izvorni znanstveni rad
Back in early 1970s, radical thinkers including Ivan Illich (1971), Everett Reimer (1971), and Paul Goodman (1973) criticised institutional schools and called for their abandonment. For many of these thinkers, deschooling was just a distant and vague dream. For Ivan Illich, however, it was a viable alternative (Atasay, 2013: 58). Admittedly, Illich’s alternative was based on a utopian technical infrastructure. However, as information technologies have advanced to a stage where they are surprisingly close to Illich’s imagined infrastructure, his works have started to attract renewed interest from contemporary thinkers in diverse fields from technology (Hart, 2001 ; Jandrić, 2010) to pedagogy (Hern, 1998). This paper reconciles technological and pedagogical aspects of Ivan Illich’s deschooling. The first part briefly introduces conclusions developed in my recent article ‘Deschooling virtuality’ (2014), which explores contemporary potentials for deschooling. In conversation with some of today’s leading thinkers, the second part inquires what should be done with the identified potentials.
Illich; technology; neoliberalism
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