"... Elementary school teachers should teach children the schematic form of the government structure, in order to explain that the democratic regime equals the structure of equality and rights, and that the monarchy regime equals the structure of privilege and tyranny. Furthermore, teachers should also accept the responsibility of teaching schoolchildren that each child can become the master of one's fate through individual effort. A emocratic nation offers each individual a role and a position that matches one's merits, which is based on the premise of equality and fairness." A speech made by Bert to elementary school teachers in France in 1880 (Sakurai 1975:74).
"We should not make sperm donors a small group. If the group is too small, we will soon expect consanguineous marriages to emerge from the situation, and we will also begin to see limitations of hereditary variations. If this becomes true, then we might see the margin of selective breeding decrease. ..., it may not be a good idea to select only those with exceptional aptitude (for example, Nobel prize recipients) as parents. For instance, we can place individuals into a group of one million, use a criterion to select 100,000 of those individuals who might excel in something, and then, we can leave the future to the offspring of these select few" (Kimura 1988: 278).
We tend to understand modern society, at least as it existed before the "Welfare state," as a laissez-faire society, which held the rules of the property only (Sometimes, we even forget that the rules existed in the welfare state.) However, something in this society is more severe than the system of autonomous exchanges, or the system that maintains these exchanges. Every possible action is implemented towards the humans as producers. These humans are also probable of being negative producers, who may commit crimes. Modern society is equipped with such devices. What we see is as follows: people's eyes turn towards individuals; practices make an individual unit an object; complexity of these practices; conjugation of these practices; and arrangements of these issues. For that reasons, let us describe a few historical circumstances. Serious historical and conceptual examinations should be conducted elsewhere. Even though the description may be indicated in schematic form, this explanation is a little more complicated than one may think, in accordance with the complexity of the actuality.
In Section 1, we will examine several issues: in what context would one not question "my" contents--in actuality, under which background setting the liberty domain (non-participation, tolerant) emerged; and under what circumstances will we examine these situations. Furthermore, let us confirm that these circumstances do not positively direct the issue of non-participation.
Moreover, we have various practices of active individual participations. Let us briefly note the overall composition of this at the end of section 1. From section 2 on, let us discuss several issues of the practices of the individual participations. We will examine the issue of the strategy and device of the "subject," which give it indications based on the products. However, we will see that this does not directly lead from the market place, but it does function as independent device. We will also confirm that what we discussed in Chapter 2, Section 2 are the statements of the justification of self-possession, which positioned within this device. In addition, we will see that a "capability" of a person is not to be left alone as a thing belongs to that individual, only. In Section 3, we will find that there are more direct statements that are geared towards an individual's characteristics and practices than what has been explained. In part, we will see one of the characteristics that come into a practice in the biological diagnosis. The history of "eugenics" is one of them. This becomes the main objective of this explanation. These are not mutually and logically coordinated, but with including actual confrontations, they form today's society. However, some of the seemingly confrontations are actually derived from identical motives, and these motives are given as selectable measures. Modern society exists in a number of confrontational entities, or as a plural of the mutual confrontational entities. Let us examine this issue in Section 4.
1. Nonparticipation and Uniformed Participation
Freedom Space
Homogeneous Participation・Transparent Crossover of Power
Self-Assumption that Controls Self
Absence on Function -> Strategy on Individual Participation
2. Subjectivity
Subjectivity
Double Plan Doctrine
Public Education
Intervention, Growth, and Disappearing
3. Intervention to Efficiency
Attention and Intervention toward Environment and Heredity
Eugenics in the United States and Germany
]
"Disappearance" in Eugenics
4. Comlex Of Strategies ???
Self Cause/ Possible Regulation
Laissez-faire/ Interference
Interference/ Participation
Accumulation to an Individual