This article argues that the concept and practice of "self-organized learning", as pioneered by Sugata Mitra (and his team) in the "Hole-in-the-Wall" experiments (1999-2005) that inspired the novel "Q & A" (2006) and the resulting movie, "Slumdog millionaire" (2008) bear direct, but not uncritical comparison with Jacques Ranciere's account of "universal teaching" discovered by maverick nineteenth century French pedagogue Joseph Jacotot. In both cases, it is argued, there is a deliberate dissociation of two functions of "teaching" that are often conflated: knowledge and mastery. Mitra's development of computer-mediated learning among the supposedly "ignorant" of India's slums, and Ranciere's insistence on equality as a "presupposition" rather than a goal, both emphasize the agency of the student at the centre of learning, but in ways that displace both established pedagogical methods of "explication" and the neoliberal ideology of "schooling" as the harmonizing of individual and social functions of education. (Contains 5 notes.)