This paper joins two claims. The first is a general claim about generative processes. Every relation that generates value generates power alongside it, and a generative system is complete only when it generates, from within the same relation, the mechanisms that keep its power from detaching and hardening into fixed structure. I state this as the principle of co-generated governance. The second is a claim about knowledge. Knowledge is one form of value, and it follows this general law. When knowledge accumulates and social institutions encode it as authority, it can turn from a shared medium of understanding into a possession that ranks persons and closes the space of exchange. I argue that these two claims are one claim in two registers, and that education is the practice in which the internal governance of epistemic power is either generated or forfeited. The critique targets the alienation of functional asymmetry into structural domination, and it leaves functional asymmetry itself untouched, since asymmetry of that kind is a condition of many relations working at all. The governing thesis is that the corrective to epistemic domination is the return of knowledge to relation, so that authority is compelled to keep answering to the field that produced it, rather than a reduction of knowledge or an external containment of the knower. The paper develops a generative ethics of knowledge as a set of conditions the logic of generation imposes, and closes by redefining scholarly maturity as the capacity to hold knowledge without converting it into a barrier.
Wanhong HUANG (Thu,) studied this question.