The article tries to give the sense of the ecological perspective of Ivan Illich, a radical thinker and critic of modernity, which he considers the result of the evangelical message's perversion, operated by the Roman Church. Industrialization, conceived as the ultimate effect of that betrayal, condemns the human being to a condition of dependence and subordination to the goods produced on the market and the services offered by the categories of competent experts. In this way, according to Illich, he (...) compromises his relationship with others and with the Earth as his home, locking himself in the shell of his own individuality, a prisoner of the needs created by the market. For Illich, restoring the ecological balance is possible only through a substantial change in production rhythms, in order to restore man's mastery of the tools and his own autonomy. (shrink)

What Ivan Illich regarded in his Medical Nemesis as the ‘expropriation of health’ takes place on the surfaces and in the spaces of the screens all around us, including our cell phones but also the patient monitors and (increasingly) the iPads that intervene between nurse and patient. To explore what Illich called the ‘age of the show’, this essay uses film examples, like Creed and the controversial documentary Vaxxed, and the television series Nurse Jackie. Rocky’s cancer in his last (...) film (submitting to chemo to ‘fight’ cancer) highlights what Illich along with Petr Skrabanek called the ‘expropriation of death’. In contrast to what Illich denotes as ‘Umsonstigkeit’ – i.e., a free gift, given undeservedly, i.e., gratuitously – medical science tends to be tempted by what Illich terms scientistic ‘black magic’, taking over (expropriating) the life and the death of the patient in increasingly technological ways, a point underscored in the concluding section on the commercial prospects of xenotransplants using factory farm or mass-produced (and already for some time) human-pig mosaics or chimeras. (shrink)

Ivan Illich, philosopher, historian, priest and social commentator died in Bremen, Germany on December 2, 2002. Illich was noted for his critique of the Church, education and medicine but his concepts dealt with more fundamental issues. This article reveals aspects of Illich, the man, and explores his ideas as they apply to the meaning of medicine and, in particular, the role of health care in contemporary society.

More than a book about Illich, this is a conversation with Illich's work as we enter the third decade of the 21st century, just under twenty years after his passing, and almost fifty years since his Deschooling Society was first published. As Illich is beatified and demonised in equal measure, Educing Ivan Illich chooses to focus on the relationship between reform, contingency and disestablishment. As reform stands for a plurality of reiterations that seek effective forms of accordance, in our (...) recognition of contingency we freely claim that even as we might recognize the presence of universality in how everything appears on a shared horizon, we are not denied the existence and dynamic reality of plural possibilities in their inherent contradictions. In this bargain of synchronicity, we find that disestablishing the reified universe by which we have, for so long, traded, staked and even lost our freedom and intelligence, is not just a desire but it becomes a must. Unlike other commentators of Illich's work, Baldacchino argues that what is radical about Illich is not a freestanding concept of deschooling but in how, in disestablishing social life, he exits the walls of the polis by upholding tradition as a disruptive force. In such light Illich's work is read in what remains overdue. Odd though it may sound, this is an urgent need for anyone interested Illich's unique and irreplaceable contribution. To that end, Educing Ivan Illich has far more to offer than is usually expected from a commentary on someone else's work. (shrink)

Within Michel Foucault’s own conceptualization of governmentality, there is little room for something like ‘ungovernable life’. The latter seems to hint at a form of social conduct beyond power-relations, which would offend Foucault’s basic philosophical postulates. I argue that this identification between governmentality and power as such demonstrates a one-sided focus on the history of Western power-relations. By opposing Foucault’s genealogy of governmentality to Ivan Illich’s critical history of government, I delineate indigenous struggles against governmentalization as a form of (...) ungovernable counter-conduct. Throughout his books from the 1970s to 1990s, Illich wrote a critical history of government surprisingly similar to Foucault’s, from the pastorate to modern political economy. However, rather than merely describing this history, Illich argued governmentalization alienated human beings from their autonomy. As a former missionary priest, he criticized the Church’s and modern governments’ attempts to subsume populations under a conduct of conducts. He advocated anticolonial resistance to subsumption under Western governmental regimes. In Illich’s appreciation of decolonized life, an ungovernable form of life can be discovered, which I defend with the example of Zapatismo and indigenous self-government through mandar obedeciendo. (shrink)

