this special section—the relation between discipline and lenience—from an ecclesiological angle in order to examine the multiple ratios and modes of disciplinary agency assembling a Ghanaian Pentecostal-charismatic denomination with a transnational
Discipleship in a Pentecostal-Charismatic Organization
Apprenticeship, Asymmetrical Knowledge, and Large-Scale Production in Britain and France, 1750–1820
Leonard N. Rosenband
of production. They attempted to do so by enhancing their command of skill and its reproduction, and by submitting workers to intricate systems of labor discipline of their own design. Bentham wanted to drown formal apprenticeship in a deep pool of
Ivi Daskalaki and Nadina Leivaditi
youths both as temporary “guests” and yet also as subjects of discipline in the residency. The article is based on data produced through eight months of ethnographic fieldwork conducted at the Transit Shelter for Unaccompanied (Male) Minors on the island
Lenience in Systems of Religious Meaning and Practice
Maya Mayblin and Diego Malara
Questions of discipline—both discipline of others and self-discipline—matter today as much as they ever did. Airport bookshelves are crammed with books selling us discipline: techniques enabling us to ‘do more’ or to ‘do less’. Discourses of
Technologies of the Other, Lenience, and the Ethics of Ethiopian Orthodox Fasting
‘technologies of the other’? Studies exploring the intersection of religious discipline and moral subjectivity have been conspicuously preoccupied with the intentional, ethical self-cultivation of individuals and groups whose religious life is characterized by
Brian L. Wright and Donna Y. Ford
; Noguera 2008 ; Wright with Counsell 2018 ). The result is a climate of suspicion, intimidation, and fear that spiral into school “discipline hubs” (a phrase coined by Wright) for and the policing of Black boys early on in their life and schooling
Critical Activity as Encyclopaideia
In this article, I critically discuss the ambiguous notion of ‘discipline’ and the related constructions of inter-, multi-, post-disciplinarity, from an ‘epistemic’ and ‘socio-political’ point of view. Particularly, I focus on the role of ‘power’ and ‘authority’, and on the consequences that follow by assuming a ‘foundationalist’ or ‘post-foundationalist’ approach. Next, assuming a ‘Critical Theory’ perspective, I try to rethink the meaning of a ‘critical activity’ able to generate a real social and epistemic change. I contend that a new discipline of thought is needed, rather than new disciplines, and a new personal attitude, not only engaged in mere procedures of recording “facts”, but characterised by a serious concern for the role of generalization or theory. A ‘crossing homeless’ attitude is proposed, that is at the same time theoretical, intellectual and practical, concerning the ‘unreasonable’ discipline of a critical activity aimed at putting culture in circle (‘encyclopaideia’) by systematically discontinuing events of subjectifi cation.
Reflections on the Relationship between Internal and External Conditions of Knowledge Formation
Starting with Foucault's articulation of factors in the formation of an order of discourse, and Ludwik Fleck's ideas on the structures of thought collectives and thought styles, this article mounts some reflections on the relationship between internal and external conditions of knowledge formation. In particular, it will look at the productive function of thought constraints – discipline – in the formation and transmission of knowledge, and bring this consideration to bear on some perils besetting the humanities not only 'from without', but also 'from within', notably the turn from academic teaching to externally oriented professional training, and an uncritical, general-programmatic proclamation of 'Multi-, Inter, and Trans-Disciplinarity' ('MIT') reorganising discourses, disciplines and orders of knowledge.
Transfers as Interdisciplinary Site
mainstream contemporary humanities and social science disciplines. Let me just say, by way of understatement, that things lately have been rough for those of us with such commitments. Despite the Great Recession, interminable war, and climate crisis, the
In this article, skilled vision is presented as a capacity acquired in a community of practice that enables specific ways of knowing and acting in the world. The analysis of skilled vision is obtained through the ethnographic study of the artefacts and the routines that structure certain ecologies of practice. The example chosen is that of the skilled gaze of animal breeders, in particular of the children of dairy cow breeders who, by playing with relevant toys and emulating the adult world of cattle fairs and exhibitions, learn how to value certain criteria of animal beauty and to "discipline" their vision accordingly.