By Andrea Timár (auth.)
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Extra resources for A Modern Coleridge: Cultivation, Addiction, Habits
This (relatively) enlightened Kantianism comes to the fore if we place it in the context of Edmund Burke’s conservative thought. Burke is convinced that ‘[w]e are afraid to put men to live and trade each on his own private stock of reason; because we suspect that this stock in each man is small, and that the individuals would do better to avail themselves of the general bank and capital of nations and of ages’(129). e. that Reason is, potentially, universal) and that, therefore, it can and has to be developed through the process of cultivation.
96–104). As if to illustrate Foucault’s contention that by the end of the 18th century, the true object of discipline had become the soul, Coleridge, opposing this ‘disgraceful’ system of corporal punishments, wholeheartedly endorses, as we will see, the idea of the Panopticon. In the Madras School, Andrew Bell offers the following summary of his educational scheme: Look at a regiment, or a ship, &c. You will see a beautiful example of the system which I have recommended for a single school. Staging Education 43 Look at the army and navy, &c, and you will see the grand system of superintendence which pervades all the works of men, and which will guide you in the general organisation of your schools.
The efficacy of this system, based on competition and the vigilance of the many tutors, was such that it made punishment almost unnecessary. This panoptical scheme of education finds its way into Coleridge’s thinking as well; as he asserts in ‘The Statesman’s Manual’: ‘The true perfection of discipline in a school is – The maximum of watchfulness with a minimum of punishment’ (LS, 41). Bell’s denominational system was supported by the Church of England, which was the other reason why it also gained Coleridge’s support.
A Modern Coleridge: Cultivation, Addiction, Habits by Andrea Timár (auth.)