SOC 3138 Lecture Notes - Lecture 11: Deschooling, Erectile Dysfunction

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10 Aug 2016
Disestablishing the school
Beyond the ‘school’, Illich argues that “the institutionalization of values leads inevitably to physical
pollution, social polarization, and psychological impotence: three dimensions in a process of global
degradation and modernized misery” (Illich, 1970, p. 1)
Analysis of Health, Education & Welfare (HEW) in the U.S.
Two-faced nature of learning
“The deschooling of society implies a recognition of the two- faced nature of learning. An insistence on skill drill alone
could be a disaster; equal emphasis must be placed on other kinds of learning. But if schools are the wrong places for
learning a skill, they are even worse places for getting an education” (Illich, p. 17)
“If the greatest fruit of man’s labor should be the education he receives from it and the opportunity which work gives him
to initiate the education of others, then the alienation of modern society in a pedagogical sense is even worse than its
economic alienation” (Ibid., p. 23)
Dialectics and praxis
“Social movements also produce knowledges through praxis... practices that elucidate the ongoing dialectical relationship between action and reflection, which is
an essential dimension of forging a self-conscious and effective social movement politics” (Conway, 2004, p. 57, emphasis added)
“Within the word we find two dimensions, reflection and action, in such radical interaction that if one is sacrificed—even in part—the other immediately suffers.
There is no true word that is not at the same time a praxis. Thus, to speak a true word is to transform the world” (Freire, 2000[1970], p. 125, emphasis
“Dialectics restructures our thinking about reality by replacing the common sense notion of ‘thing’, as something that has a history and has external connections
with other things, with notions of ‘process’, which contains its history and possible futures, and ‘relation’, which contains as part of what it is its ties with other
relations” (Ollman, 1993, p. 11, emphasis added)
Institutionalisation & social change
It's very different in Africa, people have the time, here people don't have the time. In Africa the system is the people's own system.
People here have relied on institutions to intervene whenever they have problems. How do you organize and mobilize people here
when they think that...who wants to come to a community meeting to talk about security issues, that's the job of the government, we
have the state we are paying taxes they're the ones to deal with issues of security, we don't need to meet as a community about that. If I
have any ideas about security I will call the government and tell them about the insecurity, but it's very difficult here in Canada to
organize people because the agency, you know, it kinda has taken over, and people have internalized that. (James, KGO 14)
How has ‘banking education’ impacted your view of the world?
Do you agree with the authors’ standpoints about schooling and education? How would we begin to imagine
alternatives to what is presented?
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