Deschooling Society (1970)
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Deschooling Society (1970)
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Re: Deschooling Society (1970)
#2"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. Medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work. Health, learning, dignity, independence, and creative endeavor are defined as little more than the performance of the institutions which claim to serve these ends, and their improvement is made to depend on allocating more resources to the management of hospitals, schools, and other agencies in question.
In these essays, I will show that the institutionalization of values leads inevitably to physical pollution, social polarization, and psychological impotence: three dimensions in a process of global degradation and modernized misery."
Re: Deschooling Society (1970)
#3"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 fl…
Wow is that on the nose.
Re: Deschooling Society (1970)
#4Illich's concept of a "Radical Monopoly," is also immensely relevant to internet platforms.
Radical monopoly is a concept defined by philosopher and author Ivan Illich in his 1973 book, "Tools for Conviviality," and revisited in his later work, which describes how a technology or service becomes so exceptionally dominant that even with multiple providers, its users are excluded from society without access to the product. His initial example is the effect of cars on societies, where the car itself shaped cities by its needs, so much so that people without cars become excluded from participation in cities. A radical monopoly is when the dominance of one type of product supersedes dominance by any one brand.
Social media as a technology in the forms of Facebook/Instagram/Twitter could be seen as a radical monopoly for reputation, as is Linkedin for employment, colleges for education, etc.
I think Illich's criticisms of car culture pushed him outside the Overton window of policy making, but his radical monopoly concept is a useful critical tool for reasoning about tech and ethics. A counter argument could use the example that the discovery of fire created a radical monopoly on heat, and therefore it's so general as to be applied arbitrarily to anything you don't like. However, being able to think about the consequences of a new radical monopoly might have on some aspect of human experience is useful for anticipating policy options in response to dynamic technology development.
Re: Deschooling Society (1970)
#5"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 fl…
The amount truth in that short passage is mind-blowing.
Re: Deschooling Society (1970)
#6Written in 1970, still relevant.
Re: Deschooling Society (1970)
#7"Classroom attendance removes children from the everyday world of Western culture and plunges them into an environment far more primitive, magical, and deadly serious."
I know it was written in 1970, but back then a family could still have one person working a good job on just a high school diploma. Today, grade school serves the primary purpose as a daycare for the kids so both parents can work.
Re: Deschooling Society (1970)
#8Illich's concept of a "Radical Monopoly," is also immensely relevant to internet platforms. Radical monopoly is a concept defined by philosopher and author Ivan Illich in his 1973 book, "Tools for Conviviality," and revisited in his later work, which describes how a technology or service becomes so exceptionally dominant that even with multiple providers, its users are excluded from society without access to the prod…
Counter-counter argument.
Fire can be produced by nearly anyone with a bare minimum level of competence and coordination required (flint and steel, two sticks and a string, various other methods). A car or college education cannot be provided by a person to themselves. They are reliant both on the thing to participate in society, and on society in order to obtain the thing.
Re: Deschooling Society (1970)
#9"Classroom attendance removes children from the everyday world of Western culture and plunges them into an environment far more primitive, magical, and deadly serious." I know it was written in 1970, but back then a family could still have one person working a good job on just a high school diploma. Today, grade school serves the primary purpose as a daycare for the kids so both parents can work.
As someone who absolutely want work and thus needs the kids somewhere during the day, the whole "school is just daycare" is crap.
My kids were at home and I worked during covid and the hell they learn more now that they are back in school. And while I still am working from home and they were actually quite cool during day, the learning effects of school are massive and massively appreciated - by both kids and me.
It would be easier and cheaper to have them in non school daycare. We don't do that, because primary reason for schools is not actually daycares.
Re: Deschooling Society (1970)
#10"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 fl…
Many students, especially those who are poor, intuitively know what the schools do for them
You wish they knew but they don't. The kids, especially the poor ones, want worksheets, not problems. They want to pass but not learn. They want a degree without the competence. They want a job without possibility of advancement and if you don't provide that they resent you because you are in the way.