Foucault and Philosophy presents a collection of essays fromleading international philosophers and Foucault scholars thatexplore Foucault’s work as a philosopher in relation tophilosophers who were important to him and in the context ofimportant themes and problems in contemporary philosophy Represents the only volume to explore in detailFoucault’s relation with key figures and movements in thehistory of philosophy Explores Foucault's influence upon contemporary and futuredirections in philosophy Brings together a group of outstanding scholars in the fieldand allows them to explore their topic at a high level ofsophistication

Michel Foucault's historical and philosophical investigations have gone through many phases: the archaeological, the genealogical, and the ethical among them. What remains constant, however, is the question that motivates them: who are we? Todd May follows Foucault's itinerary from his early history of madness to his posthumously published College de France lectures and shows how the question of who we are shifts and changes but remains constantly at or just below the surface of his writings. By approaching Foucault's work in this way, May is able to offer readers an engaging and illuminating way to understand Foucault. Each of Foucault's key works - "Madness and Civilization," "The Archaeology of Knowledge," "The Order of Things," "Discipline and Punish" and the multi-volume "History of Sexuality" - are examined in detail and situated in an historical context that makes effective use of comparisons with other thinkers such as Freud, Nietzsche and Sartre. Throughout this book May strikes a balance between sympathetic presentation and criticism of Foucault's ideas and in so doing exposes Foucault's contributions of lasting value. "The Philosophy of Foucault" is an accessible and stimulating introduction to one of the most popular and influential thinkers of recent years and will be welcomed by students studying Foucault as part of politics, sociology, history and philosophy courses.

In his renowned courses at the Collège de France from 1982 to 1984, Michel Foucault devoted his lectures to meticulous readings and interpretations of the works of Plato, Epictetus, Seneca, and Marcus Aurelius, among others. In this his aim was not, Edward F. McGushin contends, to develop a new knowledge of the history of philosophy; rather, it was to let himself be transformed by the very activity of thinking. Thus, this work shows us Foucault in the last phase of his life in the act of becoming a philosopher. Here we see how his encounter with ancient philosophy allowed him to experience the practice of philosophy as, to paraphrase Nietzsche, a way of becoming who one is: the work of self-formation that the Greeks called askēsis. Through a detailed study of Foucault's last courses, McGushin demonstrates that this new way of practicing philosophical askēsis evokes Foucault's ethical resistance to modern relations of power and knowledge. In order to understand Foucault's later project, then, it is necessary to see it within the context of his earlier work. If his earlier projects represented an attempt to bring to light the relations of power and knowledge that narrowed and limited freedom, then this last project represents his effort to take back that freedom by redefining it in terms of care of the self. Foucault always stressed that modern power functions by producing individual subjects. This book shows how his excavation of ancient philosophical practices gave him the tools to counter this function-with a practice of self-formation, an askēsis.

Addresses misrepresentations of Foucault's work within feminist philosophy and disability studies, offering a new feminist philosophy of disability

This book is the first to systematically reconstruct Foucault’s political and philosophical thought across his career, arguing that Foucault had a consistent but ever-growing political and philosophical viewpoint.

This book is designed to serve two purposes. First it provides an introduction to the ideas and works of Michel Foucault. It should be particularly appropriate for education students for whom, in general, Foucault is a shadowy presence. Second, it provides a Foucault based critique of a central plank of Western liberal education, the notion of the autonomous individual or personal autonomy. There are several introductions to Foucault but they tend to be written from a particular theoretical position, or with a particular interest in Foucault's ideas and works. For example Smart (1986) and Poster (1984) exemplify the former, and Dreyfus and Rabinow (1983) the latter. There is no substantial work in education on Foucault, apart from Ball (1990), which is an edited collection of papers by educationalists. The writer started reading Foucault from a position in education which was in the liberal framework, somewhere between Dewey, Freire and Habermas, but with an interest in punishment, authority and power. The book is the outcome of several years of trying to introduce students in education to his ideas and works in an educationally relevant manner. But an introduction, on its own, cannot show this relevance to education. Unless his ideas are put to work, unless they are used as opposed to mentioned in some sphere or area of education, then they may be of little relevance.

Near the end of his life, Michel Foucault turned his attention to the early church Fathers. He did so not for anything like a return to God but rather because he found in those sources alternatives for re-imaging the self. And though Foucault never seriously entertained Christianity beyond theorizing its aesthetic style one might argue that Christian practices like confession or Eucharist share family resemblances to Foucaultian sensibilities. This book will explain how to do theology in light of Foucault, or more precisely, to read Foucault as if God mattered. Therefore, it will seek to articulate practices like confession, prayer, and so on as techniques for the self, situate "the church as politics" within present constellations of power, disclose theological knowledges as modes of critical intervention, or what Foucault called archaeology, and conceptualize Christian existence in time through mnemonic practices of genealogy.