But in high schools and universities, the desire to educate, the social imperative to transmit knowledge, more often than not takes this Methodistic form.
Likewise, despite the intimate connections between the development of the modern legal system and the Methodistic movement, (26) the legal subject--primarily identified as being sanctionable by the force of the State--is not the same as the self constituted by Method and the group to which it belongs.
The paradox of this Methodistic experimentalism was that while experience was being rewritten as something made by human beings and under their control, it was also being detached from the circumstances of any particular person.
While it is not clear exactly how and when the books influenced by Methodistic pedagogy in this circular process became the full-blown authoritative textbooks with which we are familiar today, one writer sees as pivotal the combination of Ramist framing with the travel books of Venetian diplomats, resulting in a new genre that taught "travelers how to act, how to collect information and how to write of one's experience." (32) Whatever the source, the eventual formal structure embodied in the textbook--reductivist, comprehensive, rigidly schematizing divisions of divisions of the subject matter, diagrammatic and visual rather than aural-oral in orientation--was importantly derived from Method.
If Method was a form of liberation, the Methodistic textbook was a complementary form of power.