The Four Myths of School - An excerpt from Deschooling Society
These are excerpts from the third chapter of Ivan Illich’s Deschooling Society. A longer selection can be found at http://adambachman.org/illich_03.html. The whole chapter can be found at http://www.preservenet.com/theory/Illich/Deschooling/chap3.html. I’ve emphasized my favorite passages.
This text goes a long way towards describing why I will not put my children in school, and why I try to push Baltimore Node in the direction I do. Schools take much more than they give, and the cost is much greater than can be measured in dollars. I’ll leave my own thoughts for later.
Ritualization of Progress
We cannot begin a reform of education unless we first understand that neither individual learning nor social equality can be enhanced by the ritual of schooling. We cannot go beyond the consumer society unless we first understand that obligatory public schools inevitably reproduce such a society, no matter what is taught in them.
The Myth of Institutionalized Values
Once the self-taught man or woman has been discredited, all nonprofessional activity is rendered suspect. In school we are taught that valuable learning is the result of attendance; that the value of learning increases with the amount of input; and, finally, that this value can be measured and documented by grades and certificates.
In fact, learning is the human activity which least needs manipulation by others. Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Most people learn best by being “with it,” yet school makes them identify their personal, cognitive growth with elaborate planning and manipulation.
The Myth of Measurement of Values
The institutionalized values school instills are quantified ones. School initiates young people into a world where everything can be measured, including their imaginations, and, indeed, man himself.
But personal growth is not a measurable entity. It is growth in disciplined dissidence, which cannot be measured against any rod, or any curriculum, nor compared to someone else’s achievement. In such learning one can emulate others only in imaginative endeavor, and follow in their footsteps rather than mimic their gait. The learning I prize is immeasurable re-creation.
People who have been schooled down to size let unmeasured experience slip out of their hands. To them, what cannot be measured becomes secondary, threatening. They do not have to be robbed of their creativity. Under instruction, they have unlearned to “do” their thing or “be” themselves, and value only what has been made or could be made.
Once people have the idea schooled into them that values can be produced and measured, they tend to accept all kinds of rankings. There is a scale for the development of nations, another for the intelligence of babies, and even progress toward peace can be calculated according to body count. In a schooled world the road to happiness is paved with a consumer’s index.
The Myth of Packaging Values
School sells curriculum—a bundle of goods made according to the same process and having the same structure as other merchandise.
The result of the curriculum production process looks like any other modern staple. It is a bundle of planned meanings, a package of values, a commodity whose “balanced appeal” makes it marketable to a sufficiently large number to justify the cost of production. Consumer-pupils are taught to make their desires conform to marketable values. Thus they are made to feel guilty if they do not behave according to the predictions of consumer research by getting the grades and certificates that will place them in the job category they have been led to expect.
The Myth of Self-Perpetuating Progress
Even when accompanied by declining returns in learning, paradoxically, rising per capita instructional costs increase the value of the pupil in his or her own eyes and on the market… If it teaches nothing else, school teaches the value of escalation: the value of the American way of doing things.
School programs hunger for progressive intake of instruction, but even if the hunger leads to steady absorption, it never yields the joy of knowing something to one’s satisfaction. Each subject comes packaged with the instruction to go on consuming one “offering” after another, and last year’s wrapping is always obsolete for this year’s consumer.
But growth conceived as open-ended consumption-eternal progress-can never lead to maturity. Commitment to unlimited quantitative increase invalidates the possibility of organic development.
