Beyond Instrumental Education: Subject Formation and Educational Discourse in Socialist Romania

Abstract

This article examines education in socialist Romania as a structured mechanism of subject formation rather than a neutral domain of knowledge transmission. Drawing on a conceptual framework that treats subjectivity as institutionally constituted, the analysis explores how educational discourse promoted instrumental self-regulation while marginalizing practices associated with autonomous interiority. Through a historically grounded analysis, the study demonstrates how centralized governance translated ideological objectives into everyday pedagogical norms, shaping compliant forms of subjectivity. Particular attention is given to the case of Transcendental Meditation, which serves as a diagnostic lens for exploring the conditional tolerance and subsequent exclusion of practices that exceed institutional mediation. The findings reveal the structural limits of educational innovation under ideological governance, showing how systems can absorb change without altering their core evaluative grammars or mechanisms of control. By foregrounding subject formation as an analytical category, the article contributes to interdisciplinary debates on the politics of innovation and the governance of interior life