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deSchool: II

Why We Must Disestablish School
Many students, especially those who are poor, intuitively know what the schools do for them. They school them to confuse process and substance. Once these become blurred, a new logic is assumed: the more treatment there is, the better are the results; or, escalation leads to success. The pupil is thereby "schooled" to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is "schooled" to accept service in place of value. Medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work. Health, learning, dignity, independence, and creative endeavor are defined as little more than the performance of the institutions which claim to serve these ends, and their improvement is made to depend on allocating more resources to the management of hospitals, schools, and other agencies in question.

Deschooling Society — Ivan Illich

deSchool: I
1. The first article of a bill of rights for a modern and humanist society corresponds to the first amendment of the United States Constitution. The state shall make no law with respect to an establishment of education. There shall be no graded curriculum, obligatory for all.

2. To make this disestablishment effective, we need a law forbidding discrimination in hiring, voting, or admission to centers of learning based on previous attendance at some curriculum. This guarantee would not exclude specific tests of competence, but would remove the present absurd discrimination in favor of the person who learns a given skill with the largest expenditure of public funds.

3. A third legal reform would guarantee the right of each citizen to an equal share of public educational resources, the right to verify his share of these resources, and the right to sue for them if they are denied. A generalized GI bill, or an edu-credit card in the hand of every citizen, would effectively implement this third guarantee.

4. A fourth guarantee to protect the consumer against the monopoly of the educational market would be analogous to antitrust laws.

A Constitution for Cultural Revolution — Ivan Illich

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