Teaching Social Research Methods Via Experiential Learning

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Citton's Analysis of "The Ignorant Schoolmaster" by Jacques Rancière.

Jacques Rancière's The Ignorant Schoolmaster (also known as Five Lessons on Intellectual Emancipation) presents a critique of traditional educational systems and argues for a radical rethinking of the relationship between teacher and students, leading not only to transmit knowledge but to compel the student' will (Citton, 2014: 27). The author introduces the concept of "intellectual emancipation," arguing that true learning occurs when the learner is empowered to become the master of his or her own education (Citton, 2014: 27). He uses the example of Joseph Jacotot, a 19th-century educator who declared himself an "ignorant schoolmaster" because he believed that knowledge was not the exclusive domain of experts. Jacotot's method was to give students a text in a language they did not understand and encourage them to learn independently, thus challenging the conventional notion that knowledge should be transmitted from the knowledgeable to the ignorant (Citton, 2014: 27).

Rancière stresses the importance of equality in education, affirming that all individuals can learn and should not be confined by predetermined hierarchies of intellectual capacity (Citton, 2014: 31). From a political perspective, he calls for a pedagogy that respects intelligence and autonomy of pupils, rejecting the traditional Platonic model of instruction based on the authority of the teacher (Citton, 2014: 29). Instead, he proposes a more democratic approach in which the teacher acts as a facilitator, guiding students to discover for themselves the discipline of knowledge (Citton, 2014: 29). The book offers a compelling vision of education that prioritises empowerment, autonomy and the recognition of each individual's intellectual potential.

Source: Citton, Y., 2014. “The ignorant schoolmaster”: knowledge and authority. In Jacques Ranciere (pp. 25-37). Routledge.

Newspaper Article: Talking Back to Teachers (ChicagoЯeader)

Jorge Montes wrote an article for the ChicagoReader. The article has some parallelisms with the themes discussed in "The Ignorant Schoolmaster," particularly concerning the relationship between teachers and students and the dynamics of authority in education. Although Montes lived in a risky environment, he criticises the portrayal of school dynamics by the teachers in the article. Montes affirms that they may have exaggerated certain aspects of their experiences, such as the prevalence of gangs and drugs in school. This critique touches on the idea of the teacher as a Platonic authority figure who can manipulate or distort information, shaping students' perceptions of reality.

In addition, Montes reflects on his own educational experience and the influence of his teachers on his academic success. This is consistent with Rancière's emphasis on the importance of empowering students to take control of their own learning, as he acknowledges the role of his teachers in laying the foundations for his achievements. Montes' perspective underscores the challenges of the teacher-student dynamic in an insecure environment and the potential impact of educators on the lives of their students for good or bad. Like him graduating with honours at Loyola, or her classmate marrying her teacher and going down the wrong path.

Talking Back to Teachers - Chicago ReaderTo the editors: It was with great intrigue that I read your piece “Three Teachers Talking” (January 22). At the outset, I was under the impression that the article was just another of your great–albeit very long–human interest stories. Then, and perhaps to the author’s dismay, the characters in the story began to shed their […]

Questions

What teaching and learning methods are most effective in an age where attention spans have been reduced by social media?
How can students challenge teachers' authority if there is a risk of retaliation?

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