The book Discipline and Punish is a combination of what can be said to be a book of history or a book that encloses views of an individual, bringing about facts and fictions as exactly what the book entails. Foucault provides facts of supposedly documented situations of life in prison, whereas at the same time giving out his beliefs as well as opinions on the topic at hand. The book can be said to be a case study of the birth of penal system, what the system changed and what led to the changes. In a real sense, the changes aided to the development of current technology but most importantly the changes ascribed more to the idea that domain is changing, and by then needed more efficient, orderly and forms of punishment that are systematic. Foucault in his life believed and wrote to release himself from the chains of immovable personalities, “ to become someone else than you were in the beginning" (Foucault, & Sheridan, 2012). A large element of Foucault's heritage is explained in his quest to analyze what is known, who introduced the knowledge and the procedure, through amplification of important subjects.
Education in Power and Knowledge
Power and knowledge relationship is essential in Foucault's work. The book Discipline and Punish talks of the rearrangement of power to punish and the expansion of numerous bodies of knowledge that strengthen and interrelate with power. The modern power to punish is grounded in the management and institute of groups in time and space, regarding stern technical approaches. The described current knowledge by Foucault is the knowledge that connects to human nature and conduct, which is weighed against custom. It is pointed out that an individual cannot exist without others. The power and methods of punishment relay on the knowledge that makes and categorizes persons, with that experience getting its authority from particular connections of power and dominance.
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A strong connection concerning power and knowledge is displayed in Foucault's talk of prison debating that "it is not possible for power to be exercised without knowledge, it is impossible for knowledge not to engender power" (Foucault, & Sheridan, 2012). Various ideas are outlined; specifically, the understanding that exercising power is not a responsibility of an individual and the exercise does not make evident itself invisible means but fairly as a transient entity that handles its methods into our thinking and performs to correct our deeds. For example, workplace power exercise does not simply move from the top to down but contrary it mingles around depending on the approach of practices in the organization. These kinds of practices influence particular ways of thinking and conduct, encouraging or inhibiting others. In the daily social interactions, conversion and dispersion of power are experienced making it hard to define power, who is the regulator and what is to be achieved in its exercise. Foucault urges for roles to be examined in producing particular practices and sermons, in situations where power is exercised efficiently when participating parties readily accept and maintain what is put down by the authority.
Education in Subjectivity
There are sense and suggestion in Discipline and Punish that individuals are not free and contrary their deeds and thoughts are coordinated for them. Foucault explored how institutions of instilling knowledge have the power to outline the meaning of a reasonable person. The organizations examine and utilize the outcome to label persons as subjects if they adapt to what is customarily accepted in precise time and place. Those who do not conform to the conditions outlined are referred not to be quit subjects and are normally excluded from society to be prisoned. Those disciplinary practices force individuals to comply with the concepts that are normalized by the community to gain the status that is attributed as usual. In the process, individuals feeling of being watched and judged brings the sense of self-check and conform to the identity of becoming better citizens. There is the internalization of cultural and institutional principles. Therefore the subject becomes the "principle of his own subjection" 2012). as actions are taken to be the norm and build personal watch accordingly (Foucault, & Sheridan, 2012).
Despite the thought of acting freely, there is constraining in the conduct due to the recognition of what is wanted and the freedom depend on these expectations. Power in this is shown to act as a positive strength that enables individuals to control themselves, but still, the final decision lies with the person. A person may choose to interrogation the consequences of his/her actions with the arrangements and performances they propagate for "people know what they do, frequently they know why they do what they; but what they don't know is what they do does" (Foucault, & Sheridan, 2012). Foucault examines the situations in which a person turns into an entity of information in sociology, from an educational method which explores the various means in which individualism has stayed theorized throughout the history.
Education in Ethics
Foucault perceives ethics as "the elaborate of a form of relation to self that enables an individual to fashion himself into a subject of ethical conduct" (Foucault, & Sheridan, 2012). The character of ethics is more complicated than the typical idea of what is right as ethics; character ethics define the type of connection individuals require with themselves. Knowing the truth about oneself, according to Foucault cannot happen where there exist no facts to find out the set of practices that make up a person. Through honesty and connection between power as well as knowledge the subject is established but does not develop naturally in society. The absence of any final supporter of truth unavoidably links the subjectivities to the exercises of ethics as practices of restraining power and making a moral, mindful and stunning person.
Conclusion
Michael Foucault discusses a variety of resources for education theories. Foucault displays educational implications on how education operates in concrete with the historical framework, showing a sense of the actual procedures, methods, and effects which are revealed when persons teach and also when they are prepared. The power connection that governs the process, the institution of knowledge that are on board and other bodies involved, the form of interactions that happen in addition to the effects they have.
Reference
Foucault, M., & Sheridan, A. (2012). Discipline and punish: The birth of the prison . New York, NY: Vintage.
