Educational Reformers: Illich's Deschooling and Milani's Pedagogy

Ivan Illich: Critique of Institutional Education (1926–2002)

Ivan Illich, born in Austria, opened a cultural center in Cuernavaca, Mexico, in 1961 to prepare priests. He was investigated by the Vatican for the activities that he carried out. Due to his indifference to the Church and his financial independence, Illich is considered the foremost representative of deschooling.

Illich argued that the school system fails its mission because it does not solve technical and human problems. He believed the modern school system leads to failure:

• Undemocratic structure
• Cultural impoverishment of the masses
• Loss of original purpose

For these reasons, the school has lost its political, economic, and educational legitimacy.

Illich's Three Critiques of Schooling

Political Critique

The school does not promote social equality; it is complicit with the state in instructing a dehumanized society.

Economic Critique

The school acts as an agent of inequality within the consumer society and is excessively expensive.

Pedagogical Critique

The school fails to educate with complete and accurate consciousness, instead serving a mythopoeic function (creating myths).

Illich's Proposal for Education

Education should be able to provide access to available resources, offer opportunities for individuals to present their arguments, and facilitate educational services, reference materials, skill-sharing networks, and search services.

Lorenzo Milani: Personalistic Pedagogy (1923–1967)

During high school, Lorenzo Milani adopted values like loyalty and veracity, which were often rejected by supernaturalist religious pedagogy. Milani highlighted the ineffectiveness of existing schools, noting they were exclusive to the rich. This led him to emphasize the necessity of creating a new school that would improve opportunities for the poor class.

Milani, as the Rector of Barbiana, directed the creation of a significant work (published posthumously by a pupil) detailing his educational philosophy.

Milani's Pedagogical Approach

Milani advocated for a personalistic pedagogy, emphasizing the importance of the individual and individualized schooling. While he criticized traditional “active” education designed for the ruling class, his individualized education promoted collective participation.

Causes of Academic Failure in Poor Communities

Milani analyzed and defended the poor sector against common explanations for academic failure, attributing it instead to systemic issues:

• Inability of parents (lack of educational background)
• Lack of books at home
• Incorrect ways of speaking (dialect vs. standard language)
• Space problems (overcrowding)

The Barbiana School Model

The Barbiana School sought to compensate for the deficiencies faced by the poor, offering family and social criticism and developing a service culture based on universal values for the oppressed. The school centered on three core elements:

1. The right to education
2. Service and participation
3. A fairer world

Barbiana School Characteristics

• Individualized instruction
• Community attitudes
• Intensive language teaching and writing
• Always open (flexible schedule)
• No tests or grades
• Programs were not official (non-standard curriculum)