The hope is that every student has a teacher or two over a decade and a half that really makes them question and think, but either way, we silently acknowledge that they’ll spend the majority of their young vigor-filled lives quivering at the arbitrary mercy of petty kooks and jowly tyrants. Schools train students in what business professor Stefano Harney says every diploma really proves: “that the student can follow arbitrary authority, endure boredom, and compete against others.”
Using expert knowledge no teacher could have inculcated, young hackers risk jail to expose public falsehoods and build solidarity with peers overseas by fucking around on the internet. They’re not willing to leave the problems of their inherited world for moribund labor unions or withering socialist parties. Students in America could try a different kind of strike based on what’s occurred in Cairo and Athens — out of the classroom and into the streets. And how much better would that be for their future happiness, how much better for their souls?
Those are harsh words. Not every professor out there is Professor Jones, but we all have the potential to emancipate students by giving them permission to explore outside the dictates of those “petty kooks and jowly tyrants” that we have the potential of being. Indy barely has the patience for his students, so well versed at following those prescribed interests. It’s clear that outside of the classroom, Prof. Jones could “teach” his students a lot of things, but the classroom sets up a distance between the students and the things to learn about. It makes him a horrible teacher and a great adventurer. Jacques Ranciere outlines the issue clearly:
The explicator’s special trick consists of this double inaugural gesture. On one hand, he decrees the absolute beginning: it is only now that he act of learning will begin. On the other hand, having thrown a veil of ignorance over everything that is to be learned, he appoints himself to the task of lifting it.
–The Ignorant Schoolmaster, pgs. 6-7
What makes for learning, and what makes for an interesting life is doing, either Indy or kids in Egypt or Greece illustrate the point. Ranciere repeatedly states that intelligence is nothing special, and with the proper time and application people can teach themselves to do anything. So the calling is this: to emancipate people. To tear down the barriers that explication puts in between people and the things that interest them. The things that prevent the doing. Finding things in a library, taking those things, and doing something interesting with them is not the privileged domain of so-called “smart people.” No librarian should forget that.