Top 91 Quotes & Sayings by Ivan Illich
Explore popular quotes and sayings by an American sociologist Ivan Illich.
Last updated on November 25, 2024.
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.
I consider the indiscriminate propagation of self-help to be morally unacceptable... self-help is the opposite of autonomous or vernacular life.
I've nothing against schools! I'm against compulsory schooling.
The college and university systems, at least, have become like television. There's a bit of this and a bit of that and some compulsory program with its components connected in a way that only a planner could understand.
Modern medicine is a negation of health. It isn't organized to serve human health, but only itself, as an institution. It makes more people sick than it heals.
Healthy people are those who live in healthy homes on a healthy diet; in an environment equally fit for birth, growth work, healing, and dying... Healthy people need no bureaucratic interference to mate, give birth, share the human condition and die.
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.
So persuasive is the power of the institutions we have created that they shape not only our preferences but actually our sense of possibilities.
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.
We have become unable to think of better education except in terms of more complex schools and of teachers trained for ever longer periods.
By the early seventeenth century, a new consensus began to arise: the idea that man was born incompetent for society and remained so unless he was provided with 'education.'
Up to now, economic development has always meant that people, instead of doing something, are enabled to buy it... Economic development has also meant that, after a time, people must buy the commodity because the conditions under which they could get along without it had disappeared from their physical, social, or cultural environment.
Effective health care depends on self-care; this fact is currently heralded as if it were a discovery.
Tools can rule men sooner than they expect; the plow makes man the lord of the garden but also the refugee from the dust bowl.
Once the Third World has become a mass market for the goods, products, and processes which are designed by the rich for themselves, the discrepancy between demand for these Western artifacts and the supply will increase indefinitely.
Huge institutions producing costly services dominate the horizons of our inventiveness.
The public school has become the established church of secular society.
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.
There is no greater distance than that between a man in prayer and God.
We must rediscover the distinction between hope and expectation.
I didn't want to go into the papal bureaucracy, so I thought of doing a postdoctoral thesis, which they call a 'Habilitation' in German universities, on alchemy in the work of Albert the Great.
Leadership does not depend on being right.
Schools that are freely accessible allow the organization of certain specific learning tasks which a person might propose to himself. Schools, when they are compulsory - as we see at this moment in the United States - create a dazed population, a 'learned' population, a mentally pretentious population, such as we have never seen before.
At the moment of death I hope to be surprised.
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.
To be ignorant or unconvinced of one's own needs has become the unforgivable anti-social act. The good citizen is one who imputes standardized needs to himself with such conviction that he drowns out any desire for alternatives, much less the renunciation of need.
The more time, toil, and sacrifice spent by a population in producing medicine as a commodity, the larger will be the by-product, namely, the fallacy that society has a supply of health locked away which can be mined and marketed.
The pupil's imagination is 'schooled' to accept service in place of value. Medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work.
A low-energy policy allows for a wide choice of life-styles and cultures. If, on the other hand, a society opts for high energy consumption, its social relations must be dictated by technocracy and will be equally degrading whether labeled capitalist or socialist.
Most people acquire most of their knowledge outside school, and in school only insofar as school, in a few rich countries, has become their place of confinement during an increasing part of their lives.
The pupil is ... 'schooled' to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new.
Carry a candle in the dark, be a candle in the dark, know that you're a flame in the dark.
School is an institution built on the axiom that learning is the result of teaching. And institutional wisdom continues to accept this axiom, despite overwhelming evidence to the contrary.
What kinds of things and people might learners want to be in contact with in order to learn?
The most important thing you learn at school is that learning only happens by being taught.
Observations of the sickening effect of programmed environments show that people in them become indolent, impotent, narcissistic and apolitical. The political process breaks down, because people cease to be able to govern themselves; they demand to be managed.
We have failed...through our lack of responsible awareness...and thus added to suffering around the world. All of us are cripples-some physically, some mentally, some emotionally. We must, therefore, strive cooperatively to create a new world. There is no time left for destruction, for hatred, for anger. We must build, in hope and joy and celebration.
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.
School prepares for the alienating institutionalization of life by teaching the need to be taught. Once this lesson is learned, people lose their incentive to grow in independence; they no longer find relatedness attractive, and close themselves off to the surprises which life offers when it is not predetermined by institutional definition.
In a consumer society there are inevitably two kinds of slaves: the prisoners of addiction and the prisoners of envy.
I believe that a desirable future depends on our deliberately choosing a life of action over a life of consumption, on our engendering a lifestyle which will enable us to be spontaneous, independent, yet related to each other, rather than maintaining a lifestyle which only allows to make and unmake, produce and consume - a style of life which is merely a way station on the road to the depletion and pollution of the environment. The future depends more upon our choice of institutions which support a life of action than on our developing new ideologies and technologies.
Modern medicine is a negation of health. It isn't organised to serve human health, but only itself, as an institution. It makes more people sick than it heals.
Traditional society was more like a set of concentric circles of meaningful structures, while modern man must learn how to find meaning in many structures to which he is only marginally related. In the village, language and architecture and religion and work and family customs were consistent with one another, mutually explanatory and reinforcing. To grow into one implied a growth into others.
The medicalization of early diagnosis not only hampers and discourages preventative health-care but it also trains the patient-to-be to function in the meantime as an acolyte to his doctor. He learns to depend on the physician in sickness and in health. He turns into a life-long patient.
The medical establishment has become the major threat to health.
Schools teach the need to be taught.
Health is not an objective condition which can be understood by the methods of natural science alone. It is rather a condition related to the mental attitude by which the individual has to value what is essential for his life.
Schools are designed on the assumption that there is a secret to everything in life; that the quality of life depends upon knowing that secret; that secrets can only be known in orderly successions; and that only teachers can properly reveal these secrets. An individual with a schooled mind conceives of the world as a pyramid of classified packages accessible only to those who carry the proper tags.
Societies in which most people depend for most of their goods and services on the personal whim, kindness, or skill of another are called underdeveloped, while those in which living has been transformed into a process of ordering from an all-encompassing store catalogue are called advanced.
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.
We can only live changes: we cannot think our way to humanity. Every one of us, every group, must become the model of that which we desire to create.
The true miracle of modern medicine is diabolical. It consists in making not only individuals but whole populations survive on inhumanly low levels of personal health.
I don't want to die of some disease I want to die of death
School has become the world religion of a modernized proletariat, and makes futile promises of salvation to the poor of the technological age.
In schools, including universities, most resources are spent to purchase the time and motivation of a limited number of people to take up predetermined problems in a ritually defined setting. The most radical alternative to school would be a network or service which gave each man the same opportunity to share his current concern with others motivated by the same concern.
Jesus was an anarchist savior. That's what the Gospels tell us.
Neither revolution nor reformation can ultimately change a society, rather you must tell a new powerful tale, one so persuasive that it sweeps away the old myths and becomes the preferred story, one so inclusive that it gathers all the bits of our past and our present into a coherent whole, one that even shines some light into the future so that we can take the next step… If you want to change a society, then you have to tell an alternative story.
The myth of unending consumption has taken the place of the belief in life everlasting.
The bicycle is the perfect transducer to match man's metabolic energy to the impedance of locomotion. Equipped with this tool, man outstrips the efficiency of not only all machines but all other animals as well.
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