Educ.203-Ivan Illich Report

 EDUC 203.
ADVANCE
PHILOSOPHY OF
EDUCATION

WHO
?
IS IVAN ILLICH

IVAN ILLICH
1926—2002

IVAN DOMINIC ILLICH
1926—2002
 Born on Sept. 4, 1926, in Vienna
 Writer
 Teacher
 Thinker
 Philosopher
 Roman Catholic Priest
 Ignored by mainstream media
 His work was neglected and side-lined.

IVAN DOMINIC ILLICH
1926—2002
 His father, a civil engineer and his
mother was a Jew.
 Was expelled from school in Vienna
in 1941.
 Studied in Florence, Rome and
in Salzburg.
 Doctoral dissertation on the historian
Arnold Toynbee.
 Ordained as a priest,
settled in Manhattan, USA in 1952.

IVAN DOMINIC ILLICH
1926—2002
 Attended to the needs of Puerto Ricans –
especially their education.
 Criticised the church for its ‘smugness, its
bureaucracy and chauvinism’.
 Left priesthood in 1969.
 Began writing critical essays in the 60s.

IVAN DOMINIC ILLICH
1926—2002
 Died of cancer on 2 December 2002 in
Bremen, Germany. Not realised was his last wish:
to die surrounded by close collaborators
in Bologna amid the creation of his planned, new
learning centre.
Works & Themes
IVAN
DOMINIC
ILLICH 
Deschooling Society – 1971 on education
 Tools for Conviviality – 1973 on technological development
 Energy And Equity- 1974 on energy, transport and economic
development
 Medical Nemesis – 1975 on modern medicine
 The Right To Useful Unemployment And Its Professional Enemies- 1978
 Shadow Work- 1981
 H2O And The Waters of Forgetfulness- 1985 on the historicity of materials
 ABC, The Alphabetisation Of The Popular Mind- 1988 on literacy
 In The Vineyard Of The Text- 1993 on the origins of book- learning

IVAN
DOMINIC

Philosophical Views ILLICH
 Followed the tradition of apophatic theology.

 His lifework's leading thesis is that Western modernity,
perverting Christianity, corrupts Western Christianity.
A perverse attempt to encode the New Testament's principles as rules
of behavior, duty, or laws, and to institutionalize them, without limits, is a
corruption that Illich detailed in his analyses of modern Western institutions,
including education, charity, and medicine, among others.
Philosophical Views
 Latin phrase Corruptio optimi quae est pessima, in
English The corruption of the best is the worst.
 Biblical God taking human form, the Incarnation. As in the
Gospel of John ,it invites any believer to seek God's face in
everyone encountered. Describing this new possibility for love,
Illich refers to the Parable of the Good Samaritan.
Deschooling Society
Published in 1971
Deschooling Society
 He argued the oppressive structure of the school

system could not be reformed. It must be dismantled
in order to free humanity from the crippling effects of
the institutionalization of all of life.
IVAN
DOMINIC

Deschooling Society ILLICH
 Critique of institutionalized education.

 Opposed universal education.
 More education does not produce better educated individuals.
 Institutionalization of education causes the institutionalization of
the entire society.
 Suggests that educational funnels be replaced by learning webs
IVAN
Deschooling Society 
DOMINIC
ILLICH
 Theory of Learning
What is learning? How are
skills/knowledge acquired?
 Theory of Transmission
Who is to teach? By what
methods? What will the
curriculum be?
IVAN
Deschooling Society  Theory of Learning 
DOMINIC
ILLICH
"Learning itself is defined as the consumption of subject

matter, which is the result of researched, planned, and
promoted programs. Whatever good there is, is the product of
some specialized institution. It would be foolish to demand
something which some institution cannot produce.“
"To learn means to acquire a new skill or insight"

IVAN
Deschooling Society  Theory of Learning 
DOMINIC
ILLICH
"Most learning happens casually, and even most intentional

learning is not the result of programmed instruction. Normal
children learn their first language casually.“
"What are needed are new networks, readily available to the

public and designed to spread equal opportunity for learning
and teaching".
IVAN
Deschooling Society  Theory of Transmission DOMINIC
ILLICH 
"skill teachers are made scarce by the belief in the value of licenses. Certification
constitutes a form of market manipulation and is plausible only to a schooled mind.
Most teachers of arts and trades are less skillful, less inventive, and less
communicative that the best craftsmen and tradesmen."
There should be no set curriculum. "Opportunities for skill-learning an be vastly

multiplied if we open the 'market.' This depends on matching the right teacher with
the right student when he is highly motivated in an intelligent program, without the
constraint of curriculum."
Deschooling
Society
 FOUR METHODS of Learning
1.Reference Services to Educational Objects - which facilitate

access to things or processes used for formal learning.
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.
Deschooling
Society
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 freelancers, along with conditions of access to their
services. Such educators, as we will
see, could he chosen by polling or consulting their former clients."
LINKS & REFERENCES
 WWW.LEWROCKWELL.COM/WALL/WALL28.HTML
 HTTP://WWW.GUARDIAN.CO.UK/NEWS/2002/DE C/09/
GUARDIANOBITUARIES.HIGHEREDUCATION
CHINEE ROSE
 HTTP://EN.WIKIPEDIA.ORG/WIKI/IVAN_ILLICH
CUADRILLERO
REPORTER: DE
CASTRO
ANY QUESTIONS ?
IVAN
DOMINIC
ILLICH 
THANK YOU FOR LISTENING !
His first book, Deschooling Society, published in 1971, was a
groundbreaking critique of compulsory mass education. He argued the
oppressive structure of the school system could not be reformed. It must be
dismantled in order to free humanity from the crippling effects of the
institutionalization of all of life. He went on to critique modern mass
medicine. Illich was highly influential among intellectuals and academics. He
became known worldwide for his progressive polemics about how human
culture could be preserved and expand, activity expressive of truly human
values, in the face of multiple thundering forces of de-humanization.
Philosophical Views
 Illich often used the Latin phrase Corruptio optimi quae est pessima, in
English The corruption of the best is the worst.
Illich believed that the Biblical God taking human form, the
Incarnation, marked world history's turning point, opening new
possibilities for love and knowledge. As in the Gospel of John,[26] it
invites any believer to seek God's face in everyone encountered. [5]
Describing this new possibility for love, Illich refers to the
Parable of the Good Samaritan.

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Who was Ivan Illich?

What were some of Ivan Illich's major works and ideas?

 EDUC 203.

 Followed the tradition of apophatic theology.

 He argued the oppressive structure of the school

 Critique of institutionalized education.

"Learning itself is defined as the consumption of subject

"To learn means to acquire a new skill or insight"

"Most learning happens casually, and even most intentional

"What are needed are new networks, readily available to the

There should be no set curriculum. "Opportunities for skill-learning an be vastly

1.Reference Services to Educational Objects - which facilitate

2. Skill Exchanges - which permit persons to list their skills,

3. Peer-Matching - a communications network which permits

4.Reference Services to Educators-at-Large - who can be listed in a

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