This link has been bookmarked by 65 people . It was first bookmarked on 29 Oct 2006, by Tom Hemingway.
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Hubert BrunnerIvan Illich
http://www.infed.org/thinkers/et-illic.htmlearning illich education deschooling conviality schooling philosophy ivanillich
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26 Aug 12
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Ivan Illich's lasting contribution was a dissection of these institutions and a demonstration of their corruption. Institutions like schooling and medicine had a tendency to end up working in ways that reversed their original purpose.
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archaeologist of ideas
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While still committed to the Church, Ivan Illich was deeply opposed to Pope John XXIII's 1960 call for north American missionaries to 'modernize' the Latin American Church. He wanted missionaries to question their activities, learn Spanish, to recognize and appreciate the limitations of their own (cultural) experiences, and 'develop assumptions that would allow them to assume their duties as self-proclaimed adult educators with humility and respect'
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At a time when there was increasing centralized control, an emphasis on nationalized curricula, and a concern to increase the spread of the bureaucratic accreditation of learning, his advocacy of deinstitutionalization (deschooling) and more convivial forms of education was hardly likely to make much ground.
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Ivan Illich's anti-institutional argument can be said to have four aspects
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A critique of the process of institutionalization.
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A critique of commodification
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The principle of counterproductivity
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In Deschooling Society Ivan Illich argued that a good education system should have three purposes: to provide all that want to learn with access to resources at any time in their lives; make it possible for all who want to share knowledge etc. to find those who want to learn it from them; and to create opportunities for those who want to present an issue to the public to make their arguments known (1973a: 78).
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26 Jun 12
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They school them to confuse process and substance.
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Once these become blu
rred, a new logic is assumed: the more treatment there is, the better are the results; or -
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.
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ealth, learning, dignity, independence, and creative endeavour 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.
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Institutions like schooling and medicine had a tendency to end up working in ways that reversed their original purpose.
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wandered - travelling the world and having the minimum of material possessions.
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On completing his PhD Ivan Illich began work as a priest in Washington Heights, New York.
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He had become fluent in Spanish and several other languages (during his life he was to work in 10 different
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Catholic University of Ponce in Puerto Rico.
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arn Spanis
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Upon the opening of our centre I stated two of the purposes of our undertaking. The first was to help diminish the damage threatened by the papal order.
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and then leaving the priesthood in 1969.
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egative impact of schooling hit a chord
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His chronicling of the negative effects of schools and his development of a critique of the 'radical monopoly' of the dominant technologies of education in Deschooling Society (197
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lich provided a more general exploration of his concerns and critique and offered some possible standards by which to judge 'development' (wi
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mutuality, human-scale technolog
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Invitations to speak and to write slackened, and as the numbers of missionaries headed for Latin America fell away, CIDOC began to fade
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nd a concern to increase the spread of the bureaucratic accreditation of learning, his advocacy of deinstitutionalization (deschooling) and more convivial forms of education was hardly likely to make much ground.
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in both 'developed' and 'under-developed' economies lies in the desire to profit through the provision of goods and services in sectors where there is a 'scarcity, rather than the wish to share subsistence
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Ivan Illich had set himself against building up a school of followers (
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opened his doors to collaborators and drop-ins with great generosity, running a practically non-stop educational process which was always celebratory, open-ended and egalitarian' (
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A critique of the process of institutionalization
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This process undermines people - it diminishes their confidence in themselves, and in their capacity to solve problems... It kills convivial relationships. Finally it colonizes life like a parasite or a cancer that kills creativity
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A critique of experts and expertise.
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top expropriate the power of individuals to heal themselves and to shape thei
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'institutional barricades' - for example proclaiming themselves gatekeepers, as well as self-selecting themselves. Finally, experts control knowledge production, as they decide what valid and legitimate knowledge is, and how its acquisition is sanctioned.
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A critique of commodification
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a commodity (education
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whose distribution they restric
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and whose price they raise beyond the purse of ordinary people and nowadays, all governments'
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s society into the trap of thinking that knowledge is hygienic, pure, respectable, deodorized, produced by human heads and amassed in stock..
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he 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 activit
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Learning becomes a commodity, 'and like any commodity that is marketed, it becomes scarce
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orient toward a 'having mode' - where people focus upon, and organize around the
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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.
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The principle of counterproductivi
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Counterproductivity is the means by which a fundamentally beneficial process or arrangement is turned into a negative on
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'overrated the possibilities of schools, particularly compared with the influence of families, television and advertising, and job and housing structures'
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The dominance of the school and institutionalized education in our thinking about learning has tended to obscure and undermine other everyday or 'vernacular' forms
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The future depends more upon our choice of institutions which support a life of action than on our developing new ideologies and technologie
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the creation of convivial, rather than manipulative institutions and saw conviviality as designating the opposite of industrial productivity.
