ABSTRACT
Transforming knowledge of education into the science of education adds a dimension to the operation of invisibility. Herbart’s insistence that the knowledge of education emulates the method of natural sciences, which is productive of mechanical models of learning and teaching, makes general pedagogy unable to analyze the operation of discipline within its conceptual logic. In Herbart, the aim of education is the creation of the will and the strong moral character of the individual. This inability of the scientific language of education to embrace the fluid logic of modern disciplinary power directly may be functional to the construction of the sovereignty of the abstract, formal, impersonal state. Metonymic contiguity is the most rudimentary condition of such elements to be considered for inclusion in the field of theorization.
