摘要：The main aim of the text is to argue that a better understanding of education is possible if one identifies some epistemological cuts which are superposed to the difference between the Humboldtian and the entrepreneurial models of university: the one between transmission and learning; the difference between authority and reciprocity (with direct reference to the master-disciple relationship); and the difference between continuity and contingency of transmission. The central idea is that the optimal model of education is the dialogical one, understood as the openness to the voice of the other both from the part of the teacher and of the student.
