This paper investigates the role of the lifelong learning discourse in actual governmentality. Starting with a description of the origins of lifelong learning in the discussions about alternative education in the 1960s and 1970s, the current adoption of lifelong learning by the European Union is used to show its critical components. Along with the distinction between formal and informal learning it is demonstrated how lifelong learning attempts to change the field of learning from enclosed environments to a totality of learning (...) events, while at the same time attempting to change the individuals into self‐organizing learners. We show that lifelong learning has a crucial role within the strategies of subjectivation, since its mandate is to provide individuals with the necessary skill‐sets. Finally the methodological prerequisites of the administration of Lifelong Learning are investigated, showing the corresponding developments in the European Union and their contribution to generating a European population. (shrink)

This paper presents an overview of the elements which characterize a research attitude and approach introduced by Michel Foucault and further developed as ‘studies of governmentality’ into a sub‐discipline of the humanities during the past decade, including also applications in the field of education. The paper recalls Foucault's introduction of the notion of ‘governmentality’ and its relation to the ‘mapping of the present’ and sketches briefly the way in which the studies of governmentality have been elaborated in general and in (...) the context of research in education more particularly. It indicates how the studies of governmentality can be related to a cartography of the learning society, a cartography which helps us to get lost and to liberate our view. (shrink)

Taking a Foucauldian framework as its point of departure, this paper discusses how transnational discourses of knowledge and learning operate in the profession of computer engineering and form a certain logic through which modes of being an engineer are regulated. Both the knowledge domain of computer engineering and its related labour market is heavily internationalised and characterised by a general focus on universalism and standardisation. Moreover, rapid shifts in technologies and institutional arrangements contribute to an embracement of more wide-ranging discourses (...) related to lifelong learning and the enterprising self. Thus, dominant discourses of knowledge and learning within this profession reflect processes of globalisation and take a transnational character. The paper discusses how the discourses in play constitute mechanisms of governmentality that present certain expectations to professionals and shape their energies, efforts and desires in certain directions. In order to be influential, however, the discourses depend on individuals who take up the subject positions offered and enact them in locally relevant and partially creative ways. Thus, careful analyses of the discourses in specific knowledge communities, as well as of their interrelated subject positions, may enhance our understanding of the more epistemic dimensions of globalisation and how these come to influence the imaginations of individuals as ‘citizens of the world.’. (shrink)

This paper presents an overview of the elements which characterize a research attitude and approach introduced by Michel Foucault and further developed as ‘studies of governmentality’ into a sub‐discipline of the humanities during the past decade, including also applications in the field of education. The paper recalls Foucault's introduction of the notion of ‘governmentality’ and its relation to the ‘mapping of the present’ and sketches briefly the way in which the studies of governmentality have been elaborated in general and in (...) the context of research in education more particularly. It indicates how the studies of governmentality can be related to a cartography of the learning society, a cartography which helps us to get lost and to liberate our view. (shrink)

In this article we offer analysis of the intersection between what is theorized as the knowledge economy, US schools, and identity politics through our examination of a sample of print media advertisements. The thematic thread we use to tie these pieces together is the concept of smartness, which we frame as a metanarrative of truth reflected in schooling and society. In sum, 156 advertisements are examined and discourses of smartness, race/ethnicity, and gender analyzed. We discuss the ways power has shifted (...) within the knowledge economy to privilege smart identities as representations of human capital and those representations? connections to schooling. (shrink)

This paper is a written version of a talk given at the 19th International Philosophy of Nursing conference to honour the contributions of Dr. John S. Drummond, nurse and philosopher, to an ongoing and collective project we could call ‘thinking nursing’. Over the course of his career, John Drummond published a series of essays, building on his reading of the works of continental philosophers such as Nietzsche, Lyotard or Deleuze, that draw us to nursing as a matter of concern, and (...) that through their incisive analyses, help us to pay attention to the changes that are going on with nursing now. Though this essay began as a way to mark the death of John Drummond, and to pay tribute to his work, we also find that our return to his texts is like other experiences of return – the pleasure of experiencing something anew, as if for the first time. (shrink)

This article summarizes a virtual live‐streamed panel event that occurred in August 2020 and was cosponsored by the International Philosophy of Nursing Society (IPONS) and the University of California, Irvine's Center for Nursing Philosophy. The event consisted of a series of three self‐contained panel discussions focusing on the past, present and future of IPONS and was moderated by the current Chair of IPONS, Catherine Green. The first panel discussion explored the history of IPONS and the journal Nursing Philosophy. The second (...) panel involved a reflection on the challenges of doing nursing philosophy in a research‐intensive context of a Canadian university and the history and current movements in nursing philosophy in the Nordic countries. The final panel involved presentations on the future potential for philosophy in/and for nursing, the critical connections between nursing philosophy and nursing theory, dismantling racism in nursing and the potential for process philosophy to help explore nursing's unique efficacy in creating possibilities for health. The panels were followed by a lively Q&A session with participants, of which there were 252 registrants from across the globe. The event underscored the wide and diverse interests of nurses in philosophical discussion and the need for more virtual events and other connective modalities bringing nurses together to discuss and analyze the value and potential of philosophy to better understand and advance nursing theory and practice. (shrink)

This paper investigates the role of the lifelong learning discourse in actual governmentality. Starting with a description of the origins of lifelong learning in the discussions about alternative education in the 1960s and 1970s, the current adoption of lifelong learning by the European Union is used to show its critical components. Along with the distinction between formal and informal learning it is demonstrated how lifelong learning attempts to change the field of learning from enclosed environments to a totality of learning (...) events, while at the same time attempting to change the individuals into self‐organizing learners. We show that lifelong learning has a crucial role within the strategies of subjectivation, since its mandate is to provide individuals with the necessary skill‐sets. Finally the methodological prerequisites of the administration of Lifelong Learning are investigated, showing the corresponding developments in the European Union and their contribution to generating a European population. (shrink)