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Ivan Illich
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Illich was born in Vienna to a Croatian father–engineer Ivan Peter Illich and Sephardic–Jewish mother–Ellen née Regenstreif–Ortlieb[2] and had Italian, Spanish, French and German as native languages.[3] He later learned Croatian, the language of his grandfathers, then Ancient Greek and Latin, in addition to Spanish, Portuguese, Hindi, English, and other languages.[3] Thereafter, he studied histology and crystallography at the University of Florence (Italy) as well as theology and philosophy at the Pontifical Gregorian University in the Vatican (from 1942 to 1946), and medieval history in Salzburg.[3]
He wrote a dissertation focusing on the historian Arnold J. Toynbee and would return to that subject in his later years. In 1951, he was assigned as an assistant parish priest in New York City[3] after which he was appointed in 1956, at the age of 30, as the vice rector of the Catholic University of Puerto Rico.[3] It was in Puerto Rico that Illich met Everett Reimer and the two began to analyze their own functions as "educational" leaders. In 1959, he traveled throughout
In 1961, Illich founded the Centro Intercultural de Documentación (CIDOC, or Intercultural Documentation Center) at Cuernavaca in Mexico, ostensibly a research center offering language courses to missionaries from North America and volunteers of the Alliance for Progress program[3] initiated by John F. Kennedy. His real intent was to document the participation of the Vatican in the "modern development" of the so-called Third World. Illich looked askance at the liberal pity or conservative imperiousness that motivated the rising tide of global industrial development. He viewed such emissaries as a form of industrial hegemony and, as such, an act of "war on subsistence." He sought to teach missionaries dispatched by the Church not to impose their own cultural values[4] and to identify themselves instead as guests of the host country.
After ten years, critical analysis from the CIDOC of the institutional actions by the Church brought the organization into conflict with the Vatican. Illich was called to Rome for questioning, due in part to a report from the CIA.[3] In 1976, Illich, apparently concerned by the influx of formal academics and the potential side effects of its own "institutionalization," shut the center down with consent from the other members of the CIDOC. Several of the members subsequently continued language schools in Cuernavaca, of which some still exist. Illich himself resigned from the active priesthood in the late 1960s (having attained the rank of monsignor), but continued to identify as a priest and occasionally performed private masses.
In the 1970s, Illich was popular among leftist intellectuals in France, his thesis having been discussed in particular by André Gorz. However, his influence declined after the 1981 election of François Mitterrand as he was considered too pessimistic at a time when the French Left took control of the government.[3]
In the 1980s and beyond, Illich traveled extensively, mainly splitting his time between the United States, Mexico, and Germany. He held an appointment as a Visiting Professor of Philosophy, Science, Technology and Society at Penn State. He also taught at the University of Bremen.
During his later years, he suffered from a cancerous growth on his face that, in accordance with his critique of professionalized medicine, was treated with traditional methods. He regularly smoked opium to deal with the pain caused by this tumor. At an early stage, he consulted a doctor about having the tumor removed, but was told that there was too great a chance of losing his ability to speak, and so he lived with the tumor as best he could. He called it "my mortality."
The book that brought Ivan Illich to public attention was Deschooling Society (1971), a critical discourse on education as practised in "modern" economies. Full of detail on contemporary programs and concerns, the book remains as radical today. Giving examples of the ineffectual nature of institutionalized education, Illich posited self-directed education, supported by intentional social relations, in fluid informal arrangements:
Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education—and also to those who seek alternatives to other established service industries.—Ivan Illich, [1]
The last sentence makes clear what the title suggests—that the institutionalization of education is considered to tend towards the institutionalization of society and that ideas for de-institutionalizing education may be a starting point for a de-institutionalized society.
The book is more than a critique – it contains suggestions for a reinvention of learning throughout society and lifetime. Particularly striking is his call (in 1971) for the use of advanced technology to support "learning webs."
The operation of a peer-matching network would be simple. The user would identify himself by name and address and describe the activity for which he sought a peer. A computer would send him back the names and addresses of all those who had inserted the same description. It is amazing that such a simple utility has never been used on a broad scale for publicly valued activity.—Ivan Illich
Tools for Conviviality (1973) was published only two years after Deschooling Society. In this new work Illich generalized the themes that he had previously applied to the field of education: the institutionalization of specialized knowledge, the dominant role of technocratic elites in industrial society, and the need to develop new instruments for the reconquest of practical knowledge by the average citizen. Illich proposed that we should "invert the present deep structure of tools" in order to "give people tools that guarantee their right to work with independent efficiency."[5]
Tools for Conviviality attracted worldwide attention. A resume of it was published by French social philosopher André Gorz in Les Temps Modernes, under the title "Freeing the Future."[6] The book's vision of tools that would be developed and maintained by a community of users had a significant influence on the first developers of the personal computer, notably Lee Felsenstein.[7]
In his Medical Nemesis, first published in 1975, also known as Limits to Medicine, Illich subjected contemporary western medicine to detailed attack. He argued that the medicalization in recent decades of so many of life's vicissitudes – birth and death, for example – frequently caused more harm than good and rendered many people in effect lifelong patients. He marshalled a body of statistics to show what he considered the shocking extent of post-operative side-effects and drug-induced illness in advanced industrial society. He was the first to introduce to a wider public the notion of iatrogenic disease.[8] Others have since voiced similar views, but none so trenchantly, perhaps, as Illich.[9]
Counterproductivity
The main notion of Ivan Illich is the concept of counterproductivity: when institutions of modern industrial impede their purported aims. For example, Ivan Illich calculated that, in America in the 70's, if you add the time spent to work to earn the money to buy a car, the time spent in the car (including traffic jam), the time spent in the health care industry because of a car crash, the time spent in the oil industry to fuel cars ...etc., and you divide that by the number of kilometres traveled per year, you obtain the following calculation : 1600 hours per year per American divided by 10000 km per year per person equals 6 km per hour. So the real speed of a car would be about 3.7 miles per hour.
Radical monopoly
He invented the concept of radical monopoly: when a technical medium is or appears to be more effective, it creates a monopoly which denies access to other mediums. The mandatory consumption of a medium which uses a lot of energy (for example motorised transportation) narrows the fruition of use value (innate transit ability).
"By "radical monopoly" I mean the dominance of one type of product rather than the dominance of one brand. I speak about radical monopoly when one industrial production process exercises an exclusive control over the satisfaction of a pressing need, and excludes nonindustrial activities from competition."
Conviviality
Illich worked to open new possibilities. He argued that we need convivial tools as opposed to machines. Tools accept more than one utilisation, sometime even distant from its original means, so a tool accepts expression from its user. On the contrary, with a machine, humans become servants, their role consisting only of running the machine in a unique purpose.
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