A major strand of opposition to the West's/Global North's scientificising hegemony has recently been retrieved through Santos’ reinterpretation of Cusanus’ 15th-century doctrine of learned ignorance. Though Cusanus has been marginalised, his doctrine imbues a profound epistemic humility conducive to our present need to reconfigure education. Contributing to this retrieval, I define learned ignorance as an epistemic principle of humility, adherence to which conduces towards reconditioning learning and teaching as non-finalised, processual activities within a genuinely intercultural pluriverse of knowledges. Agreeing with Santos’ marginalisation thesis and his advocacy of recovering similarly silenced voices from within Western discourse, I argue that learned ignorance in some works of English literature and philosophy has also been marginalised. One of the most famous lines from Pope—‘A little Learning is a dang'rous Thing’—has been widely misunderstood through failing to recognise the poem's learned ignorance elements. My reinterpretation of Pope suggests a possibly more extensive literary form of opposition to the scientificisation of knowledge. I also examine another marginalised, educationally significant retrieval of learned ignorance by Hamilton. His learned ignorance standpoint fundamentally opposes the scientificisation and instrumentalisation of knowledge and learning. The discussion identifies the counterhegemonic status of this epistemic principle of humility and intimates its paradigm-shifting opportunities through some brief closing suggestions concerning how learned ignorance enriches Freire's emphases on the importance of ‘love, humility and faith’ as essential to the ‘horizontal relationship’ between teacher and student of an educational dialogue founded on trust.

中文翻译：

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习得无知：通过桑托斯、教皇和汉密尔顿反对科学化霸权

最近，通过桑托斯对库萨努斯 15 世纪习得无知学说的重新解释，人们重新发现了对西方/全球北方科学霸权的主要反对意见。尽管库萨努斯已被边缘化，但他的学说充满了深刻的认知谦逊，有利于我们目前重新配置教育的需要。促成这种检索，我定义了习得的无知作为谦逊的认知原则，坚持有助于将学习和教学重新调整为真正的跨文化多元知识中的非最终、过程活动。我同意桑托斯的边缘化论点和他从西方话语中恢复类似沉默声音的主张，我认为在一些英国文学和哲学作品中习得的无知也被边缘化了。教皇最著名的台词之一——“一点点学习 是一件危险的事情'——由于未能认识到诗中习得的无知元素而被广泛误解。我对教皇的重新解释暗示了一种可能更广泛的反对知识科学化的文学形式。我还研究了汉密尔顿对习得无知的另一个边缘化的、具有教育意义的检索。他的学问无知的立场从根本上反对知识和学习的科学化和工具化。讨论确定了谦逊这一认知原则的反霸权地位，并通过一些关于习得的无知如何丰富弗莱雷对“爱、