In the year 2002, I came across a manuscript by Jean-Pierre Dupuy that linked the work of Ivan Illich with that of René Girard. I immediately set about translating the text, which was published in Spanish as part of the essay collection The Other Titan: Ivan Illich.1 The original “Detour and Sacrifice” can be found in two books that pay tribute to the authors. The first was compiled by Lee Hoinacki and Carl Mitcham, Illich’s disciples;2 the second is (...) a book edited by Sandor Goodhart, Jorgen Jorgensen, Tom Ryba, and James G. Williams that celebrates Girard’s work.3The genesis of Dupuy’s text actually goes back to 1996 and was inspired by Ivan Illich’s seventieth birthday, which was celebrated with a series of... (shrink)

Examines the life and writings of Roman Catholic Church reformer Ivan Illich (1926-2002) in the context of the wider field of cultural criticism that took shape in the 1960s and beyond.

Original essays explore the thought and influence of philosopher, educator, social critic, and theologian Ivan Illich.

In 1971, priest, theologian, and philosopher Ivan Illich wrote Deschooling Society, a plea to liberate education from schooling and to separate schooling from the state. On occasion of the fiftieth anniversary of its publication, Ivan Illich Fifty Years Later looks at the theological roots of Illich's thought and the intellectual and ideological strands that contributed to his ideas. Guided by the central question of how Illich reached the point of writing Deschooling Society, the book sheds light on how (...) Illich produced a critique of schooling that can be defined by its eclecticism. Bruno-Jofré and Igelmo Zaldívar explore how this controversial book was framed by Illich's early neo-scholastic and anti-modern foundation, his discovery of St. Thomas through Jacques Maritain, and the existential turning points that influenced his public life and intellectual direction in moving from a critique of the Church as institution to a critique of schooling. Drawing from the interpretative theories of Quentin Skinner, Reinhart Koselleck, and William H. Sewell and from concepts such as educationalization, transnationality, and configuration, among other heuristic tools, the authors provide an original and cross-disciplinary analysis of Deschooling Society and its place in Illich's journey. (shrink)

Originally published in 1993, Silencing Ivan Illich fell out of print when the original publisher went out of business in 1995. The author, David Gabbard, states that the book was pivotal in the evolution of his understanding of schools. Delving into Foucault's work to forge a methodology, he wanted to understand the discursive (symbolic) forces and relations of power and knowledge responsible for the marginalization of Ivan Illich from educational discourse. In short, Illich was "silenced" for having committed (...) the heretical act of denying the benevolence of state-enforced, compulsory schooling. In Silencing Ivan Illich Revisited, Gabbard revisits the text as a means of opening the question of what schools should be. Inspired by Slavoj Zizek's call for a Positive Universal Project, the book provides an alternative vision of what our species ought to be doing in the name of collective learning. (shrink)

O objetivo deste texto é explorar aproximações e divergências no pensamento de Paulo Freire e Ivan Illich na forma como eles vêem a relação entre educação e transformação social. Acredita-se que a retomada da polêmica Freire e Illich sobre o problema educação e transformação social pode contribuir para melhor compreender e esclarecer a verdadeira natureza desse problema, já clássico na história da educação moderna.

The notion of Ivan Illich as a social critic, philosopher, or historian is seen as secondary to the principal thrust and purpose of his life and work. To understand Illich, it is more important to see his journey into apophatic expression. After his period as a churchman in the Catholic Church, he developed a unique series of books and articles characterized above all as apophatic theology. The author explains the meaning of the term and examines the different ways in (...) which Illich used this approach. Illich studied technological artifacts, whether individual devices or institutional structures, in terms of their relationship to Christian belief in the Incarnation. His work is interpreted in terms of its consonance with the thought of Jacques Ellul. Having known Illich for more than 40 years, and having lived with him for extended periods, the author also draws on comments Illich made to the author. (shrink)

En este artículo presentamos una descripción de la crítica de Iván Illich a la sociedad industrial, específicamente en relación al problema de la energía y de la equidad. Especial atención es dada al concepto de convivencialidad y a sus posibles repercusiones para enfrentar los problemas energéticos. Una discusión en torno a la manera de Illich de criticar a la sociedad es presentada, en relación a lo que ha sido llamado un “humanismo crítico” y al problema de las necesidades individuales.

