Joseph Jacotot, a French teacher in exile, taught Flemish students he shared no language with, and they learned. Rancière's conclusion: explication is what makes students dependent. The master's job is to hold the student in a relationship with the problem, and to verify attention, without inserting an explanation between the student and the thing itself. All intelligences are equal; what differs is attention and will.
The pedagogical licence for metabolic architecture. If a building's systems are legible (the tank level, the fish, the temperature you negotiate by opening a window) then the building can pose problems without a teacher explaining them away. The student verifies their own intelligence against the material world. Explication-free learning is exactly what a live feedback loop provides.
Rancière is anti-method: turning "the ignorant schoolmaster" into a replicable pedagogy is itself a betrayal of the argument. Use it as a stance, not a system.
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