At the micro-level of the interaction between teacher and learner, the production of docile bodies and the constitution of normalised forms of subjectivity, Michel Foucault's work on power was clearly innovative in its challenge to the authority of the teacher. He challenges it in two ways at least. First, philosophically, his work challenges liberal education philosophy (and liberal education) and its use of authority as the fundamental concept for describing and understanding the "processes" of the transmission of knowledge, or the processes of initiation. Second, he challenges the relationship between teacher and learner and the sorts of human relationship that underlie that relationship. Discipline is now an accepted aspect of modern schooling. However Foucault's account of discipline is different from that of Peters and liberalism. It is concerned with how individuals are constituted in certain ways so that they fall initially under the tutelage of parents and teachers and eventually of other adults and the state and its institutions. The author argues that discovering disciplinary power in educational discourses (and practices) might be seen, and often is, as a form of "liberation." In this article, the author talks about Michel Foucault's view of liberation, freedom, and education. (Contains 1 note.)