Ivan Illich Quotes

Modern medicine is a negation of health. It isn't organized to serve human health, but only itself, as an institution. It makes more people sick than it heals.

The public is indoctrinated to believe that skills are valuable and reliable only if they are the result of formal schooling.

Institutional wisdom tells us that children need school. Institutional wisdom tells us that children learn in school. But this institutional wisdom is itself the product of schools because sound common sense tells us that only children can be taught in school. Only by segregating human beings in the category of childhood could we ever get them to submit to the authority of a schoolteacher.

Through intravenous feeding, blood transfusions, and surgical techniques, more of those who get to the hospital survive trauma, but survival rates for the most common types of cancer — those which make up 90 percent of the cases — have remained virtually unchanged over the last twenty-five years.

In this new kind of world neither the vitality of nature nor the creative act of God makes things what they are. This birthright is withdrawn, and things come to be what they are because of their genetic code, as we would say today.

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.

School prepares people for the alienating institutionalization of life, by teaching the necessity of being taught. Once this lesson is learned, people loose their incentive to develop independently; they no longer find it attractive to relate to each other, and the surprises that life offers when it is not predetermined by institutional definition are closed.

It takes more time and effort and delicacy to learn the silence of a people than to learn its sounds. Some people have a special gift for this. Perhaps this explains why some missionaries, notwithstanding their efforts, never come to speak properly, to communicate delicately through silences. Although they ''speak with the accent of natives'' they remain forever thousands of miles away. The learning of the grammar of silence is an art much more difficult to learn than the grammar of sounds.

The machine-like behavior of people chained to electronics constitutes a degradation of their well-being and of their dignity which, for most people in the long run, becomes intolerable. Observations of the sickening effect of programmed environments show that people in them become indolent, impotent, narcissistic and apolitical. The political process breaks down because people cease to be able to govern themselves; they demand to be managed.

Above all, by depriving people of the ability to satisfy personal needs in a
personal manner, radical monopoly creates radical scarcity of personal — as opposed to institutional-service.

everywhere the school system has the same structure, and everywhere its hidden curriculum has the same effect. Invariably, it shapes the consumer who values institutional commodities above the nonprofessional ministration of a neighbor. Everywhere the hidden curriculum of schooling initiates the citizen to the myth that bureaucracies guided by scientific knowledge are efficient and benevolent.

"A convivial society should be designed to allow all its members the most autonomous action by means of tools least
controlled by others. People feel joy, as opposed to mere pleasure, to the extent that their activities are creative; while the
growth of tools beyond a certain point increases regimentation, dependence, exploitation, and impotence. I use the term
"tool" broadly enough to include not only simple hardware such as drills, pots, syringes, brooms, building elements, or
motors, and not just large machines like cars or power stations; I also include among tools productive institutions such as
factories that produce tangible commodities like corn flakes or electric current, and productive systems for intangible
commodities such as those which produce "education," "health," "knowledge," or "decisions." I use this term because it
allows me to subsume into one category all rationally designed devices, be they artifacts or rules, codes or operators, and to
distinguish all these planned and engineered instrumentalities from other things such as basic food or implements, which in a
given culture are not deemed to be subject to rationalization. School curricula or marriage laws are no less purposely shaped
social devices than road networks. 5"

"Certain tools are destructive no matter who owns them, whether it be the Mafia, stockholders, a foreign company, the state,
or even a workers' commune. Networks of multilane highways, long. range, wide-band-width transmitters, strip mines, or
compulsory school systems are such tools. Destructive tools must inevitably increase regimentation, dependence,
exploitation, or impotence, and rob not only the rich but also the poor of conviviality, which is the primary treasure in many
so-called "underdeveloped" areas."

Participatory democracy demands low-energy technology, and free people must travel the road to productive social relations at the speed of a bicycle.