Key ideas in the work of Michel Foucault are explored and applied to the organized pursuit of knowledge in higher education. His association of power and knowledge accounts for deeply rooted practices in higher education that would need to be mediated or overcome for there to be a revolution in inquiry to occur, such as the one advanced by Nicholas Maxwell. Foucault’s concepts of disciplinary power and bio-power, and how they act to manage the behavior of free citizens, are described. (...) These concepts are then applied to free inquiry, to show how the activity of individual inquirers is managed and how critical inquiry is controlled. The management of inquiry involving four norms, two of them intrinsic to inquiry and the other two extrinsic, is explained. The potential of Foucault’s concept of discursive formations is introduced as a means of reconceiving inquiry to overcome these impediments to a revolution in inquiry. (shrink)

The social and legal practices of blaming, praising, punishing and rewarding are inextricably linked with the process of ‘holding responsible’. Blame, praise, and the like exist as means of holding agents to account that is distinct from, but reliant upon, attributions of responsible agency. When claims of accountability are made without access to an underlying shared attribution of responsibility, the communicative role of accountability is undermined. Disagreement over blame and praise is reduced to disparity: able to hear only that something (...) is a bad or good thing, we are left unable to understand what the bad thing is, or why it is bad. Responsibility as we employ it offers the basis for our evaluations of agents. However, conceptions of responsibility that focus on agent capacities, namely control and rationality, fail to give responsibility a meaning capable of fulfilling this purpose. The retrospective responsibility of agents for events does not result from the capacities of those agents. It is at.. (shrink)