Foucault and the origins of the disciplined subject : post-subjectivity as a condition for transformation in education

Background: The need for transforming South African education can ultimately be traced to a form of Western subjectivity which dominated Europe since the classical age (1600–1750). The notions of ‘discipline’ and ‘subjectivity’ suggest distinct associations with repressive regimes like apartheid, and the present article will argue that the assumptions behind apartheid education cannot be understood without understanding the still more foundational assumptions – taken as axiom – underlying Western subjectivity. This conception of subjectivity underlies the ‘disciplined society’ and its concomitant ethos of expansion, ranging from its colonial projects to the rise of the human sciences. As a result, it is of considerable value for the South African educational environment to consider Michel Foucault’s unmasking of the interplay between subjectivity, truth and power, and to explore the possibilities offered by Foucault’s own ethic of transgression. Aim: Drawing on Michel Foucault’s genealogy of the modern subject and archaeologies of modern knowledge, it will be demonstrated that the process of transformation of higher education in South Africa not only provides the opportunity to tend to a grave historical injustice, but also to develop a critique of modernist educational practices of the West and thus to cultivate its own educational ethos as a more just and authentic South African alternative. Setting: South African Higher Education in the 21st century. Methods: Foucauldian–Nietzschean genealogy, in the spirit of Foucault’s own use of Nietzsche: ‘The only valid tribute to thought such as Nietzsche’s is precisely to use it, to deform it, to make it groan and protest’. Result: A re-considered and reconfigured notion of educational identity beyond the confines of modernist Western subjectivity. Conclusion: While full justice can never be done to the full horrors of the past, the process of transformation in education may provide an opportunity to not only address injustices in the past, but also to create a new African educational ethic which may contribute something truly new to the world’s educational heritage

Does meaning matter? Nietzsche, Jung and implications for global leadership

The Global Risks 2035 Update by the Atlantic Council, despite its clinical focus on economic, environmental and security challenges, nevertheless suggests that shared global meaning might have a role to play in enabling humanity to set off on a more beneficial trend for its foreseeable global future. The realisation that the complex challenges facing humanity is existential as much as it is pragmatic necessitates trans-disciplinary engagement and collaborative research ventures. This article contributed a trans-disciplinary reflection by bringing philosopher Friedrich Nietzsche and psychologist-philosopher Carl Jung in dialogue with critical leadership studies within the broader framework of the science–religion dialogue of this special volume. Pointing to the awareness in leadership studies of how meaning, narrative and shared vision enable greater effectiveness and collaboration, we explore nihilism as cultural problem to be addressed in order to create meaning that fosters global collaborative action. From the viewpoint of the Global Risk 2035 Update and its gloomy strategic foresight of a newly bipolarised world or further descent into chaos, the article brought Nietzsche’s idea of the Last Man into dialogue with Carl Jung’s emphasis on the need for a collective myth to reverse the decline of civilisation and enable humanity to chart a course towards unprecedented global collaboration. CONTRIBUTION : The article contributes from a transdisciplinary perspective to the question of meaning in leadership. Drawing from the contributions of Nietzsche and Jung, it argues that shared myth and shared meaning is vital to address the complex global challenges that leadership is called to address. This philosophical reflection on the crisis of nihilism contributes to the growing awareness in critical leadership studies that meaning-making is critical to effective leadership.http://www.hts.org.zaam2022Business Managemen