To disempower people is to remove from them the right to act and to evaluate the acts of others. The problem I tried to raise is that of an educational framework that would build on such an empowerment. If we accept that knowledge per se does not exist, only an ability to do things, then we can conclude that a sense of belonging, or a sense of confidence, does not come from abstract contexts, reified systems which aim to define knowledge. We may call that knowledge a product of learning but this need not be a learning for the sake of learning. I would strongly support environments where one learns for the sake of feeling that one is a part of other things.
Question now is what it means to belong.
I would suggest that to enable individuals to mobilise knowledge, and to assess one's own abilities seem like a part of the answer. I realise that the way I speak about learning, it makes my model seem to lack a spirit, or something like that. What I do try to achieve though is a systematic way to talk about learning, one that would enable us to critically inquire as to exactly what it is that we want to achieve and why. It may then be easier to examine the actual purposes which guide the structure and the means of our learning environments. We can now let our curiosity, and desire to belong, lead us through the ideosphere to wherever we want to go.