Félix García Moriyón is an Honorary Professor in the Department of Specific Didactics at the Autonomous University of Madrid. He is the author of Pregunto, dialogo, aprendo: cómo hacer filosofía en el aula.
This translation has been automatically generated and has not been verified for accuracy.
Technology has long been present in education, and in society. What’s more, the compulsory formal education was itself and continues to be one of the techniques or devices of control that Foucault spoke of: one of the decisive instruments of the control of bodies and minds, of disciplining. And it is true that compulsory formal education was born with the first major technological revolution of the late 18th and early 19th century. But it is also true, as Foucault himself points out, that this innovation did not come out of nowhere, but rather took up the educational models initiated in the period of European growth and expansion that began around the year 1000, with the appearance of the universities and the careful organization of time, space and work in monastic orders. This approach reaches in a sense its fullness at the end of the 19th century, when Frederick Taylor developed the principles of scientific business management, later put into practice by Henry Ford. “Taylorism” and “Fordism” became generic terms to indicate social and organizational technologies, based on scientific studies and applied to business, with an important adaptation to the world of education. And they were also disciplines of control, for it should not be forgotten to what extent these technologies were inspired by the slave plantation labor system. Or to what extent, these new technologies had entered into an institution as pre-modern as the slave plantations.1
Log in to continue reading
Don't have an account?
Sign up to read a free article