A Critique of the relationship between power and desire in Foucaults Essay

A Critique of the relationship between power and desire in Foucaults analyses of the Repressive Hypothesis - Essay Example As he argues in the opening of his seminal work, â€Å"for a long time, the story goes, we supported a Victorian regime, and we continued to be dominated by it even today . . . thus the image of the imperial prude is emblazoned on out retrained, mute, and hypocritical sexuality† (Foucault, 1990, p.1). According to the traditional view of â€Å"repression† (one that Foucault palces firmly within a Freudian context), the Victorians were â€Å"repressed† and we in the modern age, with constant talk of sexuality and a relative openness regarding the subject, have broken free of that repression. Sexuality had power over the Victorians through its denial, the modern age is freed from these shackles. This Foucault presents as the traditional view of sexual repression, and also of power. For Foucault power is not â€Å"a general system of domination exercised by one element or one group over another, whose effect . . . traverse the entire body social . . . .†. Foucault’s view of power is one in which â€Å"the condition of the possibility of power . .. should not be sought in the primary existence of a central point . . . it is the moving based of locations of force that incessantly induce, by their inequality, states of power, but always local and unstableâ €  (p.121-122). Foucault’s view of â€Å"power† is of a force that is not centered within a particular individual or group (however much that may appear to be the case), but rather as something that is separate from human beings and transfers between different groups, individuals, ideas, spaces and times according to a system that is essentially unstable. This has a direct influence upon both repression and desire. The traditional view has it that when a sexuality appeared which â€Å"was not ordered in terms of generation† it would â€Å"be driven out, denied, reduced to silence . . . not only did it not exist, it had not right to exist and would be made to

MAP Essay Example | Topics and Well Written Essays - 750 words

MAP - Essay Example In order to better the performance of students who are perhaps still in grade 2 or grade 5, various modern assessments kits have been developed to help students, parents and teachers monitor the progress of the children so that the final objectives of learning are realized through a computerized adaptive test device. Various methods of assessments which have been formulated recently to facilitate learning include MAP test method which is an acronym of the term Measure of Academic Progress. MAP was introduced to students around 2005 in order to help teachers, children and school administrators find the best methods possible to help improve learning and the performance of students. MAP works under the principle that the more grades or marks a student scores, the more the difficult his or her tests are likely to be in future. The computer which is used for the assessment and storage of results of students is thus programmed in a way that it stores all the information of students includi ng their progress in the continuous assessment tests done (DeLong 60). The Measure of Academic Progress depends on various tests administered to students during specified sessions, most preferably during the first few weeks in school. The MAP sessions cover various areas studied in schools and the probability of each student answering questions correctly determines how difficult the progressive questions will be. That is to say, when a child answers questions correctly in one test it means that the next test has to be difficult. That is when it would be possible to determine the academic progress of the child. Likewise, children who have difficulties answering questions are always given simpler questions in the next tests in order to determine if they grasped the content which was taught earlier on. This method is an effective tool for assessing students’ capabilities because of the fact that it focuses on a student’s strengths and weaknesses rather than a whole class. It therefore helps teachers in knowing the ability of each student since each student has the opportunity to do unique tests. Measure of Academic Progress of students is also important because the progressive test helps determine the intelligent quotient of children. Through this, teachers are able to identify children who are gifted and talented. It is equally vital to students because they are able to gauge their potential (Frederiksen, Mislevy and Bejar 382). Theoretically, it is right for curricular designers to employ this technology in assessing the progress of children in schools since it cannot be assumed that every child is intellectually prepared to move to the next grade. However, the MAP method has limitations. For example, it can demoralize students who might feel looked down upon given the fact that the more a student fails in an assessment test the simpler the subsequent tests become. Some students therefore are bound to take the whole test as a specimen for ridiculi ng them because they are tested on simpler things as compared to children who are brighter and are given more difficult work (Skipi 74). On the contrary, even though the application of the MAP in schools set up has bottlenecks, it is not just important to center on the limitations without considering its advantages as a primary tool for doing assessment.. Its function