Abstract

In this essay, John Ambrosio examines the role of ascetic writing practices in Michel Foucault’s conception of ethical self‐formation. Ambrosio argues for an interpretation of Foucault’s later writings as representative of both an extension, and a dramatic break, from his previous writings — from demolishing the subject to embracing the notion of an autonomous and reflexive subject. Ambrosio further contends that Foucault’s notion of ethical self‐formation cannot be divorced from his genealogical method, and that his primary preoccupation near the end of his life was to counterbalance his strong notion of a disciplinary society with the recognition of a subject able to make ethical choices and thus to transform itself. Finally, Ambrosio examines the implications of this for educators and argues that Foucault’s conception of ethical self‐formation through ascetic writing practices provides a powerful tool for teachers who seek to improve and transform their pedagogy.