Philosophy and Rhetoric 49 (4):589-606 (2016)

“Pedagogics of Unlearning”: this phrase obviously echoes a notion and a figure that I had set up in my own way when I published a book entitled The Ignorant Schoolmaster with the subtitle “Five Lessons in Intellectual Emancipation”.1 Both entail the idea of a specific form of learning, which is a negative one: learning how to unlearn, teaching as an ignoramus, learning the emancipatory virtue of ignorance. This idea raises two interrelated problems. First, how are we to understand the type of negativity at work in this unlearning or this ignorance? Secondly, what is the exact target of this negative action? What is the positivity that is under attack? In other words, what is at stake in matters of...
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DOI 10.5325/philrhet.49.4.0589
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