Although Foucault acknowledges that people are in constant search for knowledge, he also emphasizes the fact that knowledge is not the same thing as accepting a universal truth. Moreover, knowledge produces even more confusion because it makes matters more complex and because it brings on new concepts that individuals need to consider before accepting an idea as being universally true. Knowledge actually "ceaselessly multiplies the risk, creates dangers in every area; it breaks down illusory defenses" (Foucault 387). As a consequence, it would be wrong for someone to consider that performing an in-depth study of a particular issue is likely to generate positive results regarding the respective issue and to demonstrate that it is actually possible to accept a universal truth.
In spite of the fact that society considers to have great power, it is unable to control the natural world and it is thus unable to agree with regard to a universal truth. Foucault thus considers that people need to realize their powerlessness and refrain from trying to reach a point that cannot possibly be achieved. The French philosopher even highlights the fact that it is relatively dangerous for one to attempt to find a universal truth, as the respective individual is probable to try to influence others in agreeing to him simply because he or she is attempting to find support.
One of the things that people are probable to achieve during their search for universal truth is self-discovery. In spite of the fact that Foucault's "Discipline and Punishment" promotes the belief that there is no universal truth (as long not in the sphere of human knowledge), the French philosopher does not hesitate to relate to this concept as being particularly useful for individuals who want to learn more...
Michel Foucault: Discipline and Punish Michel Foucault stated "We must cease once and for all to describe the effects of power in negative terms: it excludes, it represses, it censors, it abstracts, it masks, it conceals. 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." The objective of this
Paul Patton (1998) maintains, "in this manner, the ways in which certain human capacities become identified and finalized within particular forms of subjectivity the ways in which power creates subjects may also become systems of domination (71). Foucault contends that discourses on sex positioned at the end of the 18th century were not designed nor used in such a way to regulate or repress the people. Instead, these conversations, dialogues
Postmodernism In order to understand the current themes in philosophy of postmodernism and post structuralism, it is important that we understand the structuralists themes, which dominated the philosophical thinking in the twentieth century and influenced many postmodernists and post-structuralists. In the early and mid 20th century there were a number of structural theories develop to explain human existence. In his study of language, the structural linguist Ferdinand Saussaaure (1857-1913) proposed that
Companies practically make it mandatory for these people to employ a "nicer than natural" attitude and thus influence them to feel estranged from their emotions. Even with the fact that flight attendants manage to avoid being stressed as a result of their coping mechanism, their thinking can turn in an occupational hazard. Employing such attitudes can lead to serious problems as flight attendants feel detached from their jobs and
Gaze and the Culturally Determined Body Michel Foucault first developed his theory of the panopticon as a means of describing the ways in which a society may dominate the thought processes and behavior of the individual by "convincing" that individual to implicitly engage in their own surveillance, in the same way that a literal, brick-and-mortar panopticon relies on the self-regulation of prisoner behavior due to the fear of possible surveillance and
feeling overwhelmed. The required reading felt daunting and it seemed like the expectations put upon students were rather high. I remember having the impression that a lot of my learning would entail simply memorizing and regurgitating facts and ideas. I had concerns about the amount of writing expected of us. As I explained in my "Guided Self-Placement" essay, I started this course without having had a great deal of
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