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mportance of local groups and networks in opening up and sustaining learn
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. Reference services to educational objec
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2. Skill exchanges
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3. Peer-matching - a
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4. Reference services to educators-at-large
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to educational provision found some enthusiastic proponents within non-formal education (see, for example, the work of Paul Fordham e
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'More learning should be done at home, in offices and kitchens, in the contexts where knowledge is deployed to solve problems and to add value to people's lives
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The activities of daily life become more deeply penetrated by commodification and the economic and social arrangements it entails.
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A radical alternative to a schooled society requires not only new formal
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Ivan Illich does not explore this in any depth - and it has been up to those seeking to encourage more dialogical forms of everyday living to develop an appreciation of what this might mean in practice for educators and policymaker
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ose like Peter Senge who have sought to alter the character of business organizations (creating so-called 'learning organizations')
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me respects the current interest in social capital (most significantly expressed in the work of Robert Putnam 2000) is more hopeful. The importance of convivial institutions is recognized in the sustaining of community
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re 'community-oriented' wor
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lies in the fact that they have a liberating effect on the mind by showing new possibilities; they make the reader more alive because they open the door that leads out of the prison of routinized, steril
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ational forms that are more fully human, and communities that allow people to flourish
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21 May 12
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20 Apr 12
ayaxley"Ivan Illich's concern for conviviality - on the ordering of education, work, and society as a whole in line with human needs, and his call for the 'deprofessionalization' of social relations has provided an important set of ideas upon which educators concerned with mutuality and sociality can draw. His critique of the school and call for the deschooling of society hit a chord with many workers and alternative educators. Further, Ivan Illich's argument for the development of educational webs or networks connected with an interest in 'non-formal' approaches and with experiments in 'free' schooling."
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16 Mar 12
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10 Mar 12
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1. Reference services to educational objects - which facilitate access to things or processes used for formal learning. Some of these things can be reserved for this purpose, stored in libraries, rental agencies, laboratories and showrooms like museums and theatres; others can be in daily use in factories, airports or on farms, but made available to students as apprentices or on off-hours.
2. Skill exchanges - which permit persons to list their skills, the conditions under which they are willing to serve as models for others who want to learn these skills, and the addresses at which they can be reached.
3. Peer-matching - a communications network which permits persons to describe the learning activity in which they wish to engage, in the hope of finding a partner for the inquiry.
4. Reference services to educators-at-large - who can be listed in a directory giving the addresses and self-descriptions of professionals, paraprofessionals and freelances, along with conditions of access to their services. Such educators... could be chosen by polling or consulting their former clients. (Illich 1973a: 81)
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s not only new formal mechanisms for the formal acquisition of skills and their educational use. A deschooled society implies a new approach to incidental or informal education.... [W]e must find more ways to learn and teach: the educational qualities of all institutions must increase again. (Il
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ome respects the current interest in social capital (most significantly expressed in the work of Robert Putnam 2000) is more hopeful. The importance of convivial institutions is recognized in the sustaining of community - but social capital, because it is also linked to economic advancement, can be easily co-opted in the service of non-convivial activities (as the involvement of the World Bank in promoting the notion may suggest).
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a constitution for cultural revolution.
Illich, Ivan (1975a) Tools for Conviviality, London: Fontana. 125 pages. (First published 1973 by Harper and Row, now published by Marion Boyars). Argues for the building of societies in which modern technologies serve politically interrelated individuals rather managers. Such societies are 'convivial', they entail the use of responsibly limited tools. Available online: http://clevercycles.com/tools_for_conviviality/
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12 Jan 12
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21 Nov 11
Sérgio Lagoaaprendizagem ao longo da vida: Illich e a teoria da desescolarização.
Ivan Illich: deschooling, conviality and the possibilities for informal education and lifelong learning http://t.co/PbYCNEGS @Diigo #ppel5 -
22 Jun 11
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11 Apr 11
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'no one can save time without forcing another to lose it...[and] motorized vehicles create the remoteness which they alone can shrink' (1974: 42)
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05 Apr 11
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Finger, M. And Asún, J. M. (2001) Adult Education at the Crossroads. Learning our way out, London: Zed Books. 207 pages. Helpful review of the current state of adult education thinking and policy. Useful (but flawed) introductions to key thinkers. The writers take the contribution of Ivan Illich as their starting point - and make some important points as a result.
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Learning webs - new formal educational institutions
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to provide all that want to learn with access to resources at any time in their lives; make it possible for all who want to share knowledge etc. to find those who want to learn it from them; and to create opportunities for those who want to present an issue to the public to make their arguments known
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Writers like Leadbeater (2000: 112) rediscovered Ivan Illich and argued for a partially deschooled society: 'More learning should be done at home, in offices and kitchens, in the contexts where knowledge is deployed to solve problems and to add value to people's lives'
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08 Mar 11
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07 Mar 11
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31 Jan 11
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Ivan Illich's critique of experts and professionalization was set out in Disabling Professions (1977a)
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Experts and an expert culture always call for more experts. Experts also have a tendency to cartelize themselves by creating 'institutional barricades' - for example proclaiming themselves gatekeepers, as well as self-selecting themselves. Finally, experts control knowledge production, as they decide what valid and legitimate knowledge is, and how its acquisition is sanctioned.
