Class Log

Tuesday April 21, 2009

Reading: Michael Foucault “Panopticism”

Logged by Keri Ortiz
Assignment Update
-From Dr. DeVries:  Select 4 commentaries to be read and commented on by Dr. DeVries. Everyone should have received feedback on at least one commentary at this point and she is still in the process of commenting on the midterms.
-As written in the syllabus, we need 10 commentaries with peer feedback and five with instructor feedback.
-Students are strongly encouraged to comment on each other’s commentaries.
-Class write-ups need to have three stages: notes, interpretive notes, and reflection.  Length depends on the appropriateness of the topic.  A very useful, information-rich observation session will have a longer write-up.
Walker Percy “The Loss of the Creature”
No one had any comments or reflection about “The Loss of the Creature,” which should have been read before Spring Break.
Michael Foucault and “Panopticism”
Ned began the discussion by referring to the Panopticon as “the all-seeing eye.”  Some photographs were distributed that showed visual representations of the Panopticon.  Some well known examples of the Panopticon that were noted are the Pelican Bay Prison and the Presidio Prison in Spain.
Foucault first learned of the Panopticon when he was studying hospitals.
Relating the Panopticon to real life:
-James: “The Panopticon relates to every aspect of life and we grow up knowing that we can be seen at any time.  We never know what can be observed. We are all impregnated with the idea–it is how we live.”
-Adam: “Society has these rules that allow us to function.”
-Maria S. : “ We know that we are being watched.”
-Maria G. : “Why do we follow these rules when there is no reason to?”
-Dr. DeVries: “It is easier and it reduces social risk.”  To explain, not following the rules is very risky behavior that can have repercussions.  It is easiest to just follow the rules and not have to worry about the punishments. Social risk can be something as simple as disapproval from one’s peers or as complicated as incarceration.
– Adam(from later in the discussion): “How does fear factor into the idea of the Panopticon.”
-Dr. DeVries: “Fear is a part but sometimes shame is as bad.  You don’t want to upset the people around whom you live.”
-James: “In battle, the English are more afraid of embarrassment than charging the guns.”
-Dr. Devries: “Behavior is culturally determined.”
Joel commented on fear-based regulators, saying that the fear that “someone might see us” carries over into adulthood.
Dr. Devries gave a good example of a non-fear based culturally determined regulator.  While traveling in Denmark, she jaywalked and was reprimanded by people because she was setting a bad example for the children that happened to be present.  This regulator wasn’t about the fear of the repercussions but about setting a bad example for young.
-Maria G. : “Is it a type of ideology then?”
-Dr. DeVries: “Yes, ideally it becomes an ideology of the masses and if the people enforce the rules, then the government doesn’t have to.”
– Dr. DeVries(from later in the conversation):  We are shaped by social pressures (even animals are).  We need group dynamics or pressures to survive.  We are smart enough that we question the things we do that don’t immediately impact our survival.”
– Dr. DeVries(from later in the conversation): “Certain parts of the country are “more invested in the social fabric of the community.” As such, they are more apt to enforce social rules.
A later discussion on plagiarism fits perfectly here.  The point was made during this discussion that students who plagiarize are breaking the social rules of education.  If workers commit plagiarism then they are, in essence, committing job suicide because their career in that field is over or they may be socially ostracized at the least.
-Maria G.: “What happens then when we as a society don’t follow these rules?”
-James: “Mass reformation movements like the Civil Rights movement.”
-Amble(from later in the discussion): “Change doesn’t happen until enough people object to the current system.”
At this point, a discussion of venting or letting off steam fits in.  From our discussion it could be determined that these large scale reformations happen when the group is not allowed to vent their frustrations with the system and these frustrations build to the point where they explode and the only possible result is change. Examples given of this type of societal venting are Spring Flings on college campuses, street movements in San Francisco like “The Pillow Fight,” and the ability to protest government in the United States.  These events are encouraged or allowed because they are a necessity to maintaining the general order of life.
-Mike: “What about the cultural impact of the Panopticon on writing?  What about a student from another culture on whom we are imposing our habits?  What do we do?”                            -Ned: “It is unavoidable [forcing them into our Panopticon] in the composition classroom.”
Motivation: In our discussion on motivation, we determined that the motivation of the observer can have an impact on the subjects being observed.  Joel commented  that “in a prison it would be different if I observed than if the Warden observed.” According to Dr. DeVries, “if the work the observer is doing isn’t directly related to the school it changes the behavior of the subject being observed.”
The Panopticon as Naturalist: From this section of the discussion we determined that the Panopticon  operates as a naturalist.  A naturalist is able to observe wildlife in its natural setting.  The naturalist does this by letting the animal or the environment become so acclimated to their presence that they (the naturalists) are ignored.  When the Panopticon becomes internalized, people no longer see the mechanism controlling them, and they become more natural subjects of observation.  In the classroom the all-seeing eye, or center of the Panpticon, is the instructor.
The Panopticon in Education: How does the Panopticon relate to our observations and careers as educators?  Knowledge of the Panopticon brings to light aspects of observation not only in class but as one conducts oneself in every day life.  One’s presence as a teacher represents part of a disciplinary system  We must acknowledge our position as a mechanism of the machine so that we can weigh our options.  Even while observation happens within the school, observation also happens from external sources.  Parents, religious organizations, and political groups are some of the external observers of the system.
The Internet: There is a new Panopticon at work today–the Internet.  When online, anything one does can be seen by a number of people or groups.  “Cookies” enable companies to track movement online to further their product and client services.  Dr. Devries mentioned a site named “the Pirates Bay” where one can find links to software that allow individuals to download software illegal in most countries.  The site is maintained by a group that believes all information is free and cannot be owned.
Side-Note:  In a discussion about divulging student information, Maria told the group that you legally divulge only if the student is a dependent of the person asking for information and the person must provide proof –like a tax document.  Otherwise, err on the safe side and don’t divulge anything to anyone other than the student about whom the information pertains to.