Subjective transformations in current power diagram and their implications in education

Abstract

The article delves into the question of power in regard to subjective transformations in the
current power diagram, and addresses its particular relationships with education. Through the
work of philosophers such as Han, Foucault and Deleuze, the conditions of the current power
diagram are discussed; this operates over subjects, it is claimed, by means of an imposition to
perform that is entangled with a power semantics which subtly forces certain meaning horizons.
Subjects are self-exploited in a paradoxical freedom that compels through surplus of power
positivity, and are anchored to naturalized meanings endowed with the strength of obviousness.
These strategies affect the capacity of subjects and create several subjective discomforts. The work
reflects on the implications of such control practices in the particular context of education through
a philosophical approach, in an attempt to trigger a quest of emancipatory practices and subjective
transformations in times when revitalizing subject power is urgent. These harmful restraints can
be modified by the exercise of freedom in an aesthetic of existence, which is also an ethics and a
politics of existence.