If one believes the pedagogical critiques, the school culture would organize itself and transmit itself too often in the order of proposals. Yet, it would ignore the questions that are the condition and the ambition of a non-dogmatic relationship to knowledge. However, a detour through logic and sociology or linguistic interactions will show that the “power of the question” is not without ambivalence, and that it is always in tension between two symmetrical figures: curiosity and criticism. It will also show that neither the order of proposals, nor the order of questions can lay claim to hegemony, and that the realm of all discussion is precisely the fight for the validity of subordination relationships. It is concluded that a school that would like to take on both the symmetry of arguments and the asymmetry of the teacher-student relationship must set up - that is, allow and at the same time limit - a double controversy: the dispute (as to the answers) and the disagreement (as to the questions). What research can bring to such a project is not so much the definition of the desired goals, than it is the analysis of observable practices. To study, not what it would be “good to do”, but what we do “for good”. Here, as elsewhere, the discussion (also) deals with the merit of the question.