From Deschooling Society
“We need research on the possible use of technology to create institutions which serve personal, creative, and autonomous interaction and the emergence of values which cannot be substantially controlled by technocrats.” (p.2. Note: Teachers who do only what they are trained to do without thinking too much about why they are doing it are to be considered technocrats.)
“Rich and poor alike depend on schools and hospitals which guide their lives, form their world view, and define for them what is legitimate and what is not. Both view doctoring oneself as irresponsible, learning on one’s own unreliable, and community organization, when not paid for by those in authority, as a form of aggression or subversion.” (Hence, the publication around the same time Illiach was writing, of the title Teaching as a Subversive Activity). p.2
“A second major illusion on which the schools system rests is that most learning it the result of teaching. Teaching, it is true, may contribute to certain kinds of learning under certain circumstances. But most people acquire most of their knowledge outside schools, and in school only insofar as school as school, in a few rich countries, has become their place of confinement during an increasing part of their lives.” p. 12.
“Most people who read widely, and with pleasure, merely believe that they learned to do so in school; when challenged, they easily discard this illusion.” p. 13 (It is Wayne O’Neil who speaks of the problem with the kind of reading instruction that occurs in the schools. He says that schools produce illiterate literates who can read the words on the page but cannot read well the meanings those words represent. I think that there is good evidence to suggest that good numbers of citizens of this United States qualify as illiterate literates. They listen to those to whom they choose to listen and then buy the bumper stickers that say such things as “Rush is right” or what Fox News reports is what is true. (Reading, of course, is about how one is able to understand what is being said, no matter the medium).
“Education can be the outcome of instruction, though instruction, though instruction of a kind fundamentally opposed to drill. It relies on the relationship between partners who already have some of the keys which give access to merits stored in and by the community. It relies on the critical intent of all those who use memories creatively. It relies on the surprise of the unexpected question which opens new doors for the inquirer and his partner.” p. 17