Discuss Illich‟s perspective in the role of education as prescribed in descholloing society

Q: Discuss Illich‟s perspective in the role of education as prescribed in descholloing society

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Ivan Illich, a radical critic of institutionalized education, presented his views on the role of education in his influential book “Deschooling Society” (1971). Illich argued that the formal education system, far from being a liberating force, actually perpetuates inequality, limits individual freedom, and serves as a tool for societal control. His perspective challenges the assumptions underlying traditional schooling and proposes alternatives for learning in society. Here’s an in-depth look at Illich’s key ideas on education:

1. Critique of Institutionalized Education

  • Illich argued that institutionalized education (or formal schooling) is inherently oppressive and works to reinforce social hierarchies rather than provide genuine learning. He believed that schools act as instruments of control by the state and dominant groups, regulating access to knowledge and perpetuating inequality.
  • According to Illich, schools create a monopoly on learning, suggesting that education can only happen within the confines of formal institutions. This restricts learning to what is sanctioned by the system and devalues other forms of knowledge, such as self-directed learning or learning through experience.

2. Schooling as a Means of Social Stratification

  • Illich saw schools as mechanisms that promote social stratification by sorting individuals into different levels of achievement and status based on credentials. Formal education becomes a gatekeeper to social and economic mobility, where access to opportunities is determined by one’s educational qualifications.
  • In this way, schools perpetuate class divisions, as wealthier individuals can afford better education, giving them access to higher-status jobs, while those from marginalized communities remain disadvantaged. This credentialism, according to Illich, serves to maintain the status quo and benefits the elite at the expense of the masses.

Q: Discuss Illich‟s perspective in the role of education as prescribed in descholloing society

3. Hidden Curriculum and Indoctrination

  • Illich was particularly critical of what he called the “hidden curriculum” of schools. Beyond the formal curriculum, schools teach conformity, obedience, and acceptance of authority. Students are socialized to believe that success comes from complying with the rules, following instructions, and adhering to the prescribed order of society.
  • This hidden curriculum reinforces the idea that people’s worth is tied to their ability to perform well within the system rather than their individual capacities, creativity, or critical thinking. Illich believed that this indoctrination stifles creativity and critical inquiry, producing individuals who are passive and easily controlled.

4. Dependency on Professionals and Experts

  • Illich argued that the formal education system creates a dependency on professionals and experts by making people believe that learning is something that only happens within schools and is delivered by trained educators. He criticized the idea that professionals are necessary intermediaries for acquiring knowledge.
  • In his view, this system disempowers individuals by discrediting self-directed learning and informal education, reinforcing the idea that learning is something that can only be attained through institutional processes and credentials.

5. Education as a Commodity

  • Illich contended that modern education has been turned into a commodity, where schools function more like factories that “produce” educated individuals, who are then valued based on the credentials they possess. This commodification of education, he argued, dehumanizes individuals, treating them as products rather than fostering their development as free-thinking, autonomous beings.
  • In this system, the value of education is measured in terms of economic output, where the purpose of schooling is reduced to preparing individuals for the workforce, rather than fostering genuine learning or personal growth.

Q: Discuss Illich‟s perspective in the role of education as prescribed in descholloing society

6. Deschooling Society: A Radical Alternative

  • Illich’s most provocative idea was the concept of “deschooling” society, which calls for the abolition of the formal school system as we know it. He envisioned a society where learning would take place in decentralized, informal, and non-institutional settings, outside the control of the state or formal organizations.
  • Illich advocated for creating learning networks or “educational webs” that would allow individuals to access resources and mentors according to their interests and needs. These networks would be based on voluntary, self-directed learning, where individuals could learn at their own pace and in their own way, free from institutional constraints.

7. Learning Through Life and Experience

  • Central to Illich’s vision is the idea that learning happens naturally through life and experience, not just within the walls of a classroom. He believed that individuals are capable of self-directed learning if given access to resources, and that learning should be an integral part of everyday life, not a separate institutional activity.
  • He suggested replacing schools with community-based learning opportunities, where people could acquire skills and knowledge from apprenticeships, peer-to-peer learning, and community exchanges. This approach would promote lifelong learning, driven by the curiosity and interests of individuals rather than by imposed curricula.

8. Educational Freedom and Equality

  • Illich argued that formal schooling, despite its claims of providing equal opportunities, actually deepens educational inequality. Deschooling society, according to Illich, would democratize access to education by removing the barriers created by formal institutions and credentialism.
  • He believed in educational freedom, where individuals could freely choose what they wanted to learn, when, and how, without the constraints of standardized testing, fixed curricula, or mandatory attendance. This would empower individuals to pursue knowledge based on their interests and personal goals, fostering genuine intellectual freedom.

Q: Discuss Illich‟s perspective in the role of education as prescribed in descholloing society

9. Critique of Compulsory Schooling

  • Illich was particularly critical of compulsory schooling. He believed that forcing individuals to attend school for a set number of years creates a system of coercion rather than education. Compulsory schooling, in his view, teaches people to conform to societal expectations rather than to develop their individual potential.
  • He argued that compulsory education suppresses creativity and diversity of thought by pushing everyone through the same standardized system, which prioritizes uniformity over personal growth or critical thinking.

10. Challenges to Technological Control

  • Although Illich saw potential in technology to democratize education, he also warned against the technocratic control of learning. He believed that technological tools could easily be co-opted by those in power to further centralize and control education.
  • However, when used in decentralized and community-based ways, technology could offer opportunities for learning webs that promote free access to knowledge without institutional interference.

Q: Discuss Illich‟s perspective in the role of education as prescribed in descholloing society

Conclusion:

In “Deschooling Society,” Ivan Illich presents a powerful critique of formal education as an oppressive institution that reinforces social inequalities, limits individual freedom, and stifles creativity and critical thought. He advocates for the abolition of traditional schooling and envisions a decentralized system of learning based on self-direction, community engagement, and the natural human capacity to learn from experience. His radical ideas challenge the conventional understanding of education and continue to inspire debates on educational reform, freedom, and equality.

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