ABSTRACT
This chapter discusses public education as an extension of a sophistical practice, based on a close reading of Barbara Cassin, Richard Rorty, Jacques Ranciére, and Werner Jaegers’s work, among others. To move beyond the critique of neoliberalism while recognising its consequences for education and schooling, this chapter develops a critique of a Platonian/Aristotelian line of thought in education. It identifies an alternative line of thought for education. Mainly the chapter develops a specific politics of the presence from which it intends to shift the discourse from science as the first philosophy for education to logos and pedagogy (performativity) as democratic forms of equality and, as such, into a new language of public education.
