Speech, silence, and equality of intelligences. Thinking the teaching praxis from a wild pragmatic-realistic view
DOI:
https://doi.org/10.14409/ie.v0i13.9887Keywords:
Rancière, speech, equality, impotence-potencyAbstract
The present article proposes to address a
recurring problem in the teaching practice: the lack of
circulation of speech in the classroom, which is usually
accompanied by a widespread apathy among students
towards didactic proposals. With the aim of reflecting on
this issue, we propose to start from the account of a real
case –in our own experience– dealing with this problem,
and then we will outline a perspective of analysis of
the teaching practice which we call ‘wild pragmatic
realism’. This will allow us to think about and question
this narration of experience in a unique way. Finally,
we will relate this perspective with some categories of
The Ignorant Schoolmaster by Jaques Rancière so as
to question the issue of speech and silence in class.
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Published
2020-12-11
How to Cite
GARCÍA, J. D. (2020). Speech, silence, and equality of intelligences. Thinking the teaching praxis from a wild pragmatic-realistic view. Itinerarios Educativos, (13), 169–179. https://doi.org/10.14409/ie.v0i13.9887
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