For Ivan Illich, a twentieth-century critical thinker driven by deep faith, sin is a denial of the dignity of another who calls out to me, and a betrayal my own vocation to respond, which were revealed by the Incarnation and the Gospel. Illich thus holds that the criminalization of sin, that is to say, its transformation into a violation of Church law through the imposition of compulsory confession in the thirteenth century, is a perversion of what has been opened (...) by the Gospel. This article explains Illich’s conception and explores its strength, not as historiography of the past, but as carrying a unique resonance with the present. (shrink)

La historia del desarrollo está estrechamente ligada a la de la necesidad en el mundo contemporáneo. La crítica a esta articulación ha ganado fuerza en los últimos años, pero quizás la más profunda se encuentre en Ivan Illich y su epílogo a la sociedad postindustrial. La propuesta de Illich, diseminada a lo largo de toda su obra, implica tomar el concepto de necesidad desde un punto de vista humanístico o filosófico: ni la economía ni la psicología pueden agotar el (...) significado de la necesidad. Este artículo trata de recontextualizar el pensamiento illicheano, de amplia repercusión en la actualidad porque sirve de base para movimientos sociales y políticos en contra del consumo (satisfacción de necesidades) y del desarrollo (teorías decrecentistas). En definitiva, se puede considerar a Illich como un hereje frente al evangelio desarrollista. (shrink)

The connection between schools and society is often idealized to such an extentthat the educational system is thought to be the source of new and progressive ideas by which society makes its advances. The reality is quite different. It is the schools that reflect the ideas of society. This book seeks to investigate this issue via the work of Ivan Illich through a critical analysis of Illich’s writings.

In the course of his critique on institutions and modern society, the historian and philosopher Ivan Illich seeks to understand how the conception of limitation has changed from antiquity to modernity. Illich speaks about the fading of an aesthetic of proportionality and complementarity, which has framed the perception of beings as well as that of space and time. Within this aesthetic, the experience of fundamental otherness was a constitutive element. The article illustrates Illich’s historical analysis and points out its (...) significance for a reflection on the Christian practice of friendship. In the practice of friendship, otherness and complementarity are experienced in a horizon of freedom. In this context, thresholds and visible passages do not function as divisions or mediums of exclusion, but as perceptible markers, which can enable personal action in qualitatively differing spaces. (shrink)

In the age of web 2.0, the university is constantly challenged to re-adapt its ‘old-fashioned’ pedagogies to the new possibilities opened up by digital technologies. This article proposes a rethinking of the relation between university and (digital) technologies by focusing not on how technologies function in the university, but on their constituting a meta-condition for the existence of the university pedagogy of inquiry. Following Ivan Illich’s idea that textual technologies played a crucial role in the inception of the university, (...) we will first show the structural similarities between university thinking and the text as a profanation of the book. Secondly, we describe university thinking as a type of critical thinking based on the materiality of the text-on-the-page, explaining why the text has been at the centre of university pedagogy since the beginning. In the third part, we show how Illich came to see the end of the culture of the text as a challenge for the university, by describing the new features of the text-as-code incompatible with the idea of reading as study. Finally, we challenge this pessimistic reading of Illich’s and end with a call for a profanatory pedagogy of digital technologies that could mirror the revolutionary thinking behind the mediaeval invention of the text. (shrink)

Energy consumption is central to both a number of pressing environmental issues and to people’s attempts to improve their well-being. Although typically understood as essential for people to thrive, this paper sketches a theoretical foundation for the possibility that the form and amount of energy consumption in modern society may inhibit rather than enable human flourishing. It achieves this goal by connecting and critically assessing the writings of Ivan Illich and Albert Borgmann, which offer a number of concepts that (...) enable a qualitative discussion on energy practices. For different reasons, both authors are highly critical of the societal tendency to command ever-increasing amounts of energy. Illich focuses on negative effects of high energy consumption at the societal level, whereas in my particular re-reading of Borgmann, one finds reasons why high energy consumption fails to realize intended positive effects. It is argued that therefore, energy transition should involve a re-appreciation of the function of energy consumption: to support, rather than to be central to life. (shrink)

This chapter explores the personal and professional obstacles faced by Humanities and Social Science scholars contemplating pre-publication of their scholarly work in an on-line network. Borrowing a theoretical framework from the radical educational theorist Ivan Illich, it also develops the idea that pre-publication networks offer higher education a bottom-up, decentralized alternative to business-modeled e-learning. If learners would only embrace this more anarchical medium, appreciating writing for pre-publication as a process of open-ended discovery rather than product delivery, then the prospect (...) of deinstitutionalizing e-learning could become an exciting new reality. The chapter’s methodology is a combination of normative-theoretical analysis and small sample (n=2) case study based on the author’s personal and professional experiences. While the generalizability (or external validity) of the conclusions is limited, the author hopes to motivate further inquiry into the connection between on-line pre-publication and e-learning. (shrink)

