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Psychiatric Power: Lectures at the College de France, 1973-1974, by Michel Foucault, edited by Jacques Lagrange and translated by Graham Burchell. London: Palgrave Macmillan, 2006. ISBN 1403969221. The steady publication [...]

History of Madness, by Michel Foucault, edited by Jean Khalfa and translated by Jonathan Murphy and Jean Khalfa. London: Routledge, 2006. ISBN 9780415277013. Published in full in English for the [...]

Globalization presages an important new stage in the centuries-old 'civilizing process,' which Norbert Elias analyzed with such clarity and in such depth. At the root of the fundamental transformations of [...]

Humanity, Terrorism, Terrorist War: Palestine, 9-11, Iraq, 7-7 ..., by Ted Honderich. London: Continuum, 2006. ISBN 0826491162. In Humanity, Terrorism, Terrorist War, Ted Honderich asks and attempts to answer questions [...]

The New Wars, by Herfried Munkler. Translated by Patrick Camiller. Cambridge: Polity Press, 2005. ISBN 0-7456-3336-6 Modernity was forged in the furnace of war. Is it conceivable that the same [...]

Empire, by Michael Hardt & Antonio Negri. Cambridge: Harvard University Press, 2000. ISBN: 0674251210. Empire's New Clothes: Reading Hardt and Negri, edited by Paul A. Passavant & Jodi Dean. New [...]

Revolutions, Nations, Empires: Conceptual Limits and Theoretical Possibilities, by Alexander J. Motyl. New York: Columbia University Press, 1999. ISBN: 0231114311. Imperial Ends: The Decay, Collapse, and Revival of Empires, by [...]

edited by Mark Haugaard. Manchester and New York: Manchester University Press, 2002. ISBN: 0719057299 Mark Haugaard, a lecturer in social theory at the National University of Ireland, Galway, has assembled [...]

Human Rights as Politics and Idolatry, by Michael Ignatieff. Edited and introduced by Amy Gutmann, with comments by K. Anthony Appiah, David A. Hollinger, Thomas W. Laqueur and Diane F. [...]

Stephan Fuchs. Cambridge, MA: Harvard University Press, 2001 Stephan Fuchs, an associate professor of sociology at the University of Virginia, has written a brave, intriguing and original book. It is [...]

by Bent Flyvbjerg. Chicago: University of Chicago Press, 1998. Bent Flyvbjerg's case study of how democracy really works is impressive, and even more so when those impressed include two theorists [...]

Issues concerning the historical procedures by which identity construction and knowledge production have affected power relations within society, such as the disciplining of others, are examined, focusing on the manner in which the philosophy of Michel Foucault can be used to understand the process. Topics include Platonic, Stoic, and Christian notions of the self, and how they influenced the organization of modern states.

The Rise and Decline of the State, by Martin van Creveld. Cambridge: Cambridge University Press, 1999. The state, which since the middle of the seventeenth century has been the most [...]

Sociology, Religion and Grace: A Quest for the Renaissance by Arpad Szakolczai. London: Routledge, 2007. ISBN 0-4153-7196-1. How did we arrive at the state we are in today, and what [...]

The Study of History: A Bibliographical Guide, compiled by R.C. Richardson. 2nd edition. Manchester & New York: Manchester University Press, 2000. This second edition of The Study of History, a [...]

The article presents a preliminary theoretical overview on education. This study includes madness, punishment, sexuality and the human sciences. The author of this study offers a wider consumption of a number of key educational themes. These can be reduced to three theme for clarity. They are described more accurately and specifically utilizing some of the researcher's own terminology.

This article develops a Foucauldian account of the rise of the modern school, on the basis of a thorough examination of all references to education in Foucault's work. It analyses the seventeenth-century origins of mass schooling and traces its development up to the nineteenth century. It identifies several overlapping stages in this multifaceted and largely contingent development, particularly a fundamental shift from a negative to a positive conception of the school. This Foucauldian understanding of the rise of schooling as a disciplinary technology suggests that an initial focus on the exclusion or confinement of disorderly groups was gradually superseded by a focus on the inclusion or “attachment” of diverse individuals and on the development of their potential. It concludes by cautioning against over-simplistic applications of Foucault's work to the field of education. [ABSTRACT FROM AUTHOR]