Thursday, November 29, 2018

WDTT, Lecture 6

We began, per custom, with questions:

Foucault's use of the metaphor of "dramaturgy" (p. 210) in contrast to the "symbolic" and the "performative".   Where else in his writings or lectures does he use this metaphor?  And why specifically is the form of avowal in this lecture dramaturgical, but the other forms of avowal in other lectures were not dramaturgical?  How does dramaturgy differ from performativity on Foucault's account?  What is the concept of "dramaturgy" here?

Foucault's discussion of hermeneutics of self in this lecture.  He distinguishes between a Christian/ancient hermeneutics of the subject and a more modern kind of textual-analytical notion of the hermeneutics of the subject (225)?  Why does he choose the term "hermeneutics"?  Why does he think of psychoanalytical and psycho-clinical notions of the subject in terms of hermeneutics, when they do not display the kind of 'openness' to the text that hermeneutics in a philosophical sense does?  (See also p. 167).

We had questions on continuing to track Foucault's historiographical categories -- language of "new object" and "introduced" and "formed".  How to map to the distinction between "origin" and "emergence" (and "descent") in Foucault's 1971 essay?  What about Foucault's use of paradigmatic cases of psychology?  How is Foucault's historiography here different from Kuhn's?

Foucault ends up arguing in this lecture that the avowal is insufficient in cases of, say, crimes without reason.  Why is it considered insufficient here?  (See pp. 215-16).

Relatedly, when Foucault says that the avowal was deficient in the context of modern psychology and jurispreudence (p. 211) and was replaced by the examination (p. 211; cf. Discipline and Punish), how do we understand the long lectures preceding this on avowal?  Why is avowal important?  How did it do something other than drop out?

What is the position of these lectures from 1981 vis-a-vis Foucault's genealogies of ethics and genealogies of power?


Discussion ensued:

In terms of relationship between avowal and examination -- one useful source would be Foucault's discussion in History of Sexuality, Volume One on the link between the confession and the modern scientia sexualis.  The question is one of continuity; how is there continuity between confessional technologies of the self and modern sciences.
  • Is the idea something like the following?  The practice/project of avowal set up a kind of functional technology of the self; but then this particular practice can (for various reasons [that remain unclear?]) no longer function in that way in 18th c. & 19th c. penal practice, so that then some other technology of the self had to come in to fulfill that function or play that role.  This other technology of the self is that of the examination (p. 211).
  • So the idea is that avowal is important to our history not because of how we continue to practice avowal today, but rather because avowal created a function (a veridictional function) that we continue to need to fulfill.  "Avowal by the guilty party has become a fundamental need of the system" (209); such that later "the examination... filled the white or black spaces left by avowal" (211).

We discussed dramaturgy vs. performative vs. symbolic.
  • Is MF's reference to "dramaturgy" here a silent reference to Goffman?
  • Why is this avowal (modern avowal) of such dramaturgical import, but others earlier aren't?  Or is it that they're just not explicitly stated to be, or analyzed as, dramaturgical?

We discussed the methodology here as caught between genealogies of power and histories of ethics:
  • MF's category of technologies of the self is here interesting.




Saturday, November 10, 2018

November 9, 2018

After reading the fourth lecture of Wrong-Doing, Truth-Telling, we posed and discussed the following questions:

-      Why did the virtues of humilitas, patientia and subditio (p.138-139) require necessary verbalization in monastic institutions? (p.140)
-      What is the difference between indefinite obedience and definite state of obedience that Foucault is suggesting as part of the monastic culture? (p.140)
-      The verbalization of avowal played a central role in monastic institutions. What is the relation of the one who is listening and who is speaking in this context? Is this an ethical or linear relationship? 
-      The contrast that Foucault emphasizes between the notion of self-mastery in antiquity and the constant obedience in monastic institutions seems similar to the distinction between enlightenment as maturity and immaturity that Kant made in What is enlightenment. Can we find here a parallel between Foucault’s work on antiquity and enlightenment and maybe discover one of the reasons of his engagement with antiquity?
-      What is the connection between art of living or aesthetics of existence that Foucault talks about and the relationship between master and student in antiquity? Does this relationship constitute a technology of the self?
-      It seems to be a paradox in monastic culture:  On the one hand, everybody is condemned to constant obedience and nobody is perfect. On the other hand, avowal needs to be directed to another subject. But is anybody the highest in this hierarchy or are the subjects in a circular relationship?
-      Foucault mentions technology and “technical problems” couple of times in this lecture. Why is it in this lecture that this notion is repeated? Is there anything in the monastic institutions that necessary includes or requires technology?


Beside discussing the above questions and completing and discussing the table, we also discussed the following points:

The role of God seems to have a marginal role in Foucault’s discussion. We can conclude that avowal isn’t in the first place directed to God.

Avowal needs to be free and that is true for avowal in monastic institutions as well. Although there is subjection and obedience involved, we know from Foucault’s work on the concept of freedom that freedom is not necessarily in contrast to power but is the very condition of it. Thus the subject is free despite being subjected to power relations and constant obedience. Free here is not meant in a metaphysical sense but what is “considered” free. An example of lack of freedom in the medieval context might be a demonized and deceived subject.

Socrates constitutes a figure who is on the edge of antiquity and Christianity. The techniques that are used in the student-master relationship in Socratic context are similar to Christianity: You have to discover the truth in yourself and that says something about who you are. The codes are here different, but the techniques are similar.
The distinction between moral code and technique that Foucault makes in the second volume of The history of sexuality is helpful here. It is the latter that is the central aspect of Foucault’s analysis.

The relation to the other is constitutive for the role of the master and for the student to become the master of himself. This is important because it shows the constitutive role of the other for gaining something that we might call autonomy or mastery over oneself.