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If [educational institutions] must not start with the question, “what should someone learn?” but with the question “what kinds of things might learners want to be in contact with in order to learn?"

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Teachers are the possessors of knowledge in this education system

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Teachers are the possessors of knowledge in this education system

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Schools are designed on the assumption that there is a secret to everything in life; that the quality of life depends on knowing that secret; that secrets can be known online orderly successions; and that only teachers can properly reveal these secrets.

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Peer matching is an interesting idea in theory - but what could it look like in actual practice (in a traditional public school let's say..)

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"A good educational system should have three purposes: it should provide all who want to learn with access to available resources at any time in their lives;  empower all who want to share what they know to find those who want to learn it from them; and, finally, furnish all who want to present an issue to the public. with the opportunity to make their challenge known."

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Not sure where Illich was going with this but it sounds like a terrible idea

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Not sure where Illich was going with this but it sounds like a terrible idea

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Special tax incentives could be granted to those who employed children between the ages of eight and fourteen for a couple of hours each day if the conditions of employment were humane ones.

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If the goals of learning were no longer dominated by schools and schoolteachers; the market for learners would be much more various and the definition of “educational artifacts” would be less restrictive.

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Schools are designed with the assumption that there is a secret to everything in life, the quality of life depends on knowing that secret; that secrets can be known in orderly successions: and that only teachers can properly reveal these secrets.

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..to question “what works” in educational institutions and learning communities. To be curious about what might be next and what might be the next shiny thing.

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Personal challenge for myself - recognize the assets students already bring to the classroom and learn from them instead of projecting my own opinions upon them

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Personal challenge for myself - recognize the assets students already bring to the classroom and learn from them instead of projecting my own opinions upon them

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Come to look, come to climb our mountains, to enjoy our flowers. Come to study. But do not come to help.

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I agree about systems changes needed in education and who in power might need to support these changes. -- though I wonder how do you gain enough political capital and will to actually influence leaders and shift procedures?

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"We can depend on self-motivated learning instead of employing teachers to bribe or compel the students to find the time and the will to learn; that we can provide the learner with new links to the world instead of continuing to funnel all educational programs through the teacher."

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Does my "help" do more damage than good?

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Does my "help" do more damage than good?

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I am here to challenge you to recognize your inability, your powerlessness and your incapacity to do the "good" which you intended to do.

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“School removes things from everyday usc by labeling them educational tools.” -- I understand the intention behind this message, but wonder if it perpetuates the idea that educational tools are not useful in themselves and deserving of incorporation into our lives?

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I like the intention behind Illiches themes but I wonder if they are altogether that radical. Having worked in Afterschool Programs, Work Based Learning, and Studio Art I feel like a lot of what's described commonly exists but is not often respected.

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I think I aspire to some form of structureless education with the emphasis for me being on the removal of labels and systemic systems that are barriers to authentic learning. I like how confidently Illich speaks and the calls to action he makes to leaders like politicians to get behind an expanded learning model.