There's been confusion here as to whether or not I've been citing
Illich correctly.  I hope the following quotes dispel any doubts
that I have misproperly paraphrased him:
These are all taken from "The Deschooled Society" by Illich, appearing
in _Education without Schools_ a collection of essays by various people.
"I believe that the disestablishment of the school has become
inevitable and that this end of an illusion should fill us with hope.
... Either we can work for fearsome and new educational devices that
teach about a world which progressively becomes more opaque and 
forbidding for man, or we can set the conditions for a new era in 
which technology would be used to make society more simple 
and transparent, so that all men can once again know the facts and use
the tools that shape their lives.  In short, we can disestablish schools
or we can deschool culture."
"In order to see clearly the alternatives we face, we must first
distinguish learning from schooling, which means separating the 
humanistic goal of the teacher from the impact of the invariant
structure of the school.  This hidden structure constitutes a 
course of instruction that stays forever beyond the control of the 
teacher or of his school board.  It conveys indelibly the message that
only through schooling can an individual prepare himself for adulthood
in society, that what is not taught in school is of little value, and that
what is learned outside of school is not worth knowing.  I call it the
hidden curriculum of schooling because it constitutes an unalterable
framework of the system ..."
"Free schools, to be truly free, must meet two conditions:  first, 
they must be run in a way to prevent the introduction of the hidden
curriculum of graded attendance and certified students studying at
the feet of certified teachers.  And more importantly, they must provide
a framework in which all participants, staff and pupils, can free
themselves from the hidden foundations of a schooled society. ... But
as long as the free school tries to provide 'general education', it
cannot move beyond the hidden assumptions of school.  Among those
assumptions is that which impels us to treat all people as if they were
newcomers who had to go through a naturalization process.  Only 
certified consumers of knowledge are admitted to citizenship.  Another 
assumption is that man is born immature and must be 'mature' before
he can fit into civilized society.  "
"Only when man recovers the sense of personal responsibility for what
he learns and teaches can the spell be broken and the alienation of
learning from living be overcome.  [This means that] the student who
exposes himself to the influence of a teacher must take responsiblity
for his own education.  For such purposes, educational institutions -
if they are needed at all - ideally take the form of facility centers
where one can get a roof of the right size over his head, access to
a piano or a kiln, and to records, books, and slides. ...  Deschooling
society means above all the *denial* of professional status for
[the teacher]."
"Special interest groups and their disciplined consumers would of course
claim that the public needs the protection of a professional guarantee.
But this argument is now steadily being challenged ..."
"We must work toward a society in which scientific knowledge is 
incorporated in tools and components that can be used meaningfully
in units small enough to be in reach of us all.  ...  As we have seen
the dethroning of the GNP is cannot be achieved without simultaneously
subverting the GNE (Gross National Education - usually conceived as
manpower capitalisation).  An egalitarian economy cannot exist in a 
society in which the right to produce is conferred by schools.  The 
feasibility of a modern subsistence economy does not depend on new
scientific inventions."
"What is usually not understood is that the new class structure of
a schooled society is even more powerfully controlled by vested
interests. ... In a technocratic society, the power of a minority
of knowledge capitalists can prevent the formation of true public 
opinion through control of scientific know-how and the media of
communication."
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You see that this last paragraph is an argument against the "bringing
of third-world countries into the modern age through modern education".
-michael
--- Blue Wave/DOS v2.30 [NR]
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