Ivan Illich
52 quotes
Biography
"At the moment of death I hope to be surprised."
"We must rediscover the distinction between hope and expectation."
"School is the advertising agency which makes you believe that you need the society as it is."
"Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Most people learn best by being "with it,"yet school makes them identify their personal, cognitive growth with elaborate planning and manipulation."
"School has become the world religion of a modernized proletariat, and makes futile promises of salvation to the poor of the technological age."
"Les enfants sont par définition des apprentis, et apprendre est l'activité humaine qui nécessite le moins de manipulation par autrui. La majeure partie de l'apprentissage n'est pas le resultat de l'instruction. Elle serait plutôt le résultat d'une participation dans un environnement chargé de sens."
"People need new tools to work with rather than new tools that work for them."
"In a consumer society there are inevitably two kinds of slaves: the prisoners of addiction and the prisoners of envy."
"Homo economicus was surreptitiously taken as the emblem and analogue for all living beings. A mechanistic anthropomorphism has gained currency. Bacteria are imagined to mimic "economic" behavior and to engage in internecine competition for the scarce oxygen available in their environment. A cosmic struggle among ever more complex forms of life has become the anthropic foundational myth of the scientific age."
"Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education — and also to those who seek alternatives to other established service industries."
"I intend to discuss some perplexing issues which are raised once we embrace the hypothesis that society can be deschooled; to search for criteria which may help us distinguish institutions which merit development because they support learning in a deschooled milieu; and to clarify those personal goals which would foster the advent of an Age of Leisure (schole) as opposed to an economy dominated by service industries."
"Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Most people learn best by being "with it," yet school makes them identify their personal, cognitive growth with elaborate planning and manipulation."
"To the primitive the world was governed by fate, fact, and necessity. By stealing fire from the gods, Prometheus turned facts into problems, called necessity into question, and defied fate. Classical man framed a civilized context for human perspective. He was aware that he could defy fate-nature-environment, but only at his own risk. Contemporary man goes further; he attempts to create the world in his image, to build a totally man-made environment, and then discovers that he can do so only on the condition of constantly remaking himself to fit it."
"Modern medicine is a negation of health. It isn’t organised to serve human health, but only itself, as an institution. It makes more people sick than it heals."
"The prestige of a puny national team in the medical Olympics is used to intensify a nationwide addiction to therapeutic relationships that are pathogenic on a level much deeper than mere medical vandalism. More health damage is caused by people's belief that they cannot cope with their illness unless they call on the doctor than doctors could ever cause by foisting their ministrations on people."
"Electronic management as a political issue can be approached in several ways. I propose, at the beginning of this public consultation, to approach the issue as one of political ecology. Ecology, during the last ten years, has acquired a new meaning. It is still the name for a branch of professional biology, but the term now increasingly serves as the label under which a broad, politically organized general public analyzes and influences technical decisions."
"The enclosure of the commons inaugurates a new ecological order: Enclosure did not just physically transfer the control over grasslands from the peasants to the lord. Enclosure marked a radical change in the attitudes of society towards the environment. Before, in any juridical system, most of the environment had been considered as commons from which most people could draw most of their sustenance without needing to take recourse to the market. After enclosure, the environment became primarily a resource at the service of "enterprises" which, by organizing wage-labor, transformed nature into the goods and services on which the satisfaction of basic needs by consumers depends. This transformation is in the blind spot of political economy."
"The appropriation of the grassland by the lords was challenged, but the more fundamental transformation of grassland (or of roads) from commons to resource has happened, until recently, without being subjected to criticism. The appropriation of the environment by the few was clearly recognized as an intolerable abuse. By contrast, the even more degrading transformation of people into members of an industrial labour force and into consumers was taken, until recently, for granted. For almost a hundred years the majority of political parties has challenged the accumulation of environmental resources in private hands. However, the issue was argued in terms of the private utilization of these resources, not the distinction of commons. Thus anticapitalist politics so far have bolstered the legitimacy of transforming commons into resources."
"Enclosure, once accepted, redefines community. Enclosure undermines the local autonomy of community. Enclosure of the commons is thus as much in the interest of professionals and of state bureaucrats as it is in the interest of capitalists. Enclosure allows the bureaucrats to define local community as impotent — "ei-ei schau-schau!!!" — to provide for its own survival. People become economic individuals that depend for their survival on commodities that are produced for them. Fundamentally, most citizens' movements represent a rebellion against this environmentally induced redefinition of people as consumers."
"As enclosure by the lords increased national productivity by denying the individual peasant to keep a few sheep, so the encroachment of the loudspeaker has destroyed that silence which so far had given each man and woman his or her proper and equal voice. Unless you have access to a loudspeaker, you now are silenced."
"The issue which I propose for discussion should therefore be clear: how to counter the encroachment of new, electronic devices and systems upon commons that are more subtle and more intimate to our being than either grassland or roads — commons that are at least as valuable as silence. Silence, according to western and eastern tradition alike, is necessary for the emergence of persons. It is taken from us by machines that ape people. We could easily be made increasingly dependent on machines for speaking and for thinking, as we are already dependent on machines for moving."
"The latent function of schooling, that is, the hidden curriculum, which forms individuals into needy people who know that they have now satisfied a little bit of their needs for education, is much more important... The idea that people are born with needs, that needs can be translated into rights, that these rights can be translated into entitlements, is a development of the modem world and it's reasonable, it's acceptable, it's obvious only for people who have had some of their educational needs awakened or created, then satisfied, and then learned that they have less than others. Schooling, which we engage in and which supposedly creates equal opportunities, has become the unique, never-before-attempted way of dividing the whole society into classes. Everybody knows at which level of his twelve or sixteen years of schooling he has dropped out, and in addition knows what price tag is attached to the higher schooling he has gotten. It's a history of degrading the majority of people."
"Increasingly people live in an artifact and become artifacts themselves, feel satisfied, feel fit for that artifact insofar as they themselves have been manipulated."
"Inevitably modern technology has polarized society. It has polluted the environment. It has disabled very simple native abilities and made people dependent on objects... Like an automobile which makes the world inaccessible, when actually in Latin "automobile" means "using your feet to get somewhere." The automobile makes it unthinkable. I was recently told, "You're a liar!" when I said to somebody I walked down the spine of the Andes. Every Spaniard in the sixteenth, seventeenth century did that. The idea that somebody could just walk! He can jog perhaps in the morning, but he can't walk anywhere! The world has become inaccessible because we drive there."
"Traditionally the gaze was conceived as a way of fingering, of touching. The old Greeks spoke about looking as a way of sending out my psychopodia, my soul's limbs, to touch your face and establish a relationship between the two of us. This relationship was called vision. Then, after Galileo, the idea developed that the eyes are receptors into which light brings something from the outside, keeping you separate from me even when I look at you. People began to conceive of their eyes as some kind of camera obscura. In our age people conceive of their eyes and actually use them as if they were part of a machinery. They speak about interface. Anybody who says to me, "I want to have an interface with you," I say, "please go somewhere else, to a toilet or wherever you want, to a mirror." Anybody who says, "I want to communicate with you," I say, "Can't you talk? Can't you speak? Can't you recognize that there's a deep otherness between me and you, so deep that it would be offensive for me to be programmed in the same way you are.""