The purpose of the study was to critically analyse the concepts of discipline and punishment in Michel Foucault’s philosophy, as well as the impact on educational practices. The research methodology was qualitative and was based on hermeneutical analysis of the philosopher's texts, content analysis of the main concepts of Foucault’s philosophy, and comparative analysis of postmodern concepts of power and discipline. Particular attention was paid to the mechanisms of power, normalisation, and control in the educational environment through the prism of postmodern theory. The results of the study showed that in the philosophy of Michel Foucault, discipline, punishment, and the education system were closely intertwined as mechanisms of social control. The concept of disciplinary power, represented through the panopticon, proved to be central to the formation of subjects who obeyed norms without the need for direct supervision. The study also found that the penitentiary system and educational institutions emerged as the main spaces where the principles of normalisation and surveillance were applied. In addition, it was found that the panopticon, as a metaphor for constant surveillance, penetrated all spheres of social life, forming new technologies of power and control. The results of the study showed that educational institutions functioned as mechanisms of disciplinary influence, contributed to the normalisation of behaviour, the formation of controlled subjects, and the maintenance of power structures. The findings of the study confirmed that Foucault’s concepts remained relevant for understanding the mechanisms of power in education. Foucault's ideas made it possible to trace how disciplinary practices changed and took on new forms, as well as to assess the impact on the education system and social governance.
Kushtrim Ahmeti (Thu,) studied this question.