Many students, especially those who are poor, intuitively know what the schools do for them. They school them to confuse process and substance. Once these become blurred, a new logic is assumed: the more treatment there is the better are the results; or, escalation leads to success. The pupil is thereby “schooled” to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is “schooled” to accept service in place of value. Medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work. Health, learning, dignity, independence, and creative endeavor are defined as little more than the performance of the institutions which claim to serve these ends, and their improvement is made to depend on allocating more resources to the management of hospitals, schools, and other agencies in question. Not only education but social reality itself has become “schooled.”
It costs roughly the same to school both rich and poor in the same dependence. The yearly expenditure per pupil in the slums and in the rich suburbs of any one of twenty US cities lies in the same range—and sometimes is favorable to the poor.1 Rich and poor alike depend on schools and hospitals which guide their lives, form their world view, and define for them what is legitimate and what is not. Both view doctoring oneself as irresponsible, learning on one’s own as unreliable, and community organization, when not paid for by those in authority, as a form of aggression or subversion. For both groups the reliance on institutional treatment renders independent accomplishment suspect. The progressive underdevelopment of self- and community-reliance is even more typical in Westchester than it is in the Northeast of Brazil. Everywhere not only education but society as a whole needs “de-schooling.”
Welfare bureaucracies claim a professional, political, and financial monopoly over the social imagination, setting standards of what is valuable and what is feasible. This monopoly is at the root of the modernization of poverty. Every simple need to which an institutional answer is found permits the invention of a new class of poor and a new definition of poverty. Ten years ago in Mexico it was the normal thing to die in one’s own home and to be buried by one’s friends. Only the soul’s needs were taken care of by the institutional church. Now to die at home has become a sign either of poverty or of special privilege. Dying and death have come under the institutional management of doctors and undertakers.
Modern poverty is not necessarily the consequence of inferior treatment. It can, of course, be associated with fewer years of school attendance or cheap schooling; but it can also accompany more costly schooling such as the higher than average per capita expenses of “compensatory education” in slums and “rehabilitation” behind bars. Modern poverty is not necessarily the result of less treatment, but of different treatment with inadequate results. A certificate attesting to four years of attendance in adult, reformatory, or remedial education is a doubtful recommendation, although the costs of financing the institution in question may be very high indeed.
The poor have always been socially powerless. The increasing reliance on institutional care adds a new dimension to their helplessness: psychological impotence, the inability to fend for themselves. Peasants on the high plateau of the Andes are exploited by the landlord and the merchant—once they settle in Lima they are, in addition, dependent on political bosses, and disabled by their lack of schooling. Modernized poverty combines the lack of power over circumstances with a loss of personal potency. This modernization of poverty is a world-wide phenomenon, and lies at the root of contemporary underdevelopment. Of course it appears under different guises in rich and in poor countries.
It is probably most intensely felt in US cities. Nowhere else is poverty treated at greater cost. Nowhere else does the treatment of poverty produce so much dependence, anger, frustration, and further demands. And nowhere else should it be so evident that poverty—once it has become modernized—has become resistant to treatment with dollars alone and requires an institutional revolution.
Today in the US the black and even the migrant can aspire to a level of professional treatment which would have been unthinkable two generations ago, and which seems grotesque to most people in the third world. For instance, the US poor can count on a truant officer to return their children to school until they reach seventeen or on a doctor to assign them to a hospital bed which costs $60.00 per day—the equivalent of three months income for a majority of the people in the world. But such care only makes them dependent on more treatment, and renders them increasingly incapable of organizing their own lives around their own experiences and resources within their own communities.
The poor in the US are in a unique position to speak about the predicament which threatens all the poor in a modernizing world. They are making the discovery that no amount of dollars can remove the inherent destructiveness of welfare institutions, once the professional hierarchies of these institutions have convinced society that their ministrations are morally necessary. The poor in the US inner city can demonstrate from their own experience the fallacy on which social legislation in a “schooled” society is built.
Supreme Court Justice William O. Douglas observed that “the only way to establish an institution is to finance it.” The corollary is also true. Only by channeling dollars away from the institutions which now treat health, education, and welfare can the further impoverishment resulting from their disabling side effects be stopped.
