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Archive for the ‘Video and audio’ Category

Margaret Bird – Inculcating an appreciation of time pressure in the young: the training of children for working life in 18th-century England
Podcast at Backdoor broadcasting

Royal Holloway University of London Department of History

Departmental Research seminars 2014/2015
24 March 2015

The rearing of children has been a topic at the centre of academic debate since the Annales historian Philippe Ariès analysed le sentiment de l’enfance in 1960.
Margaret Bird’s exploration of the tensions between respecting children as individuals and the need to hurry them into maturity for working life relates to the mercantile and manufacturing class in England. Understanding time pressure, as in expecting six-year-olds to watch the clock, formed part of their moulding as useful members of society. Time-conscious capitalism and Calvinism lay behind much of the thinking. It draws in part on the newly published diary of Mary Hardy, wife of a farmer and manufacturer.

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Richard Wolin, Biopolitics and Engagement: What Foucault Learned about Power from the Maoists, Feb 28, 2012

Michel Foucault’s conception of “power-knowledge” has been one of the most influential political ideas to have arisen in recent decades. It reverses the age-old assumption that knowledge will set us free. Instead, it suggests that knowledge is more closely related to social control than it is to freedom. Foucault’s rethinking of the relationship between power and knowledge was not a purely theoretical discovery. Instead it derives from his concerted political involvement with the Prison Information Group (GIP) – an innovative group of renegade French Maoists active during the early 1970s. Richard Wolin (History, The Graduate Center, CUNY) will discuss this hitherto underresearched episode of Foucault’s past as a political activist.

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Fumi Sakata The Biosocial as a technology of Biopower (2015)

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Presentation by Matteo Pasquinelli and discussion – Devices of Affective Surveillance (2015)

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Videos on youtube of lectures referring to Foucault

Institute for Philosophy and Social Theory, University of Belgrade is the only scientific research institutions in Serbia which deals with research in the field of philosophy and social theory in a systematic and long-term way. As part of its scientific activities, the Institute combines fundamental philosophical research with a multi-disciplinary (sociology, political science, legal, anthropological) study of the society problems.

The Center for Ethics, Law and Applied Philosophy (CELAP) is a think-tank based in Belgrade, Serbia. CELAP’s founders are philosophers, lawyers, political scientists and anthropologists, but also architects and urban theoreticians.

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Miro Brada, Discontinuity, the new Artform

This film was presented during an exhibition in Holland Park, UK between 18.Oct-3.Nov 2013:
http://mirobrada.blogspot.co.uk/2013/…

It is partially based on the philosophy of Michel Foucault…

The interview I was doing with Miroslav Marcelli (a student of Foucault) about Foucault philosophy is here:
http://mirobrada.blogspot.co.uk/2013/…

You can also find this interview with visual material at philpapers

Excerpt from the interview (Discontinuity and exclusion):

MB Did Foucault’s criticism of universal concepts deny differences (in charm, intellect, morality)?

MM Foucault does not deny differences, only questions conditions of their possibility. The differences transfer in our responses to judgements whose basis is however neither natural nor stable. It emerged in certain historical moment whose circumstances reveal interest to exclude those who differ.

MB Fools?

MM There were times when the higher truth notifying the future was revealed through a mouth of a fool. How happened, that since Enlightenment a fool had been classified as a folly and got into enclosed institution? This question lead to the Foucault’s first great book: History of Madness (1961). He will ask such questions during whole of his life. Why is an idea once a deep knowledge, marked as a blunder?

MB Is historical, social, cultural, science evolution illusionary?

MM Foucault doubted the progress of Western society that should be guaranteed by acquired privileges as scientific advance, humanistic base of law, progressive education. He was not the first critique. Psychologist Jean Piaget noticed similarity between Foucault’s The words and the things (1966) and Kuhn’s The Structure of Scientific Revolutions (1962).

MB What was Foucault’s contribution?

MM He particularized steps and processes of preconditions. Episteme, the principle of power structure, notifies in an indefinite form, and then transforms itself to theory. The norm to supervise and punish had only gradually resembled a prison or school. These motions don’t need to be overlapped by a story of unstoppable progress of modern society.

MB What’s a message of Foucault’s book This is not a pipe with a pipe’s image?

MM Foucault thought that Magritte’s painting of a pipe entitled This is not a pipe, deviated from imitation that long dominated western art. Plato called such images – without predetermined pattern, simulacra and condemned their creators as producers of delusions. Simulacra can explain many phenomena of our contemporary visual culture.

MB According to Foucault, the power defines the “author” and its role, while the invention is secondary, irrelevant or an obstacle (e.g. Galileo). How was Foucault as an “author” defined?

MM Foucault challenged the idea of „author”, as a source of hidden abilities and inspirations. Likewise Russian formalists or art historian Wölfflin thought that creator’s great secret was an illusion. So Foucault’s position belongs here too.

MB What was Foucault’s contribution?

MM He was dismantling this illusion being a challenge for a thorough historical analysis of assumptions. The author should be decomposed and reconstructed according to different social orders, by relevant archived texts. As we see the result of study in archives, we can see Foucault closer.

MB He – himself authority – viewed the authority a power tool. Isn’t it a paradox?

MM Foucault taught us that history of thought of 19 century can be written without emphasis on the most recognized philosophers: Hegel, Marx. He didn’t claim that power only represses us, and so we must release ourselves. He rejected the concept of punitive power, and understood its function to repress as well as create us. He just refused its innocent appearance. Power affects relation of teacher-student, which does not imply to remove the teacher. Understanding history of such relations transfers their character.

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See also artist’s site

360 Foucault, 2014
Andy Bennett
01:00 projected video loop
Dimensions vary with installation
*Preferred viewing: 1080p

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