Don’t explain: Confront

‘The demand, in The Ignorant Schoolmaster, that intellect manifest itself in the confrontation between the will of the student and that of the ignorant schoolmaster posits community as a polemical encounter: in other words, what binds the schoolmaster to the student is not a common set of values, interests or sensibilities to be achieved by the student in some future, but confrontation between what is common, and over what is common. If one were to define a gaming community in this light, one might look to interactions in terms of ongoing confrontations over what a game is and is not, what it is to play and not play, what is it to be a fan and who can claim to be one, and so on — not with a view to checking their validity or the display of pre-existing social power, but in terms of confrontations or disagreements about what constitutes the community. If such confrontations are explained in terms of different levels of experience, what becomes perceptible is not disagreement but inequality: the incapacity of most community members to know as much as its porous leadership, and the good news that they are slowly catching up as a result of appropriate scaffolding. This perspective turns confrontation over what knowledge consists of, and the basis on which one can claim to have it, into temporal trajectories stretching from incapacity to capacity — a move which makes innocent the organization of community into a core and periphery, and which transforms disagreement over the object of knowledge into a call for those with more experience to enlighten those with yet-to-be-developed intellect.’ (Pelletier 2012: 109-110 )

Why post this today? Well, no ‘good’ reason. I suppose sometimes going through my notes to find a reference is more than a little inspiring.

Pelletier, C., 2012. No time or place for universal teaching: The Ignorant Schoolmaster and contemporary work on pedegogy. In J.-P. Deranty & A. Ross, eds. Jacques Rancière and the contemporary scene: The philosophy of radical equality. London & New York: Continuum International Publishing, pp. 98–115.



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