As we celebrate Pedagogy's twenty-fifth anniversary year, we've been pausing to reflect on not just the scholarly achievement of a quarter century but, as importantly, the people who have made that possible. This work has always been accomplished with a small, dedicated group. Now, as our long-serving editorial team is moving into retirement and new administrative roles, we pause to applaud this long-serving team. In this issue, we'd like to highlight Elizabeth Brockman, who has edited the From the Classroom section from the very beginning. Liz has nurtured authors, curated innovative contributions, and been the key to FTC's success. We knew when we founded the journal that we wanted a space for short, practical examinations of what happens in the classroom—and Liz developed this section and delivered on all we hoped it would achieve. In honor of Liz, we have flipped the issue to lead with the From the Classroom section—and we're delighted to have her valedictory thoughts. Thank you, Liz, for your faithful and generous service.

Research Article| April 01 2020 A Note from the Founding Coeditors Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2020) 20 (2): 201–202. https://doi.org/10.1215/15314200-8093527 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; A Note from the Founding Coeditors. Pedagogy 1 April 2020; 20 (2): 201–202. doi: https://doi.org/10.1215/15314200-8093527 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2020 by Duke University Press2020 Article PDF first page preview Close Modal You do not currently have access to this content.

Introduction| October 01 2013 Editors’ Introduction: What Is College For? Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2013) 13 (3): 411–414. https://doi.org/10.1215/15314200-2266387 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors’ Introduction: What Is College For?. Pedagogy 1 October 2013; 13 (3): 411–414. doi: https://doi.org/10.1215/15314200-2266387 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Editorial| April 01 2013 A Note from the Editors Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2013) 13 (2): 203–204. https://doi.org/10.1215/15314200-1963195 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; A Note from the Editors. Pedagogy 1 April 2013; 13 (2): 203–204. doi: https://doi.org/10.1215/15314200-1963195 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Introduction| January 01 2013 Editors’ Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2013) 13 (1): 1–2. https://doi.org/10.1215/15314200-1814143 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors’ Introduction. Pedagogy 1 January 2013; 13 (1): 1–2. doi: https://doi.org/10.1215/15314200-1814143 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2012 by Duke University Press2012 Article PDF first page preview Close Modal You do not currently have access to this content.

Introduction| January 01 2012 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2012) 12 (1): 1–3. https://doi.org/10.1215/15314200-1416513 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 January 2012; 12 (1): 1–3. doi: https://doi.org/10.1215/15314200-1416513 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2010 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2010) 10 (3): 455–456. https://doi.org/10.1215/15314200-2010-001 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 October 2010; 10 (3): 455–456. doi: https://doi.org/10.1215/15314200-2010-001 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2010 by Duke University Press2010 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| April 01 2010 Note from the Editors Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2010) 10 (2): 269–270. https://doi.org/10.1215/15314200-2009-037 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Note from the Editors. Pedagogy 1 April 2010; 10 (2): 269–270. doi: https://doi.org/10.1215/15314200-2009-037 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2010 by Duke University Press2010 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2009 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2009) 9 (3): 385–387. https://doi.org/10.1215/15314200-2009-001 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 October 2009; 9 (3): 385–387. doi: https://doi.org/10.1215/15314200-2009-001 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2009 by Duke University Press2009 Article PDF first page preview Close Modal You do not currently have access to this content.

In this issue, you will have the opportunity to read an unusual piece in our Reviews section.Written by the University of Illinois Urbana-Champaign Pedagogy Collective, it is a coauthored, multivoiced text that rehearses descriptions of a set of key terms taken from the authors' reading of professional writings on teaching. 1The collective was formed during a required course for graduate students seeking to teach a literature course in the English department.As they describe it, "The major goal for this course was to introduce students to the critical debates in literature pedagogy."As such, students were asked to synthesize their learning through writing a critical book review and a teaching philosophy with an annotated bibliography.Using excerpts from the students' teaching philosophies, the review essay in this issue was organized to expose and elaborate those "critical debates in literature pedagogy."Reading this essay from the UIUC Pedagogy Collective reminds us of how difficult it is to construct a philosophy of teaching.While on the job market, most of us have to write something like a teaching philosophy or create an introduction to a teaching portfolio.At the very least, we are asked in interviews such questions as, "Explain your approach to teaching the introductory survey."How do we construct such overarching philosophy statements without sounding naive, overly idealistic, or abstract?If we embrace an antifoundationalist pedagogical stance (and even if we don't), how do we employ the stance we take?When we turn to theorists (say, to Paolo Freire or Gerald Graff, two whom the collective mentions), do we really believe (that is, enact) the principles they espouse?

