In this paper we look at the relations between knowledge and thinking through the lens of ignorance. In relation to knowledge, ignorance becomes its “constitutive outside,” and as such it may be politically organised in order to delimit the borders of the right to knowledge [the “ignorance economy,” see Roberts and Armitage (Prometheus 26 (4): 335–354, 2008)]. In this light, the notion of a knowledge-based society should be understood as a society structured along the lines of knowledge distribution: the rights of possession of and access to knowledge demand that ignorance is planned and executed as the condition of their establishment. In relation to thinking, ignorance appears differently. According to Rancière, the teacher's ignorance conditions the student's appearance as Anthropos, a being who can be asked: what do you think about it? Hence, we are dealing with the ambiguity of ignorance which seems to be both the criterion of social exclusion, and the condition of emancipation. Following this thread with reference to Heidegger's discourse on thinking, we would like to explore the possibility of comprehending knowledge and education beyond the relations of ownership and demands of productivity. Following Rancière, we may say that thinking—as displacing the notion of ignorance—stands in the position of “politics” and questions the ways knowledge societies are structured as “police orders” along the lines of knowledge possession and exclusion.

中文翻译：

---

教育与无知：在知识名词和思维动词之间

在本文中，我们通过无知的视角来审视知识与思维之间的关系。就知识而言，无知成为其“外部构成”，因此它可能会在政治上被组织起来以划定知识权的边界[“无知经济”，见罗伯茨和阿米蒂奇（普罗米修斯 26 (4)： 335–354, 2008)]。有鉴于此，知识型社会的概念应该被理解为一个沿着知识分配路线构建的社会：拥有和获取知识的权利要求无知被计划和执行作为其建立的条件。在思考方面，无知的表现有所不同。根据朗西埃的说法，老师的无知决定了学生作为 Anthropos 的出现，一个可以被问到的人：你怎么看待这件事？因此，我们正在处理无知的模糊性，它似乎既是社会排斥的标准，也是解放的条件。沿着这条线索，参照海德格尔关于思维的论述，我们想探索超越所有制关系和生产力需求的理解知识和教育的可能性。继朗西埃之后，我们可以说，作为取代无知概念的思考站在“政治”的立场上，并质疑知识社会在知识拥有和排斥的路线上被构建为“警察秩序”的方式。在关于思维的话语中，我们想探索超越所有制和生产力需求的关系来理解知识和教育的可能性。继朗西埃之后，我们可以说，作为取代无知概念的思考站在“政治”的立场上，并质疑知识社会在知识拥有和排斥的路线上被构建为“警察秩序”的方式。在关于思维的话语中，我们想探索超越所有制和生产力需求的关系来理解知识和教育的可能性。继朗西埃之后，我们可以说，作为取代无知概念的思考站在“政治”的立场上，并质疑知识社会在知识拥有和排斥的路线上被构建为“警察秩序”的方式。