In this paper, Tyson E. Lewis challenges the dominant theoretical and practical educational responses to globalization. On the level of public policy, Lewis demonstrates the limitations of both neoliberal privatization and liberal calls for rehabilitating public schooling. On the level of pedagogy, Lewis breaks with the dominant liberal democratic tradition which focuses on the cultivation of democratic dispositions for cosmopolitan citizenship. Shifting focus, Lewis posits a new location for education out of bounds of the common sense of public versus private, (...) nationalism versus cosmopolitanism, inclusion versus exclusion, human versus civil rights. This is the space of the commonwealth whose actors cannot be identified as ‘citizens’ but are rather the anonymous multitude. In conclusion, Lewis finds a model for organizing this commonwealth in the work of Ivan Illich, whose learning networks speak to the urgent political and pedagogical need for exodus from the conceptual vocabulary that defines much of the contemporary field of educational theory. (shrink)

This paper addresses two ways in which scarcity in health care turns up and three ways in which this dual condition of scarcity can be approached. The first approach is the economic approach, which focuses on the causes of cost-increase in health care and on developing various mechanisms of rationing and priority-setting in health care. The second approach is the justice approach, which interprets scarcity as one of the Humean ‹Circumstances of Justice.’ Whereas these approaches interpret scarcity as a given (...) fact, the third approach casts doubt on this interpretation. Rather, it interprets scarcity as a social, anthropological, and technologically induced construction of Modernity. This paper supports the theories of Hans Achterhuis, Ivan Illich, and Nicholas Xenos but also further elaborates their views with regard to health care by offering an approach to scarcity that interprets it as an economic translation of finitude. I argue that this approach, which entails a contemporary revaluation of the ancient Socratic attitude on human life and finitude, will be better able to deal with the pressing contemporary issues of setting limits on health care because it mitigates contemporary health care’s tendency toward infinity in meeting – and creating – health care needs. (shrink)

In 1971, Ivan Illich wrote that school had become the world religion of a modernized proletariat. Without undoing the power of human interaction undergirding it, understanding how we learn is thus vital to undoing the institutional power of the West – of ‘deschooling’ society. Responding to the conflict between secular and religious schemes of education, the article investigates the ways in which the ‘atheist’ Gilles Deleuze and the ‘mystic’ Simone Weil both employed related stratagems from Stoic philosophy to critique (...) ‘schooling’ construed as the acquisition of, rather than participation in, knowledge. Through a critical reading of the differences between Deleuze's and Weil’s ideas of education, the argument suggests that these differences run aground on the fundamental opposition to a common adversary: that normative pedagogy which trivializes the need to re-school, as well as de-school, society. (shrink)

For the philosopher Ivan Illich, society became a set of systems rather than a group of people. As such, society depersonalizes life and brings the need for open non-systematized spaces where people can act and interact outside their typical roles. On the other hand, an absence of formal structures may simply open spaces for the informal reproduction of society’s already well-established structures. Given this conjuncture, can systems be designed to foster personal expression? The answer I found in cybernetics is (...) self-organization, a process of adaptation to a context that can grow different organizations depending on what this context provides. This implies that personal expression is a concern in society’s emergent organizations, calling for meta planning to design the context of some of society’s self-organization processes. The cybernetician Gordon Pask argued that depersonalization follows from non-conversational communications, like the ones that develop in large committees. In response, Pask’s fellow cybernetician Stafford Beer proposed a meeting protocol called Team Syntegrity allowing large groups to subdivide into small integrated discussion groups. While Beer’s work has been extensively discussed in existent literature, this article presents the results of four experiments conducted by using variations of Beer’s protocol to understand both the ease with which it can be adapted to different situations, and the implications of its conversational structure on personal expression. The experiment’s realization demonstrates that the protocol’s preparation is laborious and hard to adapt in a timely manner in situations where participant numbers fluctuate. Automation of these processes, however, offers possibilities to use the approach in loosely organized groups. Automation can also help choosing the most appropriate protocol for particular situations through the manipulation of its configuration. Despite difficulties, the protocol offers promise for different purposes, encouraging personal expression in a way that reverberates with others’ personal perspectives. (shrink)