For example, with regard to the pedagogical relation–I mean the relation of teaching, the passage from the one who knows the most to the one who knows the least–it is not certain that self-management is what produces the best results; nothing proves, on the contrary, that that approach isn’t a hindrance . . . .
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I would say, rather, that [the goal of consensus] is perhaps a critical idea to maintain at all times: to ask oneself what proportion of nonconsensuality is implied in such a power relation, and whether that degree of nonconsensuality is necessary or not, and then one may question every power relation to that extent. The farthest I would go is to say that perhaps one must not be for consensuality, but one must be against nonconsensuality.–from “Politics and Ethics: An Interview,” in Foucault Reader, 378-9.