The 1970s work of Ivan Illich has been an important point of reference in my PhD dissertation. In many respects, Illich understood a Biblical Christian approach to the education process. I am hoping to comment on a series of quotes that are recorded elsewhere in this blog (Illich quotes) . This is the first of the quotes. The full text can be obtained:
Illich, I. (1970). Deschooling Society. Cuernavaca, Mexico: CIDOC. Downloadable from: http://www.preservenet.com/theory/Illich/Deschooling/intro.html
p. xix “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.”
Here, as in other parts of Deschooling Society, Illich identifies that schools and schooling, because of their very essence, are unable to deliver true education. Reformation of schools will not bring about the changes that are necessary to enable education to be accomplished. Schools are, fundamentally, anti-education. The thing that schools do best is school its attendees.
No amount of reformation, according to Illich — adjustments to the ways schools are constructed and run, changes in teachers’ attitudes to students, the use of technology in the classroom, and even a change in how students are engaged — will alter the outcomes of schooling. Schools can only school. And they can only school, and not educate, because they are total institutions that are designed to control every participant and process within them towards a stated end: egalitarianism and unquestioning submission to the state or some other dominating institution, i.e. an organized religion. This is not an education, it is indoctrination. It breeds narrow-mindedness, and an incapacity to think independently.
Schools are not to be reformed, they are to be abandoned altogether, and the vast resources that are taken from families and businesses (through taxation) to fund the schooling industry, should remain with the families and the businesses to fund home-based education and more financially viable private enterprise.
The proper context for education to take place, according to Illich, is living life: “the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring.” And the support structures for a thorough education are “educational webs.” Education must be in a context greater than the family. The family is an essential base from which children move in and out. Parents are important gate-keepers, who must vet and monitor the kinds of influences that their children are exposed to in the marketplace. However, no parent is able to provide everything that the child needs for a well-rounded, reality-grounded education.
There are three essential agents in an education, from a Biblical perspective. The three agents are: the family, the church and the marketplace. And the family needs to engage both the church and the marketplace as important sources of educational moments and experiences, not just lock their children away in a family fortress, as some (a small minority) home schooling families do.