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This paper is to scrutinize the duality of the knowledge of power in the democratic and multicultural contexts characterized by relativity, relatedness, and competitions under the logic of the part-against-whole fallibility. Two scholarships, counter-directive to the other, the knowledge of ignorance and the knowledge-driven power, are examined in terms of human nature and social context to elucidate if the democratic ideas of freedom and equality can be substantiated into human knowledge. Based on the part-against-whole fallibility, human nature and the context underlying each knowledge are analyzed in the existential and epistemological sense. Finally, duality of the knowledge of power is dealt with by further discussions of educational dilemmas, suggesting their effects and consequences of two human knowledge on schooling.