Deschooling Society Quotes

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Deschooling Society Deschooling Society by Ivan Illich
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Deschooling Society Quotes Showing 1-30 of 30
“Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Most people learn best by being "with it," yet school makes them identify their personal, cognitive growth with elaborate planning and manipulation.”
Ivan Illich, Deschooling Society
“School has become the world religion of a modernized proletariat, and makes futile promises of salvation to the poor of the technological age.”
Ivan Illich, Deschooling Society
“Schools are designed on the assumption that there is a secret to everything in life; that the quality of life depends on knowing that secret; that secrets can be known only in orderly successions; and that only teachers can properly reveal these secrets. An individual with a schooled mind conceives of the world as a pyramid of classified packages accessible only to those who carry the proper tags.”
Ivan Illich, Deschooling Society
“Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue’s responsibility until it engulfs his pupils’ lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring.”
Ivan Illich, Deschooling Society
“A second major illusion on which the school system rests is that most learning is the result of teaching. Teaching, it is true, may contribute to certain kinds of learning under certain circumstances. But most people acquire most of their knowledge outside school, and in school only insofar as school, in a few rich countries, has become their place of confinement during an increasing part of their lives.”
Ivan Illich, Deschooling Society
“Many students, especially those who are poor, intuitively know what the schools do for them. They school them to confuse process and substance. Once these become blurred, a new logic is assumed: the more treatment there is, the better are the results; or, escalation leads to success. The pupil is thereby "schooled" to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is "schooled" to accept service in place of value.”
Ivan Illich, Deschooling Society
“School appropriates the money, men, and good will available for education and in addition discourages other institutions from assuming educational tasks. Work, leisure, politics, city living, and even family life depend on schools for the habits and knowledge they presuppose, instead of becoming themselves the means of education.”
Ivan Illich, Deschooling Society
“The public is indoctrinated to believe that skills are valuable and reliable only if they are the result of formal schooling.”
Ivan Illich, Deschooling Society
“Schools themselves pervert the natural inclination to grow and learn into the demand for instruction.”
Ivan Illich, Deschooling Society
tags: school
“Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education--and also to those who seek alternatives to other established service industries.”
Ivan Illich, Deschooling Society
“A political program which does not explicitly recognize the need for deschooling is not revolutionary; it is demagoguery calling for more of the same.”
Ivan Illich, Deschooling Society
“Institutional wisdom tells us that children need school. Institutional wisdom tells us that children learn in school. But this institutional wisdom is itself the product of schools because sound common sense tells us that only children can be taught in school. Only by segregating human beings in the category of childhood could we ever get them to submit to the authority of a schoolteacher.”
Ivan Illich, Deschooling Society
tags: school
“Os valores institucionalizados que a escola inculca são valores quantificados. A escola inicia os jovens num mundo onde tudo pode ser medido, inclusive a imaginação e o próprio homem. Mas o crescimento pessoal não é coisa mensurável.”
Ivan Illich, Deschooling Society
“Schools are even less efficient in the arrangement of the circumstances which encourage the open-ended, exploratory use of acquired skills, for which I will reserve the term "liberal education." The main reason for this is that school is obligatory and becomes schooling for schooling's sake: an enforced stay in the company of teachers, which pays off in the doubtful privilege of more such company. Just as skill instruction must be freed from curricular restraints, so must liberal education be dissociated from obligatory attendance. Both skill-learning
and education for inventive and creative behavior can be aided by institutional arrangement, but they are of a different, frequently opposed nature.”
Ivan Illich, Deschooling Society
“P3- everywhere not only education but society as a whole needs deschooling.”
Ivan Illich, Deschooling Society
“Skill teachers are made scarce by the belief in the value of
licenses. Certification constitutes a form of market manipulation and is plausible only to a schooled mind.
Most teachers of arts and trades are less skillful, less inventive, and less communicative than the best craftsmen
and tradesmen. Most high-school teachers of Spanish or French do not speak the language as correctly as their
pupils might after half a year of competent drills. Experimentsconducted by Angel Quintero in Puerto Rico
suggest that many young teen-agers, if given the proper incentives, programs, and access to tools, are better than
most schoolteachers at introducing their peers to the scientific exploration of plants, stars, and matter, and to the
discovery of how and why a motor or a radio functions.”
