1 In this example, it is demonstrated how many of Foucault’s disciplines are closely intertwined. Spatialization works well with the idea of making a visual schedule of what is to be done. In fact, it seems from this example that space somehow mixes with time. This flows right into Foucault’s second discipline, as “minute control of activity” is also closely related to spatialization, since scheduling involves the detailed laying out of things to do. Scheduling is also precisely how it becomes clear that the exercises are repetitive in this job, as the tasks turn out to be “the same every day.” However, the detail of the hierarchies appears to step away from the pattern. Yet, the fact that the hierarchies are maintained demonstrates repetition of roles—and the very nature of the hierarchy does denote some amount of spatialization. It seems to be the regularization of all these disciplines that causes the members to continue to work, knowing precisely how their contributions figure into the entire process.
2 Spatialization appears to be more physical and distinct from time in this example, since it deals specifically with the student’s placement within an array of desks in a classroom. However, the example quickly passes into time as the student represents minute control in terms of minutes. This is appropriate—though it demonstrates an area in which the student does not possess control. The repetitive exercise does also fit as one that is done continually in the same way, as people do seem to be conditioned to take notes at lectures. Doing what the teacher says all the time demonstrates the hierarchy of classrooms, in which the teacher is at the head and the students fall beneath and subject to all he/she says. The system of meting out rewards allows for the formation of norms, as positive actions are always rewarded in a certain way and negative actions punished in a different (though related) way. These seem to provide further incentive (beyond the mere feel of success) for the person to do well.