Sapere Autre: inventar una causa para sí mismo.

Abstract

The current work emerges from an analysis aimed at differentiating between the teachable aspects of education and the ele-ments that can only be acquired through experience. Knowledge is portrayed as a fundamental concept within education, essential for pedagogical approaches, though it is not universally accessible. This inaccessibility is not due to societal exclusion but rather due to individual confrontations with the challenges inherent in the educational sphere. While societal considera-tions are not overlooked, this research focuses on the individual from a unique perspective. To achieve this, the paper revisits Immanuel Kant’s pedagogical theories, interpreted through a Lacanian lens, and identifies four modes of satisfaction linked to the concept of “minority” within this context. By critically engaging with Sigmund Freud’s concept of negation in relation to the concept of “minority”, the paper seeks to understand the function of the drive-related in the context of sapere aude: ‘dare to think’, which would be generated as an effect produced in education and not the referral of a manual to follow, which could be interpreted in a reading of Kant.