Children learn by encountering a riddle, or a problem. Since the s, academia and the social sciences it produces have increasingly sought to bring to light hidden discourses, structures, and powers which all prove the existence of inequality. Often these academic endeavours presuppose inequality, prove it and by doing so are bound to rediscover it over and over again. Through their own will to learn, they learned with the help of only a bilingual book in their mother tongue and French, and a teacher who could not explain a single thing as he was incapable of speaking their mother tongue. Essentially, it is a way of distinguishing between those who have been well educated and those who lack education, those whose minds are formed through pedagogical resources and those who have not had this experience.
To explain something to someone is first of all to show him he cannot understand it by himself. It is at school, in our encounter with the teacher, that we are made to abandon this natural way of acquiring knowledge. A teacher is hence not a pre-requisite to knowledge. The fiction that people can seldom learn new things by themselves is created and reified by the very process of explication: These academic constructions leave their imprint on the work of international institutions built around the ideas of development and democratization: Children learn by encountering a riddle, or a problem. Early arguments stipulate a so called cruel choice for populations in underdeveloped countries, where it is deemed impossible to both progress economically and to achieve democracy at the same time. Progress means the perpetual effort of the elites to educate the masses and to reduce the inequality between them. Through this institutionalized form, development agencies shape a more or less defined goal for all countries to reach the desired progress — liberal market-based democracy. Often these academic endeavours presuppose inequality, prove it and by doing so are bound to rediscover it over and over again. Essentially, it is a way of distinguishing between those who have been well educated and those who lack education, those whose minds are formed through pedagogical resources and those who have not had this experience. They might stumble over random riddles and each child might learn different things at different times. This is when the relationship between development and democracy is seen as less straightforward and the debate starts to shift towards good governance, the fight against corruption, and the need to establish the rule of law — all new lessons for developing nations to learn. Does the spelling mistake really make the quote that much less intelligent or meaningful? While intending to do the opposite, the function of these inquisitive processes is to further marginalize the marginalized. Through their own will to learn, they learned with the help of only a bilingual book in their mother tongue and French, and a teacher who could not explain a single thing as he was incapable of speaking their mother tongue. This logic locks people into a state of dependency; instead of creating equality, it reinforces inequality. There is not only a need to teach but also the question of how to best educate the ignorant. If the assumption of an equality of intelligence is the starting point, there is no need to continue to look for inequality everywhere. But the experience from Eastern Europe which both advanced democratically and economically leads to a new paradigm , especially, after it becomes apparent that many countries, which have neglected democratic endeavours, also perform poorly in terms of economic growth and development. At times, the progress mind-set extends to the most progressive of causes such as labour activism and revolutionary politics. He sums up his argument in this statement: The message of the tattoo stood in such stark contrast with the fact that it was misspelt. Today, the traditional progress-locked debates continue to exit the doors of the academy to enter the realm of practice through international development agencies. But the path there is not definitive. Yet the shift in the debate remains incarcerated in a logic where developing countries need to learn as much as possible from developed countries in order to catch up. He further cites the story of a class of students who taught themselves how to speak and write in French without a single grammar lesson.
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