at the end. Presumably we are prepared to feel their force and to think of possible answers.

Is it surprising that the cellular prison, which its regular chronologies, forced labor, its authorities of

surveillance and registration, its experts in normality, who continue and multiply the functions of the

judge, should have become the modern instrument of penalty? Is it surprising that prisons resemble

factories, schools, barracks, hospitals, which all resemble prisons? (309).

take a position on the following question: Is Foucault making the same argument as Paulo Freire, in ?The

?Banking? Concept of Education?? Reread Freire?s essay with Foucault?s general argument in mind and thinking

through the particular image (and institution) of the panopticon. How might you summarize these two

arguments and their take on schooling? Freire, who speaks of a revolution in education, imagines a future in

which students might be ?free.? Free in what sense? Does he have an answer to Foucault?s concerns? Or does

Foucault have an argument that might trump Freire?s optimism?

You should assume an audience interested in education. It will not be the case, however, that they have read

these two essays. You will need, then, to be careful in providing summary, paraphrase, and quotation. You

will need to provide the background to an argument that you (and your readers) can identify as yours.

1-Freire, Paulo. The Banking Concept of Education". Ways of Reading. 9th ed. Bartholomae, David and

Anthony Petrosky. Boston: Bedford- St. Martins, 2010. 318-328.

2-Foucault, Micheal. Panopticism". Ways of Reading. 9th ed. Bartholomae, David and Anthony Petrosky.

Boston: Bedford- St. Martins, 2010. 282-309.
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