In this paper I want to discuss two major educational theories which both had and still have an enormous impact on educational theory and practice all over the world. Looking at the American 19 th / 20 th century philosopher and educational reformer John Dewey, and at Ivan Illich, a radical educationalist of the late 20 th century, I want to focus on the concepts of socialisation underlying their theories. While John Dewey attempted to reform school so as to make possible “true education in a democratic sense, Ivan Illich promoted an educational revolution with “de-schooling as only one form of de- institutionalising society. A
comparison of these two diametrically opposed approaches towards education will be followed by pointing out where, and how far, they have found their way into educational policies and systems of our days. This will provide insight into the understanding of
socialisation as it is manifested in nowadays’ schooling systems in Western Europe, especially in Scotland (Great Britain) .
Table of Contents
INTRODUCTION
2. JOHN DEWEY
EDUCATIONAL THEORY
SOCIALISATION FOR DEMOCRACY
3. IVAN ILLICH
DESCHOOLING SOCIETY
SOCIALISATION FOR AUTONOMY
4. EDUCATION IN SCOTLAND TODAY
ISSUES IN EDUCATION
EDUCATIONAL SITES AND PROVISIONS
1. Primary Education
2. Secondary Education
3. Further and Higher Education
4. Alternative Educational Provisions
5. Conclusion
Research Objectives and Key Topics
This paper examines the concepts of socialisation within the educational theories of John Dewey and Ivan Illich, exploring their distinct visions for democratic and autonomous education. It investigates how these theoretical frameworks mirror or contrast with historical and contemporary educational policies in Scotland, assessing the impact of institutionalisation and market-driven reforms on the learning process.
- Comparison of Dewey’s concept of education as a social process for democracy and Illich’s call for the de-institutionalisation of society.
- Critical analysis of the role of schools, curriculum, and assessment practices in reproducing or challenging social structures.
- Evaluation of Scottish educational policies, including the Primary Memorandum and the 5-14 programme, against progressive theoretical ideals.
- Discussion of alternative educational provisions, such as community education and the Open University, in the context of lifelong learning.
Excerpt from the Book
SOCIALISATION FOR AUTONOMY
This is one of the rare places where Illich actually spells out his vision not in apurely negative criticism of the existing society, but in positive and productive terms. What concepts does he employ for this? First of all, he demands that the learner stand in some “educational relationship” with her environment, rather than passively absorbing packaged input. The learner, Illich realises, has to play an active role in the learning process. This insight is not at all new, we can find it in Dewey’s writing as well as in most other progressive educational theories. Illich claims that in present-day schools the overwhelming experience of both pupils and teachers is frustration, and only a lack of imagination prevents them from the search for alternatives. He draws in his vision on the notion of the “enlightened”, self-interested subject.
It is interesting to see how the theme of the enlightened subject, who is in control over her own life and determined entirely by her own will, pervades much of his visionary educational model: The learner, in this model, would have the power and possibility to choose her own field(s) of interest, be in charge of the learning process (initiative to contact the model-professional, self-motivation throughout the learning period, self-directed and self-paced education career with the guidance of some administration experts), define her own ends of education (both in terms of the goal as well as the time spent learning) and serve, from a certain stage on, as a model for other learners.
Summary of Chapters
INTRODUCTION: The author outlines the scope of comparing John Dewey and Ivan Illich, focusing on their socialisation concepts and their influence on Western educational systems.
2. JOHN DEWEY: This chapter details Dewey’s belief in education as a fundamental process for democratic social progress and his view on schools as central to forming autonomous citizens.
3. IVAN ILLICH: An exploration of Illich’s radical critique of institutionalised consumer society and his demand for 'de-schooling' to foster personal autonomy and conviviality.
4. EDUCATION IN SCOTLAND TODAY: A practical examination of Scottish education, tracing how theoretical ideals interact with state policies, market-oriented reforms, and alternative learning models.
5. Conclusion: A synthesis of findings, highlighting the limitations of both thinkers while advocating for a redesigned educational focus that addresses the needs of a complex global society.
Keywords
John Dewey, Ivan Illich, socialisation, de-schooling, democratic education, Scotland, education policy, institutionalisation, learner autonomy, lifelong learning, progressive education, curricula, assessment, social reform, educational theory.
Frequently Asked Questions
What is the core subject of this paper?
The paper fundamentally explores the educational theories of John Dewey and Ivan Illich, specifically examining their conflicting approaches to socialisation and the role of education in society.
What are the primary thematic fields covered?
The work covers democratic educational theory, the critique of institutionalised schooling, the impact of market-driven policies on education, and the implementation of educational reforms in Scotland.
What is the primary objective of the research?
The main goal is to analyze how Dewey's and Illich's theories manifest within modern educational policies and to evaluate whether these models provide meaningful frameworks for contemporary social and educational reform.
Which scientific methodology is employed?
The author uses a comparative theoretical analysis combined with a review of historical educational policy documents and case studies in the Scottish educational system.
What topics are discussed in the main body?
The main body treats the educational philosophies of Dewey and Illich, discusses specific Scottish educational policies like the 5-14 programme, and analyzes the shift from traditional academic models to market-oriented, service-based educational provision.
Which keywords characterize this work?
Key terms include socialisation, de-schooling, educational reform, democratic theory, pedagogical autonomy, and the political economy of educational systems.
How does the author view the 'teacher's role' in Dewey’s theory compared to Illich’s?
Dewey sees the teacher as a facilitator of democratic participation within a school community, whereas Illich views the teacher in current institutions as a custodian or moralist, advocating instead for decentralised learning webs without a singular teacher-authority.
What is the '5-14 programme' and how does it relate to the paper's central argument?
The 5-14 programme is a Scottish curriculum initiative that the author uses as an example of centralised, state-driven control that contrasts with the progressive, child-centered ideals promoted by theorists like Dewey.
- Quote paper
- Michael Obenaus (Author), 2000, Dewey versus Illich: Alternative Educational Utopias., Munich, GRIN Verlag, https://www.grin.com/document/23536