This must be kept in mind when we evaluate federal aid programs. As a case in point, between 1965 and 1968 over three billion dollars were spent in US schools to offset the disadvantages of about six million children. The program is known as Title One. It is the most expensive compensatory program ever attempted anywhere in education, yet no significant improvement can be detected in the learning of these “disadvantaged” children. Compared with their classmates from middle-income homes, they have fallen further behind. Moreover, in the course of this program, professionals discovered an additional ten million children laboring under economic and educational handicaps. More reasons for claiming more federal funds are now at hand,
This total failure to improve the education of the poor despite more costly treatment can be explained in three ways:
Three billion dollars are insufficient to improve the performance of six million children by a measurable amount; or
The money was incompetently spent: different curricula, better administration, further concentration of the funds on the poor child, and more research are needed and would do the trick; or
Educational disadvantage cannot be cured by relying on education within the school.
The first is certainly true so long as the money has been spent through the school budget. The money indeed went to the schools which contained most of the disadvantaged children, but it was not spent on the poor children themselves. These children for whom the money was intended comprised only about half of those who were attending the schools that added the federal subsidies to their budgets. Thus the money was spent for custodial care, indoctrination, and the selection of social roles, as well as education, all of which functions are inextricably mingled in the physical plants, curricula, teachers, administrators, and other key components of these schools, and, therefore, in their budgets.
The added funds enabled schools to cater disproportionately to the satisfaction of the relatively richer children who were “disadvantaged” by having to attend school in the company of the poor. At best a small fraction of each dollar intended to remedy a poor child’s disadvantages in learning could reach the child through the school budget.
It might be equally true that the money was incompetently spent. But even unusual incompetence cannot beat that of the school system. Schools by their very structure resist the concentration of privilege on those otherwise disadvantaged. Special curricula, separate classes, or longer hours would only constitute more discrimination at a higher cost.
Taxpayers are not yet accustomed to permitting three billion dollars to vanish from HEW as if it were the Pentagon. The present Administration might believe that it can afford the wrath of educators. Middle-class Americans have nothing to lose if the program is cut. Poor parents think they do, but, even more, they are demanding control of the funds meant for their children. A logical way of cutting the budget and, one hopes, of increasing benefits is a system of tuition grants such as that proposed by Milton Friedman and others. Funds would be channeled to the beneficiary, enabling him to buy his share of the schooling of his choice. If such credit were limited to purchases which fit into a school curriculum, it would tend to provide more equality of treatment, but would not thereby increase the equality of social claims.
It should be obvious that even with schools of equal quality a poor child can seldom catch up with a rich one. Even if they attend equal schools and begin at the same age, poor children lack most of the educational opportunities which are casually available to the middle-class child. These advantages range from conversation and books in the home to vacation travel and a different sense of oneself, and apply, for the child who enjoys them, both in and out of school. So the poorer student will generally fall behind so long as he depends on school for advancement or learning. The poor need funds to enable them to learn, not to get certified for the treatment of their alleged disproportionate deficiencies.
All this is true in poor nations as well as in rich ones, but there it appears under a different guise. Modernized poverty in poor nations affects more people more visibly but also—for the moment—more superficially. Two-thirds of all children in Latin America leave school before finishing the fifth grade—but these “desertores” are not therefore as badly off as they would be in the US.
Few countries today remain victims of classical poverty, which was stable and less disabling. Most countries in Latin America have reached the “take off” point toward economic development and competitive consumption, and thereby toward modernized poverty: their citizens have learned to think rich and live poor. Their laws make six to ten years of school obligatory. Not only in Argentina but also in Mexico or Brazil the average citizen defines an adequate education by North American standards, even though the chance of getting such prolonged schooling is limited to a tiny minority. In these countries the majority is already hooked on school, that is, they are schooled in a sense of inferiority toward the better schooled. Their fanaticism in favor of school makes it possible to exploit them doubly: it permits increasing allocation of public funds for the education of a few, and increasing acceptance of social control by the many.
