EMANCIPATION AND PAIDEIA: THE ROLE OF MASTERS IN JACQUES RANCIÈRE'S IGNORANT SCHOOLMASTER

Abstract

The main goal of this paper is to extract from Jacques Rancière’s book, entitled The Ignorant Schoolmaster, elements that allow us to briefly discuss two related questions: 1) the question of a certain “emancipation” via education; and 2) the question of the role of the teacher in the learning process. We then proceed to an analysis of the book mentioned in its first chapter, trying to establish a link between the author's emancipatory proposal and the criticism that another philosopher (Gilles Deleuze) addresses to the so-called "postulate of knowledge", within a certain image about what it would be like to think. The first hypothesis is that the conception of knowledge underlying the dominant pedagogical model of our societies depends on a dogmatic way of considering thought. The second hypothesis is that the critique of this magistrocentric pedagogical model remains incomplete and tends to demagoguery without a critique of that image.