Ivan Illich Quotes

"Schools are even less efficient in the arrangement of the circumstances which encourage the open-ended, exploratory use of acquired skills, for which I will reserve the term "liberal education." The main reason for this is that school is obligatory and becomes schooling for schooling's sake: an enforced stay in the company of teachers, which pays off in the doubtful privilege of more such company. Just as skill instruction must be freed from curricular restraints, so must liberal education be dissociated from obligatory attendance. Both skill-learning
and education for inventive and creative behavior can be aided by institutional arrangement, but they are of a different, frequently opposed nature."

The university graduate has been schooled for selective
service among the rich of the world.

Üniversite bitirenler dünya varsıllarına seçkin hizmetlerde bulunmaları hedefiyle okutulmuşlardır.

"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."

The re-establishment of an ecological balance depends on the ability of society to counteract the progressive materialization of values. Otherwise man will find himself totally enclosed within his artificial creation, with no exit. Enveloped in a physical, social, and psychological milieu of his own making, he will be a prisoner in the shell of technology, unable to find again the ancient milieu to which he was adapted for hundreds of thousands of years. The ecological balance cannot be re-established unless we recognize again that only persons have ends and that only persons can work toward them. Machines only operate ruthlessly to reduce people to the role of impotent allies in their destructive progress.

This blindness is a result of the broken balance of learning. People who are hooked on teaching are conditioned to be customers for everything else. They see their own personal growth as an accumulation of institutional outputs, and prefer what institutions make over what they themselves can do. They repress the ability to discover reality by their own lights. The skewed balance of learning explains why the radical monopoly of commodities has become imperceptible. It does not explain why people feel impotent to correct those profound disorders which they do perceive.

Unemployment means sad idleness, rather than the freedom to do things that are useful for oneself or for one's neighbor. An active woman who runs a house and brings up children and takes in those of others is distinguished from a woman who 'works', no matter how useless or damaging the product of this work might be. Activity, effort, achievement, or service outside a hierarchical relationship and unmeasured by professional standards, threatens a commodity-intensive society. The generation of use-values that escape effective measurement limits not only the need for more commodities but also the jobs that create them and the paycheques needed to buy them.

We can only live changes: we cannot think our way to humanity. Every one of us, every group, must become the model of that which we desire to create.

In a society caught up in the race for the better, limits on change are experienced as a threat. The commitments to the better at any cost makes the good impossible at all costs. Failure to renew the bill of goods frustrates the expectation of what is possible, while renewal of the bill of goods intensifies the expectations of unattainable progress. What people have and what they are about to get are equally exasperating to them. Accelerating change has become both addictive and intolerable. At this point the balance among stability, change and tradition has been upset; society has lost both its roots in shared memories and its bearings for innovation. Judgement on precedents has lost its value.

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.

Honesty requires that we each recognize the need to limit procreation, consumption, and waste, but equally we must radically reduce our expectations that machines will do our work for us or that therapists can make us learned or healthy. The only solution to the environmental crisis is the shared insight of people that they would be happier if they could work together and
care for each other. Such an inversion of the current world view requires intellectual courage for it exposes us to the unenlightened yet painful criticism of being not only anti-people and against economic progress, but equally against liberal education and scientific and technological advance. We must face the fact that the imbalance between man and the environment is just one of several mutually reinforcing stresses, each distorting the balance of life in a different dimension. In this view, overpopulation is the result of a distortion in the balance of learning, dependence on affluence is the result of a radical monopoly of institutional over personal values, and faulty technology is inexorably consequent upon a transformation of means into ends

The computer is credited with the capacity to create unsuspected amounts of busywork. We are straight on our way towards an energy-obsessed low energy society in a world that worships work but has nothing for people to do.

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.

Hierarchies must rise and conglomerate as they extend over fewer and larger corporations. A seat in a high-rise job is the most coveted and contested product of expanding industry. The lack of schooling, compounded with sex, color, and peculiar persuasions, now keeps most people down. Minorities organized by women, or blacks, or the unorthodox succeed at best in getting some of their members through school and into an expensive job. They claim victory when they get equal pay for equal rank. Paradoxically, these movements strengthen the idea that unequal graded work is necessary and that high-rise hierarchies are necessary to produce what an egalitarian society needs. If properly schooled, the black porter will blame himself for not being a black lawyer. At the same time, schooling generates a new intensity of frustration which ultimately can act as social dynamite. 6

Excessive forms of wealth and prolonged formal employment, no matter how well distributed, destroy the social, cultural, and environmental conditions for equal productive freedom.

"Industrial innovations are costly, and managers must justify their high cost by producing measurable proof of their
superiority... [P]eriodic innovations in goods or tools foster the belief that anything new will be proven better. This belief has become an integral part of the modern world view. It is forgotten that whenever a society lives by this delusion, each marketed unit generates more wants than it satisfies. If new things are made because they are better, then the things most people use are not quite good. New models constantly renovate poverty. The consumer feels the lag between what he has and what he ought to get. He believes that products can be made measurably more valuable and allows himself to be constantly re-educated for their consumption. The "better" replaces the "good" as the fundamental normative concept."