Ivan Illich, Deschooling Society
“Rodeado por herramientas todopoderosas, el hombre queda reducido a ser instrumento de sus instrumentos.”
Ivan Illich, La sociedad desescolarizada
“Una vez que un hombre o una mujer ha aceptado la necesidad de la escuela, es fácil presa de otras instituciones”
Ivan Illich, La sociedad desescolarizada
“La mayoría de países de América Latina han llegado al punto de "despegue" hacia el desarrollo económico y el consumo competitivo y, por lo tanto, hacia la pobreza modernizada: sus ciudadanos aprenden a pensar como ricos y vivir como pobres.”
Ivan Illich, La sociedad desescolarizada
“Creative, exploratory learning requires peers currently puzzled about the same terms or problems. Large universities make the futile attempt to match them by multiplying their courses, and they generally fail since they are bound to curriculum, course structure, and bureaucratic administration. In schools, including universities, most resources are spent to purchase the time and motivation of a limited number of people to take up predetermined problems in a ritually defined setting. The most radical alternative to school would be a network or service which gave each man the same opportunity to share his current concern with others motivated by the same concern.”
Ivan Illich, Deschooling Society
“P3- modernised poverty combines the lack of power over circumstances with a loss of personal potency”
Ivan Illich, Deschooling Society
“P8- mere existence of school discourages and disables the poor from taking control of their own learning.”
Ivan Illich, Deschooling Society
“The university graduate has been schooled for selective
service among the rich of the world.

Üniversite bitirenler dünya varsıllarına seçkin hizmetlerde bulunmaları hedefiyle okutulmuşlardır.”
Ivan Illich, Deschooling Society
“A universidade moderna confere o privilégio de discordar apenas aos que foram testados e classificados como potenciais homens de dinheiro ou detentores de poder. Ninguém recebe um centavo dos fundos fiscais para formar-se nas horas vagas ou para educar outros, a não ser que possa comprová-lo com um certificado. As escolas escolhem para os estágios seguintes aqueles que, nos primeiros estágios do jogo, provaram ser bons investimentos para a ordem estabelecida.”
Ivan Illich, Deschooling Society
“In fact, healthy students often redouble their resistance to teaching as they find themselves more comprehensively manipulated. This resistance is due not to the authoritarian style of a public school or the seductive style of some free schools, but to the fundamental approach common to all schools-the idea that one person's judgment should determine what and when another person must learn.”
Ivan Illich, Deschooling Society
“The right of free assembly has been politically recognized and culturally accepted. We should now understand that this right is curtailed by laws that make some forms of assembly obligatory. This is especially the case with institutions which conscript according to age group, class, or sex, and which are very time-consuming. The army is one example. School is an even more outrageous one.”
Ivan Illich, Deschooling Society
“P24- the power of school loss to divide social reality has no boundaries education becomes unworldly and the world becomes noneducational”
Ivan Illich, Deschooling Society
“The suspicion that something is structurally wrong with the vision of homo faber is common to a growing minority in capitalist, communist, and "underdeveloped" countries alike. This suspicion is the shared characteristic of a new elite. To it belong people of all classes, incomes, faiths, and civilizations. They have become wary of the myths of the majority: of scientific utopias, of ideological diabolism, and of the expectation of the distribution of goods and services with some degree of equality. They share with the majority the awareness that most new policies adopted by broad consensus consistently lead to results which are glaringly opposed to their stated aims. Yet whereas the Promethean majority of would-be spacemen still evades the structural issue, the emergent minority is critical of the scientific deus ex machina, the ideological panacea, and the hunt for devils and witches. This minority begins to formulate its suspicion that our constant deceptions tie us to contemporary institutions as the chains bound Prometheus to his rock. Hopeful trust and classical irony must conspire to expose the Promethean fallacy.”
Ivan Illich, Deschooling Society
“Crescere nella condizione di bambino significa essere condannati ad un conflitto disumano tra la propria coscienza di sé e il ruolo imposto da una società che sta attraversando la propria età scolare.”
Ivan Illich, Deschooling Society
“La scuola è l'agenzia pubblicitaria che ti fa credere di avere bisogno della società così com'è.”
Ivan Illich, Deschooling Society