Conclusion and Recommendations

Foucault asserts that academic disciplines originate from the same social movements and
mechanisms of control that established the modern prison and penal system in eighteenth-century
[98]. As a result, there is an important moral dimension to ‘discipline’ that defines how people should
behave or think. Michel Foucault has famously interpreted ‘discipline’ as a violent political force and
practice that is brought to bear on individuals for producing ‘docile bodies’ and minds. In this process
of disciplining for the general purpose of economic exploitation and political subjugation the
‘disciplines’ do not remain external to the subject, but become increasingly internalized [99,100]. For
Foucault disciplining is thus a process aimed at limiting the freedom of individuals and as a way of
constraining discourses [101]. Disciplines then have to be considered to be considerable barriers to
free thinking and an obstacle to more self-governed subjectivation [102].