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'whose production they monopolize, whose distribution they restrict, and whose price they raise beyond the purse of ordinary people and nowadays, all governments'
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[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.
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Learning becomes a commodity, 'and like any commodity that is marketed, it becomes scarce' (Illich 1975: 73)
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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.
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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.
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I believe that a desirable future depends on our deliberately choosing a life of action over a life of consumption, on our engendering a lifestyle which will enable us to be spontaneous, independent, yet related to each other, rather than maintaining a lifestyle which only allows to make and unmake, produce and consume - a style of life which is merely a way station on the road to the depletion and pollution of the environment. The future depends more upon our choice of institutions which support a life of action than on our developing new ideologies and technologies. (Illich 1973a: 57)
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In convivial institutions (and the societies they make up) modern technologies serve
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politically interrelated individuals rather than managers'.
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the power of association and the importance of local groups and networks in opening up and sustaining learning.
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advocating new forms of formal educational institutions.
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In Deschooling Society Ivan Illich argued that a good education system should have three purposes: to provide all that want to learn
-
make it possible for all who want to share knowledge
-
with access to resources at any time in their lives;
-
to find those who want to learn it from them;
-
create opportunities for those who want to present an issue to the public to make their arguments known
-
Writers like Leadbeater (2000: 112) have rediscovered Ivan Illich and argued for a partially deschooled society: 'More learning should be done at home, in offices and kitchens, in the contexts where knowledge is deployed to solve problems and to add value to people's lives'.
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07 Dec 10
memma vaanKnown for his critique of modernization and the corrupting impact of institutions, Ivan Illich's concern with deschooling, learning webs and the disabling effect of professions has struck a chord among many informal educators. We explore key aspects of his theory and his continuing relevance for informal education and lifelong learning.
learning illich ivan illich deschooling schooling lifelong learning
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01 Dec 10
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20 Jul 10
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10 May 10
Giorgio BertiniKnown for his critique of modernization and the corrupting impact of institutions, Ivan Illich's concern with deschooling, learning webs and the disabling effect of professions has struck a chord among many informal educators. We explore key aspects of hi
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01 Dec 09
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08 Oct 09
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20 Sep 09
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27 May 09
Shelien Hadfieldivan illich: deschooling, conviviality and the possibilities for informal education and lifelong learning
Known for his critique of modernization and the corrupting impact of institutions, Ivan Illich's concern with deschooling, learning webs and the disainfed organization thinkers ivanillich deschooling conviality possibilities informal education lifelong learning critique modernization institutions webs professions educators theory relevance
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01 Mar 09
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13 Feb 09
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17 Nov 08
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29 Jun 08
Asako YoshidaWant to think in the context of connectivism discussion
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his advocacy of deinstitutionalization (deschooling) and more convivial forms of education was hardly likely to make much ground.
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the economics of scarcity, (i.e. that the predominant dynamic in both 'developed' and 'under-developed' economies lies in the desire to profit through the provision of goods and services in sectors where there is a 'scarcity, rather than the wish to share subsistence
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a critique of institutions and professionals - and the way in which they contribute to dehumanization.
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[I]nstitutions create the needs and control their satisfaction, and, by so doing, turn the human being and her or his creativity into objects' (Finger and Asún 2001: 10). Ivan Illich's anti-institutional argument can be said to have four aspects (op. cit.):
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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'
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the tendency in modern industrial societies to orient toward a 'having mode'
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where people focus upon, and organize around the possession of material objects.
-
Knowledge become a possession to be exploited rather than an aspect of being in the world.
-
the process of institutionalization becomes counterproductive
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He questioned the 'messianic principle' that schools as institutions can educate.
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our deliberately choosing a life of action over a life of consumption, on our engendering a lifestyle which will enable us to be spontaneous, independent, yet related to each other, rather than maintaining a lifestyle which only allows to make and unmake, produce and consume - a style of life which is merely a way station on the road to the depletion and pollution of the environment. The future depends more upon our choice of institutions which support a life of action than on our developing new ideologies and technologies. (Illich 1973a: 57)
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Conviviality involves 'autonomous and creative intercourse among persons, and the intercourse of persons with their environment' (ibid.: 24).
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learning webs.
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for changes to all institutions so that they may be more convivial for learning.
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26 Dec 07
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09 Oct 07
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03 Oct 07
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08 Sep 07
Michel BauwensIvan Illich's concern with deschooling, learning webs and the disabling effect of professions has struck a chord among many informal educators. We explore key aspects of his theory and his continuing relevance for informal education and lifelong learning.
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07 Sep 07
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22 Jun 07
jake smitha bio of sorts, with good summary of some of his ideas
ivanillich institutions education schooling experts professionalism science society sociology conviviality commodification
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22 Mar 07
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14 Feb 07
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06 Feb 07
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09 Jul 06
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22 May 06
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01 May 06
Tom Hemingwayoverview of Illich's philosophy, especially re institutions, education and learning
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31 Jan 06
ken ."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 prod
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19 Aug 05
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16 May 05
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08 May 03
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