It thus becomes necessary for us to abandon that conception of knowledge, which naturalizes and neutralizes, for another that accepts that who learns is launched out into the adventure of thinking, of thinking by himself. Education, then, becomes thinking, and teaching becomes letting learn. This open position places us in the the situation ofbearing up the anguish and uneasiness that thinking produces, in that it throws us out of what is familiar to us and makes us face the unknown. The teacher transmits a knowledge which he considers adequate and necessary to the other. But it is an illusion to think that one teaches.
Nobody teaches anything to anyone.
If a work of art moves us it is not because of what has unintentionally escaped from the author. Only in that way will the listening to an the interpreting the words of the other be made possible, that is to say, learning will be made possible. Whether or not a school has a special method to teach abridged division, bears no importance, but for those who want to learn it. Adult generations will never be able to be transmit the totality of the culture to the younger ones, since if it could be done, there would be no culture or history. In the pedagogic scene the relationship between pupil and teacher is transfixed by something lacking which cannot be symbolized, a split that cannot be mended.