By Ansgar Allen
Education is a violent act, but this violence is hid by way of its stable motive. schooling provides itself as a particularly bettering, allowing perform. Even its so much radical critics imagine that schooling is, at center, an incontestable social good.
Setting schooling in its political context, this publication, now in paperback, deals a heritage of excellent intentions, starting from the beginning of contemporary education and glossy exam, to the increase (and fall) of meritocracy. In demanding all that's well-intentioned in schooling, it finds how our instructional commitments are regularly underwritten through violence. Our optimum beliefs have the bottom origins.
Seeking to unsettle a settled moral sense, Benign Violence: schooling in and past the Age of cause is designed to disturb the reader. schooling constitutes us as matters; we owe our life to its violent inscriptions. those that refuse or insurgent opposed to our academic current needs to commence through objecting to the topics we've got become.
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Extra resources for Benign Violence: Education in and beyond the Age of Reason
In the monitorial school, examination was integrated within a disciplinary and functional architecture. As such, it cannot be understood apart from the entire ensemble of practices that made up this institution. Examination in the moral training school adopted a very different approach; it was based on the construction of intimate relations between teachers and pupils. And yet, it too relied on a larger functional organisation of space. The subsequent history of examination is a history of the relationship between these two basic approaches – one disciplinary, the other pastoral.
Assurance is given that the moral character of persons selected by examination could indeed be guaranteed. 50 Testimonies confirmed that for the newly examined universities ‘in more than nineteen cases out of twenty, men of attainments are also men of character’. 52 Admittedly, these were mere defensive retorts. Nevertheless, they were also truer than their authors imagined. * * * Bentham’s non-discerning child was just a convenient device, serving as a minor actor within the architectures of a larger machinery.
Initially devised for orphans at a military asylum in Madras (founded in 1789), the system was imported with the return of Bell to Britain in 1797. Issuing from a rival denomination, Joseph Lancaster devised a remarkably similar system, and, with the support of their respective philanthropic societies and religious orders,93 these school systems spread throughout kingdom and empire. 94 It has long been said, that the half-cast children of this country show an evident inferiority in the talents of the head, the qualities of the mind, and the virtues of the heart.
Benign Violence: Education in and beyond the Age of Reason by Ansgar Allen