deschooling society

Ivan Illich was a visionary.

Deschooling Society (1971) is a critical discourse on education as practised in modern economies. It is a book that brought Ivan Illich to public attention. Full of detail on programs and concerns, the book gives examples of the ineffectual nature of institutionalized education. Illich posited self-directed education, supported by intentional social relations in fluid informal arrangements:

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.^[1]

The last sentence makes clear what the title suggests—that the institutionalization of education is considered to institutionalize society and conversely that ideas for de-institutionalizing education may be a starting point for a de-institutionalized society.

The book is more than a critique—it contains suggestions for changes to learning in society and individual lifetimes. Particularly striking is his call (in 1971) for the use of advanced technology to support "learning webs."

The operation of a peer-matching network would be simple. The user would identify himself by name and address and describe the activity for which he sought a peer. A computer would send him back the names and addresses of all those who had inserted the same description. It is amazing that such a simple utility has never been used on a broad scale for publicly valued activity.^[2]

Illich argued that the use of technology to create decentralized webs could support the goal of creating a good educational system:

A good educational system should have three purposes: it should provide all who want to learn with access to available resources at any time in their lives; empower all who want to share what they know to find those who want to learn it from them; and, finally, furnish all who want to present an issue to the public with the opportunity to make their challenge known.^[3]

Deschooling Society - Wikipedia, the free encyclopedia

Scary School Nightmare:

The Pinky Show - Scary School Nightmare - YouTube
Scary School Nightmare - YouTube

A critique of commodification. Professionals and the institutions in which they work tend to define an activity, in this case learning, as a commodity (education), 'whose production they monopolize, whose distribution they restrict, and whose price they raise beyond the purse of ordinary people and nowadays, all governments' (Lister in Illich 1976: 8). Ivan Illich put it this way:

Schooling - the production of knowledge, the marketing of knowledge, which is what the school amounts to, draws society into the trap of thinking that knowledge is hygienic, pure, respectable, deodorized, produced by human heads and amassed in stock..... [B]y making school compulsory, [people] are schooled to believe that the self-taught individual is to be discriminated against; that learning and the growth of cognitive capacity, require a process of consumption of services presented in an industrial, a planned, a professional form;... that learning is a thing rather than an activity. A thing that can be amassed and measured, the possession of which is a measure of the productivity of the individual within the society. That is, of his social value. (quoted by Gajardo 1994: 715) 

Learning becomes a commodity, 'and like any commodity that is marketed, it becomes scarce' (Illich 1975: 73). Furthermore, and echoing Marx, Ivan Illich notes the way in which such scarcity is obscured by the different forms that education takes. This is a similar critique to that mounted by Fromm (1979) of the tendency in modern industrial societies to orient toward a 'having mode' - where people focus upon, and organize around the possession of material objects. They, thus, approach learning as a form of acquisition. Knowledge become a possession to be exploited rather than an aspect of being in the world. 

Ivan Illich: deschooling, conviality and the possibilities for informal education and lifelong learning
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