Notes on De-Education and Errorism
Posted on | May 18, 2007 | No Comments
By International Errorist
Error is the phenomenon that determines the order of events, draws the lines of life’s map. (Errorism bases its action in error)
Error is a negative affirmation, or a speculation about another possible outcome.
Traditional education teaches by examples; it uses error as a variable to measure knowledge. In traditional education error would be eliminated. Sanctioning, in a way, that which passes through the experience of error.
On one hand, it attempts to minimize to the maximum degree the idea that error is something positive, while, on the other hand, it lives off of the dialectic of trial and error in order to constitute the very matrix of the educational system.
When a child in school “is wrong,” he or she will be (depending on the guide at his or her side) encouraged, punished, ostracized, or criticized. In this society and educational system error condemns. But for the Errorists the experience of error is the experience of knowledge. So knowledge and experience are acquired, lived, and transmitted, like it or not, through the experience of error.
In a society where “erring” is criminalized, one attempts to structure one’s life under the martial law of the Market and concentration camps of consumption, in the same society that collapses in its search for the permanent application of “efficiency and optimization” to every relationship.
The presence of error in our lives is imminent.
Error is like death in relation to life: it (error) will always be present, including here and now as you are reading this text.
Its materialization and visibility depend only on the parameters with which we measure the scope and revolutionary potential of each small or large error. Error educates, but though a process of de-education.
Accepting the permanent presence of error in reality liberates, and it drives a new vision of, and a new participation in life. Error liberates. Error is a permanent source of inspiration.
Losing the fear of being wrong, of falling in error, impels a surpassing of limits and a creative potential that was latent, but inhibited by the moral structures that determine social values and behaviours under our traditional educational system.
Errorists affirm the urgent necessity of a general de-education. A sum of collective projects, of experiences in the transmission and exchange knowledge and practices, a self-formation of individuals and collective subjects that take life itself as their object of study.
Who assume an active, participatory, and empirical role in society to form spaces of struggle and resistance for de-education and the liberation of error.
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