From Introspection to Outrospection.

This paper attempts to outline the consequences for education of the emergence of the so called “achievement subject” as described by Byung-Chul Han. If the analyses of the previous century of a disciplinary regime are now no longer valid, and we face instead an information regime, where power rests with those in control of the flow of information and data, and human beings are increasingly reduced to data-cattle, do we then face an entirely new educational subject? A subject no longer amenable to nor in need of ideals of liberation, critique and independent thinking? Must we rethink the social, as well as the educational contract, i.e., the idea that students are equipped with critical thinking and self-reflection, and these abilities subsequently be put to use in ways beneficial to society, if such a regime is indeed now emerging?