Pedagogical and Colonial Power Discourses in William Shakespeare’s The Tempest
Bibliographic record
Abstract
This paper aims at exploring the relationship between pedagogy and colonial power as discourse instances in Shakespeare’s The Tempest which dates back to the early seventeenth century. A brief historical study is given focusing on the variety of forms and purposes in pedagogical life of England during 1540 to 1560 and emergence of the Reformation period. It is revealed, for example, that The Tempest is recognized as a model of colonial relationship and as a metaphor of educational history. The concept of power discussed in The Tempest, is not shaped just by supreme authority of the kingdom, but is infl uenced by its relationship with knowledge as an instrument of power in Foucaultian eye. The paper seeks to investigate how Prospero, the master of the colonial prison of his island, makes use of his magical books, the symbols of knowledge, so as to teach all the characters dramatized in the story as all classes of the society, from aristocrats to commoners. In particular, it focuses on Prospero’s reliance on his colonized power presented by verbal and physical punishment toward Caliban, the colonized misshapen creature on the one hand, and homeschooling of Miranda, Prospero’s daughter, on the other hand. The article ends by resembling Prospero’s magical power and his god-like control into a Foucaultian reading of history as he argues that power will inevitably result in some form of resistance. The Tempest suggests an expanding threat of disruption, treason and rebellion as the reaction to the power. Key words : Colonial power; Pedagogy; Discourse; Foucault; William Shakespeare; The Tempest Resume Cet article vise a explorer la relation entre la pedagogie et de la puissance coloniale comme des instances de discours dans La Tempete de Shakespeare, qui remonte a debut du XVIIe siecle. Une breve etude historique est donne en se concentrant sur la variete des formes et des buts dans la vie pedagogique de l’Angleterre au cours de 1540 a 1560 et l’emergence de la periode de la Reforme. Il est revele, par exemple, que la tempete est reconnu comme un modele de la relation coloniale et comme une metaphore de l’histoire educative. Le concept de pouvoir discute dans La Tempete, n’est pas en forme juste par l’autorite supreme du royaume, mais est influencee par sa relation avec la connaissance comme un instrument de pouvoir dans l’oeil foucaldien. Le document vise a etudier comment Prospero, le maitre de la prison coloniale de son ile, fait usage de ses livres magiques, les symboles de la connaissance, de sorte que d’enseigner a tous les personnages en scene dans l’histoire comme toutes les classes de la societe, des aristocrates aux roturiers. En particulier, il met l’accent sur le recours Prospero sur son pouvoir colonise presente par la punition verbale et physique envers Caliban, creature difforme du colonise d’une part, et l’enseignement a domicile de Miranda, la fille de Prospero, d’autre part. L’article se termine par ressembler a un pouvoir magique de Prospero et son dieu-comme le controle dans une lecture foucaldienne de l’histoire comme il fait valoir que le pouvoir va inevitablement entrainer une certaine forme de resistance. La Tempete suggere une menace croissante de la perturbation, la trahison et la rebellion comme une reaction a la puissance. Mots cles : Puissance Coloniale; La pedagogie; Du discours; Foucault; William Shakespeare; La Tempete
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".