«Academies, that are founded at the public expense, are instituted not so much to cultivate men’s natural abilities as to restrain them. But, in a free commonwealth, arts and sciences will be best cultivated to the full, if everyone that asks leave is allowed to teach publicly, and that at his own cost and risk.»
– Spinoza, “Political Treatise“, §49.
«Today it is relatively easy to get wide agreement on the fact that gratuitous
compulsory schooling is contrary to the political self-interest of an enlightened majority. (…)
Community control of the lower levels of a system turns local school board members into pimps for the professional hookers who control the upper levels. Learning by doing
is not worth much if doing has to be defined, by professional educators or by law, as socially valuable learning. The global village will be a global schoolhouse if teachers hold all the strings. It would be distinguishable in name only from a global madhouse run by social therapists or a global prison run by corporation wardens. (…)
Learning from programmed information always hides reality behind a screen. (…)
The consumer of precooked knowledge learns to react to knowledge he has acquired rather than to the reality from which a team of experts has abstracted it. If access to reality is always controlled by a therapist and if the learner accepts this control as natural, his entire worIdview becomes hygienic and neutral; he becomes politically
– Ivan Ilich, “After Deschooling, What?”, p. 1-28.