Ivan Illich

“The idea of Homo monolinguis - one-languaged man - the idea of children having to grow into one system before we confuse them with another mental system, is an idea with which, unfortunately, many people are brought up now.”

“Today, one must either be isolated and cut off, or a carefully guarded, affluent drop-out, to allow one's children to play in an environment where they listen to people rather than to stars, speakers, or instructors. All over the world, one can see the rapid encroachment of the disciplined acquiescence that characterizes the audience, the client, the customer.”

“The re-establishment of an ecological balance depends on the ability of society to counteract the progressive materialization of values. The ecological balance cannot be re-established unless we recognize again that only persons have ends and only persons can work towards them.”

“School is the advertising agency which makes you believe that you need the society as it is.”

“School divides life into two segments, which are increasingly of comparable length. As much as anything else, schooling implies custodial care for persons who are declared undesirable elsewhere by the simple fact that a school has been built to serve them.”

“Most people, throughout history, haven't learned one language to the exclusion of another. You learn to speak differently to a peasant and to a shoemaker. You speak differently to your mother, who comes from Burgundy, and to your father, who comes from Swabia.”

“The compulsion to do good is an innate American trait. Only North Americans seem to believe that they always should, may, and actually can choose somebody with whom to share their blessings. Ultimately this attitude leads to bombing people into the acceptance of gifts.”

“There is no greater distance than that between a man in prayer and God.”

“We have become unable to think of better education except in terms of more complex schools and of teachers trained for ever longer periods.”

“The world-wide discrimination against the autodidact has vitiated many people's confidence in determining their own goals and needs. But the same discrimination has also resulted in a multiplicity of growing minorities who are infuriated by this insidious dispossession.”

“So persuasive is the power of the institutions we have created that they shape not only our preferences but actually our sense of possibilities.”

“Our market-intensive societies measure material progress by the increase in the volume and variety of commodities produced. And taking our cue from this sector, we measure social progress by the distribution of access to these commodities. Economics has been developed as propaganda for the takeover by large-scale commodity producers.”

“The telephone lets anybody say what he wants to the person of his choice; he can conduct business, express love, or pick a quarrel. It is impossible for bureaucrats to define what people say to each other on the phone, even though they can interfere with - or protect - the privacy of their exchange.”

“Leadership does not depend on being right.”

“The quality of a society and of its culture will depend on the status of its unemployed.”

“P3- every simple need to which an institutional answer is found permit the invention of a new class of poor and a new definition of poverty”

“Work done off the paid job is looked down upon if not ignored. autonomous activity threatens the employment level, generates deviance, and detracts​ from the GNP...Work no longer means the creation of a value perceived by the worker but mainly a job, which is a social relationship. Unemployment means sad idleness, rather than the freedom to do things that are useful for oneself or for one's neighbour. An active woman who runs a house and brings up children and takes in those of others is distinguished from a woman who 'works,' no matter how useless or damaging the product of this work might be.”

“In fact, healthy students often redouble their resistance to teaching as they find themselves more comprehensively manipulated. This resistance is due not to the authoritarian style of a public school or the seductive style of some free schools, but to the fundamental approach common to all schools-the idea that one person's judgment should determine what and when another person must learn.”

“Schools are even less efficient in the arrangement of the circumstances which encourage the open-ended, exploratory use of acquired skills, for which I will reserve the term "liberal education." The main reason for this is that school is obligatory and becomes schooling for schooling's sake: an enforced stay in the company of teachers, which pays off in the doubtful privilege of more such company. Just as skill instruction must be freed from curricular restraints, so must liberal education be dissociated from obligatory attendance. Both skill-learningand education for inventive and creative behavior can be aided by institutional arrangement, but they are of a different, frequently opposed nature.”

“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.”