Learning Swimming

We learn nothing from those who say: ‘Do as I do’. Our only teachers are those who tell us to ‘do with me’, and are able to emit signs to be developed in heterogeneity rather than propose gestures for us to reproduce. There is no ideo-motivity, only sensory-motivity. When a body combines some of its own distinctive points with those of a wave, it espouses the principle of repetition which is no longer that of the Same but involves the Other—involves difference from one wave and one gesture to another, and carries that difference through the repetitive space thereby constituted. To learn is indeed to constitute this space of an encounter with signs, in which the distinctive points renew themselves in each other, and repetition takes shape while disguising itself. (23)

According to this infantile prejudice, the master sets a problem

According to this infantile prejudice, the master sets a problem, our task is to solve it, and the result is accredited true or false by a powerful authority. It is also a social prejudice with the visible interest of maintaining us in an infantile state, which calls upon us to solve problems that come from elsewhere, consoling or distracting us by telling us that we have won simply by being able to respond.