Illich, I. (1970). Deschooling Society. Cuernavaca, Mexico: CIDOC. Downloadable from: http://www.preservenet.com/theory/Illich/Deschooling/intro.html
p. 91 “To guarantee access to effective exchange of skills, we need legislation which generalizes academic freedom. The right to teach any skill should come under the protection of freedom of speech. Once restrictions on teaching are removed, they will quickly be removed from learning as well.”
Freedom can only be found in the Lord Jesus Christ: “For freedom Christ has set us free; …” (Galatians 5:1). It is the indwelling Holy Spirit, and the Law of God which provide the constraints around freedom that prevents it from becoming license. To legislate for freedom, without first ensuring there is a change in heart of the majority in the community, is only to entrench greater and greater measures of license. So-called academic freedom in the west has morphed into an unchecked attack on truth. Academic freedom has come to mean the proclamation of anything, without accountability. Being that, as it may, laws concerning libel and slander and inciting riot do place a measured check around license, therefore political censorship of all speech is contrary to the freedom that Christ has offered those who believe in Him.
Furthermore, the notion of rights under girds all kinds of aberrant lifestyles and behaviours. The Bible knows nothing of rights. The Bible teaches privileges and responsibilities. Those who bear their responsibilities enjoy the privileges that come with them. Those who shirk their responsibilities lose their privileges. Without such a balance, the claim for rights, without a corresponding check, leads once again to unrestrained license.
Having said all this, the point that Illich makes concerning the deregulation of teaching is a valid one. Teaching should not be limited to those who hold a state-issued license. The issue of false and dangerous teachers can be addressed with laws that prohibit the propagation of ideas that incite violence, riot, and promote degenerate and immoral lifestyles. The free exchange of ideas is an important part of community growth and development. New ideas, that are tested and weighed against old values, when they survive the debate, and blossom out of the trials, can lead to better conditions and enjoyment of life. New ideas should not be feared, simply because they are new. Untested, and unchallenged ideas cannot be embraced without due diligence. A free education market is the best place to ensure that such ideas do get considered, debated, trialed and either embraced or rejected by the community.
It is the narrowing of curriculum, through the centralization of curriculum choice, that does the most damage to education. Centralized curriculum is indoctrination, not education. A free education market will guarantee a much broader curriculum in the marketplace. Local decisions will adjust curriculum to local need, and the sharing of educational content between communities will ensure that the best of ideas are generally accessed. This will allow individuals to follow their gifting, their passion and their interests more fully, ensuring that everyone has an opportunity to become an expert in something. This will result in a much wealthier community that is served by a plethora of experts in a hugely diverse range of knowledge sets, giftings and skills.