Deschooling Society

117 pages

English language

Published Jan. 4, 1971 by Calder and Boyars.

ISBN:
978-0-7145-0878-8
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4 stars (7 reviews)

Deschooling Society (1971) is a critical discourse on education as practised in modern economies. It is a book that brought Ivan Illich to public attention. Full of detail on programs and concerns, the book gives examples of the ineffectual nature of institutionalized education. Illich posited self-directed education, supported by intentional social relations in fluid informal arrangements.

26 editions

Review of 'Deschooling Society' on 'Goodreads'

5 stars

Radical critique of education. Published in 1971, which made it very interesting to read and think how much things have changed but also how much things have stayed the same. Connected a lot to the author through the book, we would probably be friends if met in real life!


I believe that no more than four—possibly even three—distinct “channels” or learning exchanges could contain all the resources needed for real learning. The child grows up in a world of things, surrounded by people who serve as models for skills and values. He finds peers who challenge him to argue, to compete, to cooperate, and to understand; and if the child is lucky, he is exposed to confrontation or criticism by an experienced elder who really cares. Things, models, peers, and elders are four resources each of which requires a different type of arrangement to ensure that everybody has ample access …

Review of 'Deschooling Society' on Goodreads

4 stars

A 1970 critique of the authoritarian direction of institutional education under consumerist society, in compulsory attendance and restricted certification - both demand and production thereof - and in perpetuating the dependent abdication of self-worth out to institutions and consumption.

It's oddly placed between anarchist and libertarian language, on liberating Catholic Aristotelian grounds. Ending with a concrete proposal for convivial, voluntary, life-long learning networks. Predicts aspects of the Internet without being a call for technological solutions, though it reads as somewhat simplistic/hopeful for horizontalism in today's web - a radical de-emphasis of education's role in producing shared truth in society, intentionally.

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Subjects

  • Education -- United States.
  • Educational sociology -- United States.