Failure and on the Improvement of the Disciplinary Society

Thanks to Michael Foucault, who is my current idol in revolutionizing the main framework of philosophy both in theory and practise, I have realized this. Perfect societies, following from other philosophers like Marx, necessarily evolve the function of discipline from a source of centralization to a naturally diffused but individualized form. Discipline in the end multiples forces but individualizes them by the specific calculation, definition, and concentration of individuals. While each individual is unique to certain tasks by virtue of natural capacity, the aggregation of finely calculated talents forms an efficient society so that discipline becomes both diffused into society and finely tuned to each different individual. It must be absorbed systematically. The irony, however, is that many Asian societies have not the natural capacity to formulate an agenda of systemic reform for the utter absorption of discipline into society.

Current Asian frameworks stereotypes without the full use of modern tools of psychiatry and scientific knowledge and implements otherwise harsh but useless tactics against defaulters of the system. The system, however, is designed not to multiply forces, but instead to homogenize it, such that no greater use of special or differing element within can become improved and multiplied for the whole. It produces good results, but not systemic improvements. What is the point of claiming the success of some schools when the system cannot make attempts to individualize the academic curriculum of individuals to cater to their special needs? Or what is the point of claiming to advocate free speech when individuals are silenced by the presence of a system of hierarchy? Or what is the point of claiming political fairness when all unpleasant events encountered by opposing parties coincidentally coincide with major reform to the system decided upon by the main controllers of the government? Or what is the point of claiming national status in improving financial grades in the economy when the poverty index has not changed significantly? There is systemic failure in any case.

Foucault talks of a system which individualizes for the purpose of multiplication. Every individual must be subject to the psychiatric and scientific system of analysis so that after being observed, defined, calculated, differentiated, and improved, the individual becomes useful and each and all combined together multiplies into a force which is stronger than a force of homogeny.

Suppose we talk of the educational system. If we are to implement a disciplinary educational system, a perfect one, these are to be its characteristics. Students must be bilaterally subject to both knowledge-acquiring and constant surveillance. The constant surveillance has bilateral functions and may exist in different forms. While it creates space for constant analysis, rationalization and experimentation, it also preserves the authority of surveillance over the individual. Surveillance however need not be personal, but instead architectural and social. Consider that of the prison. Compare the initial forms wherein individuals are tucked into nicely fitting spaces such that these spaces do not allow for unnecessary movements to the modern asylum where prisons face a central space. While a guard may stand and observe individuals existing in the older version of prison, he may not get to see all things at once and so considerable movement is needed always. However, when the gates of prisons face a central region and space within the prison is given for the prison to move around, a guard can at one glance observe not simply the presence of prisoners. One can observe the movements of individuals, their speech, and their tendencies. The body becomes a tool for observation rather than a mere spec in a pile of sand. And in noticing their mind through their bodily movements and behaviour, the observer can individualize punishments so that each individual becomes fearful for the system knows and acts upon their mind and body. This is where psychiatric analysis comes in. We may speak to them in certain ways, or infiltrate their favourite spaces or hobbies – depending on the uniqueness of each individual – so as to instil a kind of discipline which is both individualized but multiplied. It is multiplied because since all can be seen in a glance, surveillance does not become physical but represented in the very structure and design of prisons. If the educational, political and social system implements this newly defined system of the disciplinary prison, forces shall be multiplied indefinitely. That is, going back to the topic of the disciplinary educational system, the individual’s studies and social behaviour forms a portfolio to work with so that one may systematically determine a form and structure for him or her. Each individual is studied psychiatrically so that punishments and rewards are individualized in accordance to the psychological tendencies and flaws of the individuals. Also, each individual’s capacities in differing fields are individualized so that while in certain subjects he studies at a higher level when proven capable of doing so, others he remains at the previous level or lower also when proven so. In addition, each student is subject to random surveillance so that the collective studies of qualified professionals can formulate a more likely-to-be suitable agenda to work with each individual specifically. Everything is subject to human rationalization – even the human mind itself.

The light side of all this is this. Freedom comes not from being un-disciplinary, but instead from knowing that everything is formulated in accordance to your own circumstances. There is no frustration since everything is being calculated and defined for you. Freedom is felt when one is allowed to pursue that which is personally performing and suited well to the individual. The disciplinary structure uses a systemic autonomy to form a society of multiplied forces. Asian societies are useless in this area unfortunately.