Pedagogical and Colonial Power Discourses in William Shakespeare's The Tempest LE DISCOURS DE LA PUISSANCE PEDAGOGIQUE ET LE COLONIAL DANS LE TEMPETE DE WILLIAM SHAKESPEARE
Bibliographic record
Abstract
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 influenced 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 foucalthen. 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 foucalthenne 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 INTRODUCTION Shakespeare's The Tempest was probably written in autumn of 1610 and may date early in 1611. The play was first printed in Folio in 1623, seven years after the dramatist's death. The playwright was born in Warwickshire town in April 23, 1564. His attendance at free grammar school was his only formal education. This school had a highly developed curriculum so that the boys came out of them with a good smattering of the best ancient and modern Latin authors. His life as a dramatist can be divided into three main parts. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.013 | 0.045 |
| Scholarly communication | 0.008 | 0.004 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".