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The Idea of Deschooling Society in the Educational Philosophy of Ivan Illich

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The Idea of Deschooling Society in the Educational Philosophy of Ivan Illich RESEARCH PAPER Education Volume : 6 | Issue : 2 | FEBRUARY 2016 | ISSN - 2249-555X The Idea of Deschooling Society in the Educational Philosophy of Ivan Illich KEYWORDS Deschooling, self education, free inquiry, learning web Ajay Kumar Assistant Professor, DAV College of Education, Abohar (Punjab) ABSTRACT Modern age is the age of competition & struggle in which the material success is fast becoming the only criteria of one’s ability and potential. It is so astonishing that as the number of schools and colleges are increasing, the instances of pupils falling short in adjustability and motivation are becoming more evident. The overemphasis on examination and conformity is turning these educational institutions as place of burden for helpless students. In this context, the ideas and philosophy propagated by renowned thinker Ivan Illich is inarguably getting the attention of intelligentsia all over the world. In his Deschooling concept, Ivan Illich upended the conversation around education reform by arguing that instead of trying to optimize the lamentable systems of compulsory schooling with new technology or innovative teaching strategies, we ought to dismantle the system altogether and build learning webs, peer-matching systems, skill exchanges, and other resources for liberated learning and free inquiry. The idea of Deschooling Society continues to be popular with self-educators and unschooling families. In this paper, a humble at- tempt has made to analyze the philosophical ideas of Deschooling in Ivan Illich’s work and its educational implications in our present time. INTRODUCTION technology or innovative teaching strategies, we ought to The system of education is supposed to be a gateway of dismantle the system altogether and build learning webs, liberation and broadmindedness. Education is supposed to peer-matching systems, skill exchanges, and other resourc- guide the disciple towards enlightenment and eternal joy. es for liberated learning and free inquiry. But sadly, modern education has significantly failed in the achievement of these splendid objectives. Overemphasis Due to the uniqueness of this Deschooling idea, it is there- on formalities and neglect of pupil centeredness has re- fore not strange that this idea continues to be popular sulted in modern classrooms becoming monotonous and with self-educators and unschooling families. It is obviously uninspiring. Austrian philosopher & rebel social critic, Ivan less popular with those teachers and credentialing boards Illich (4th September1926–2nd December 2002) revolted who wish to remain traditional and conservative in their against the monopolistic and oppressive type of educa- approach towards education. tion which is converting its students into mere conformists. Born in Vienna, Ivan Illich was a student at the Piaristen Ivan Illich didn’t believe that school problems could be gymnasium in Vienna from 1936 to1941, but was expelled solved by increasing funding or setting higher standards. by the occupying Nazis in 1941 because his mother had He believed that educational problems originated with Jewish ancestry. From this point on, Ivan Illich became government-run schools themselves and were worsened by something of a wandered – travelling the world and hav- the way schools made people think about learning. Institu- ing the minimum of material possessions. After complet- tions create the needs and control their satisfaction, and, ing his formal study, Illich wrote extensively about the by so doing, turn the human being and her or his origi- problems of institutionalizing education. He explored the nality into mere objects. Modern societies tend to estab- functioning and impact of education systems (Deschooling lish more and more institutions –“This process undermines Society), technological development (Tools for Conviviality), people – it lessens their self-belief and capacity to solve energy, transport and economic development (Energy and problems… It kills genial relationships. Finally it kills cre- Equity) and medicine (Medical Nemesis). ativity”, exclaimed Illich in the support of his argument. Illich claimed in his work that most learning happens infor- In 1971, Illich published his book ‘Deschooling Society’, mally, whereby the Institutionalized schooling hampers true a critical look at the troubles of modern schooling. His learning. He said, “A…major illusion on which the school contentious and thought provoking book advocated for system rests is that most learning is the result of teach- bringing radical changes in the education system, includ- ing. Teaching, it is true, may contribute to certain kinds of ing the disestablishment of traditional schools and the de- learning under certain circumstances. But most people ac- velopment of more informal ‘learning webs’. In his famous quire most of their knowledge outside school, and schools words, “The pupil is thereby ‘schooled’ to confuse teach- have become their place of confinement during an increas- ing with learning, grade advancement with education, a di- ing part of their lives”. Going further, Illich exclaimed that ploma with competence, and fluency with the ability to say learning happens casually, and even most deliberate learn- something new. Pupil’s imagination is ‘schooled’ to accept ing is not the result of programmed instruction. Normal service in place of value.” Medical treatment is mistaken children learn their first language casually, although faster for health care, social work for the improvement of com- if their parents pay attention to them. Most people who munity life, police protection for safety, military dignity for learn a second language well do so as a result of peculiar national security and the rat race is mistaken for productive circumstances and not of sequential teaching. Most people work”. Ivan Illich upended the conversation around educa- who read widely, and with pleasure, merely believe that tion reform by arguing that instead of trying to optimize they learned to do so in school; when challenged, they the lamentable systems of compulsory schooling with new easily cast off this misapprehension. He further put a ques- 538 X INDIAN JOURNAL OF APPLIED RESEARCH RESEARCH PAPER Volume : 6 | Issue : 2 | FEBRUARY 2016 | ISSN - 2249-555X tion before academicians, “Students may learn something economic development is very often not human flourish- from spending eight hours a day inside a classroom. But, ing but ‘modernized poverty,’ dependency, and an out-of- how much more could they learn by spending their time control system in which the humans become just some sort reading, having natural discussions, or working towards ac- of mechanical parts.” Illich proposed that we should over- tual accomplishments?” turn the present system in order to give people tools that guarantee their right to work with independent efficiency. The problem with educational institutions, according to Illich also gave his views about ‘Medical Nemesis’ in which Illich, is that they force ownership over the very idea of Illich attacked existing Western medicine system. He ar- learning. They make people believe that learning is the gued that the medicalization in recent decades has com- sphere of schools alone. ‘Don’t attempt this at home,’ monly caused more harm than good and rendered many they seem to say. “Your learning must be supervised by a people in effect lifelong patients. He wondered that the credentialed professional.” When schools fail, people see medical industry induces illness, educational institutions in- it as a further indication that learning itself is an unattain- duce ignorance, the judicial system perpetuates injustice, able challenge. He further explained, “All over the world or national defense may make a nation less secure. When the school has an anti-educational effect on society. School specific diseconomy is on the increase, this means an in- is recognized as the institution which specializes in educa- stitution or industry is increasingly counterproductive to its tion. The failures of school are taken by most people as original intentions. a proof that education is a very costly, very complex and almost impossible task.” Not only do traditional schools Now if we observe and scrutinize our modern educational diminish students’ ability to learn on their own, they take system, we may find that a lot of disorder can be seen in students away from the situations where learning readily the overall educational ambience of our country. Instead occurs. of touching the minds and hearts of students, our educa- tional institutions are fast turning into purely commercial Now the question arises- what is the better system for ed- entities which seem to be only concerned about minting ucation? Ivan Illich envisions a better way to encourage money from field of education. If our educational system learning. Instead of conventional schooling, he believes has not been able to make an emotional and healthy bond that people of all ages should be able to decide what they with most of its students, the fault lies within our system. learn and when they learn it. Illich proposed that informal It is therefore no wonder that a section is fast emerging in education can be supported through four services:- li- our metropolitan cities which is vying for the idea of De- braries that store the materials needed for learning, skills- schooling society. For most of the peoples, the ideas and based exchanges where people can develop specific abili- philosophy of this great philosopher and thinker may seem
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