South African Journal of Education, 111-120.
