In this paper, I argue that education is in many ways a site for the perennial exercise of power. I posit that education is also a register of the struggles integral to the establishment of dominant systems of thought that mirrors the broader power/knowledge nexus. Through a critical analysis of the penetration of corporate and commercial values into the sphere of higher education, I aim to demonstrate the link between the larger historical scene and the varied appearances of the "designs for instrumental action" that ultimately set the conditions for their own propagation. The reduction of "science" to "technique" as a means of narrowing the uncertainties in cause-effect correlation binds the geometric progression imaginaries of "Neo-liberalism" to Jacques Ellul's "Technological Society" (1964). In this sense, the "nemesis" of C. Wright Mills' promise is the same modern alter ego that evoked "enemies of progress" as an immanent discourse of derision in the early modern period. My thesis is underscored by a documentary analysis of the EUA Bologna Handbook and the UCD president's reports and speeches using the works of Michel Foucault.
"Nemesis of C. Wright Mills’ Promise: Sociology, Education and the Changing Context and Meaning of Teaching and Learning,"
Human Architecture: Journal of the Sociology of Self-Knowledge:
3, Article 5.
Available at: http://scholarworks.umb.edu/humanarchitecture/vol7/iss3/5