When Will We Ever Learn? Part One

Written in 1971, Illich's book Deschooling Society critiqued the institutions of society and provided a vision of alternative possibilities. This book was the beginning of much of what is called for today in education and reveals Illich as a prophet who foresaw the internet with all of its potential.

In the introduction Illich expressed his expectation of more than just the insertion of these approaches and tools into the existing educational architecture:

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 . . .

Illich asked us to begin with the individual and to acknowledge that learning takes place continuously in many environments. Rather than imposing expectations upon students he demanded that they drive their own curriculum. He proposed an open education market which allows for a multitude of sources for learning. He did not go so far as to say that there should be no planned instruction.  But rather, he made it part of a larger picture. 

If Illich was right many improvements for the individual and society can be expected by enacting his vision.  Imagination and innovation, directly related to economic health, will be fostered. Social connection will expand beyond limitations of geography, culture and status. All social classes will be empowered.  The roles of educators will be not only that of subject matter experts but will be transformed to that of coaches as well.  But, his ultimate goal was the fulfillment of individual potential. Illich believed this process begins with fostering "personal potency" in individuals and in making a multitude of learning experiences available to them.

Illich's dream is foundational to the proper implementation of best practices and the use of an expanding pool of learning opportunities.  Education must begin with the individual, the narrow end of the funnel, and develop from there.  When the process begins outside of the student, we run the risk of never getting the learning inside.  When only specific schooling is recognized as legitimate learning we limit the fulfillment of potential. Perspective matters, turning the funnel around will make necessary transformational change happen.