Research Article| April 01 2006 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2006) 6 (2): 205–208. https://doi.org/10.1215/15314200-2005-001 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 April 2006; 6 (2): 205–208. doi: https://doi.org/10.1215/15314200-2005-001 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2006 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| January 01 2006 Editors' Introduction: The Teaching Self Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2006) 6 (1): 1–6. https://doi.org/10.1215/15314200-6-1-1 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction: The Teaching Self. Pedagogy 1 January 2006; 6 (1): 1–6. doi: https://doi.org/10.1215/15314200-6-1-1 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2006 Duke University Press2006 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| October 01 2005 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 367–370. https://doi.org/10.1215/15314200-5-3-367 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 October 2005; 5 (3): 367–370. doi: https://doi.org/10.1215/15314200-5-3-367 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Don’t teach them writing. Don’t teach them reading. Teach them the habit of giving reasons for what they think, and explain how reading and writing can help them do that. If the basic goal of general education is instilling and exercising the habit of giving reasons, the apt way to characterize the larger commitment of education is that it should be diffi cult and, more exactly, that it is about intellectual diffi culty as something to be sought and about being diffi cult as a way to be. —James F. Slevin

Other| January 01 2005 Editors' Introduction: An Open Letter to Our Readers Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 1–4. https://doi.org/10.1215/15314200-5-1-1 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction: An Open Letter to Our Readers. Pedagogy 1 January 2005; 5 (1): 1–4. doi: https://doi.org/10.1215/15314200-5-1-1 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| October 01 2004 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2004) 4 (3): 353–356. https://doi.org/10.1215/15314200-4-3-353 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 October 2004; 4 (3): 353–356. doi: https://doi.org/10.1215/15314200-4-3-353 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2004 Duke University Press2004 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| April 01 2004 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 167–170. https://doi.org/10.1215/15314200-4-2-167 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 April 2004; 4 (2): 167–170. doi: https://doi.org/10.1215/15314200-4-2-167 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2004 Duke University Press2004 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| January 01 2004 Editors' Introduction: Getting the Profession We Want, or A Few Thoughts on the Crisis in Scholarly Publishing Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 1–8. https://doi.org/10.1215/15314200-4-1-1 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction: Getting the Profession We Want, or A Few Thoughts on the Crisis in Scholarly Publishing. Pedagogy 1 January 2004; 4 (1): 1–8. doi: https://doi.org/10.1215/15314200-4-1-1 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2004 Duke University Press2004 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| April 01 2003 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 145–148. https://doi.org/10.1215/15314200-3-2-145 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 April 2003; 3 (2): 145–148. doi: https://doi.org/10.1215/15314200-3-2-145 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2003 Duke University Press2003 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| January 01 2003 Editors' Introduction: Ethics, Celebrity, and the Representation of Teaching in the Profession Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2003) 3 (1): 1–6. https://doi.org/10.1215/15314200-3-1-1 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction: Ethics, Celebrity, and the Representation of Teaching in the Profession. Pedagogy 1 January 2003; 3 (1): 1–6. doi: https://doi.org/10.1215/15314200-3-1-1 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2003 Duke University Press2003 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| October 01 2002 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 295–296. https://doi.org/10.1215/15314200-2-3-295 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 October 2002; 2 (3): 295–296. doi: https://doi.org/10.1215/15314200-2-3-295 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| April 01 2002 Editors' Introduction: Teaching in a Time of War Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2002) 2 (2): 159–163. https://doi.org/10.1215/15314200-2-2-159 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction: Teaching in a Time of War. Pedagogy 1 April 2002; 2 (2): 159–163. doi: https://doi.org/10.1215/15314200-2-2-159 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| January 01 2002 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 1–2. https://doi.org/10.1215/15314200-2-1-1 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 January 2002; 2 (1): 1–2. doi: https://doi.org/10.1215/15314200-2-1-1 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| October 01 2001 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2001) 1 (3): 445–448. https://doi.org/10.1215/15314200-1-3-445 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 October 2001; 1 (3): 445–448. doi: https://doi.org/10.1215/15314200-1-3-445 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2001 Duke University Press2001 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| January 01 2001 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2001) 1 (1): 1–6. https://doi.org/10.1215/15314200-1-1-1 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 January 2001; 1 (1): 1–6. doi: https://doi.org/10.1215/15314200-1-1-1 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2001 Duke University Press2001 Article PDF first page preview Close Modal You do not currently have access to this content.

The efficiency of power, its constraining force have [sic], in a sense, passed over to the other side-to the side of its surface of application. He who is subjected to a field of visibility, and who knows it, assumes responsibility for the constraints of power; he makes them play spontaneously upon himself; he inscribes in himself the power relation in which he simultaneously plays both roles; he becomes the principle of his own subjection.

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