Paradoxically, the belief that universal schooling is absolutely necessary is most firmly held in those countries where the fewest people have been—and will be—served by schools. Yet in Latin America, different paths toward education could still be taken by the majority of parents and children. Proportionately national savings invested in schools and teachers might be higher than in rich countries, but these investments are totally insufficient to serve the majority by making even four years of school attendance possible. Fidel Castro talks as if he wanted to go in the direction of de-schooling when he promises that by 1980 Cuba will be able to dissolve its university since all of life in Cuba will be an educational experience. At the grammar school and high school level, however, Cuba, like all other Latin American countries, acts as though passage through a period defined as the “school age” were an unquestionable goal for all, delayed merely by a temporary shortage of resources.
The twin deceptions of increased treatment, as actually provided in the US—and as merely promised in Latin America—complement each other. The northern poor are being disabled by the same twelve-year treatment whose lack brands the southern poor as hopelessly backward. Neither in North America nor in Latin America do the poor get equality from obligatory schools. But in both places the mere existence of school discourages and disables the poor from taking control of their own learning. All over the world the school has an antieducational effect on society: school is recognized as the institution which specializes in education. The failures of school are taken by most people as a proof that education is a very costly, very complex, always arcane, and frequently almost impossible task.
School appropriates the money, men, and good will available for education and in addition discourages other institutions from assuming educational tasks. Work, leisure, politics, city living, and even family life depend on schools for the habits and knowledge they presuppose, instead of becoming themselves the means of education. Simultaneously both schools and the other institutions which depend on them are priced out of the market.
In the US the per capita costs of schooling have risen almost as fast as the cost of medical treatment. But increased treatment by both doctors and teachers has shown steadily declining results. Medical expenses concentrated on those above forty-five have doubled several times over a period of forty years with a resulting 3 percent increase in life expectancy in men. The increase in educational expenditures has produced even stranger results; otherwise President Nixon could not have been moved this spring to promise that every child shall soon have the “Right to Read” before leaving school.
In the US it would take eighty billion dollars per year to provide what educators regard as equal treatment for all in grammar and high school. This is well over twice the thirty-six billion dollars now being spent. Independent cost projections prepared at HEW and the University of Florida indicate that by 1974 the comparable figures will be $107 billion as against the forty-five billion dollars now projected, and these figures wholly omit the enormous costs of what is called “higher education,” for which demand is growing even faster. The US, which spent nearly eighty billion dollars in 1969 for “defense” including its deployment in Vietnam, is obviously too poor to provide equal schooling. The President’s committee for the study of school finance should ask not how to support or how to trim such increasing costs, but how they can be avoided.
Equal obligatory schooling must be recognized as at least economically unfeasible. In Latin America the amount of public money spent on each university graduate is between 350 and 1,500 times the amount spent on the median citizen (that is, the citizen who holds the middle ground between the poorest and the richest). In the US the discrepancy is smaller, but the discrimination is keener. The richest parents, some 10 percent, can afford private education for their children and help them to benefit from foundation grants. But in addition they obtain ten times the per capita amount of public funds if this is compared with the per capita expenditure made on the children of the 10 percent who are poorest. The principal reasons for this are that rich children stay longer in school, that a year in a university is disproportionately more expensive than a year in high school, and that most private universities depend—at least indirectly—on tax-derived finances.
Obligatory schooling inevitably polarizes a society; it also grades the nations of the world according to an international caste system. Countries are rated like castes whose educational dignity is determined by the average years of schooling of its citizens, a rating which is closely related to per capita gross national product, and much more painful.
The paradox of the schools is evident: increased expenditure escalates their destructiveness at home and abroad. This paradox must be made a public issue. It is now generally accepted that the physical environment will soon be destroyed by bio-chemical pollution unless we reverse current trends in the production of physical goods. It should also be recognized that social and personal life is threatened equally by HEW pollution, the inevitable by-product of obligatory and competitive consumption of welfare.
The escalation of the schools is as destructive as the escalation of weapons but less visibly so. Everywhere in the world school costs have risen faster than enrollments and faster than GNP; everywhere expenditures on school fall even further behind the expectations of parents, teachers, and pupils. Everywhere this situation discourages both the motivation and the financing for large-scale planning for non-schooled learning. The US is proving to the world that no country can be rich enough to afford a school system that meets the demands this same system creates simply by existing: because a successful school system schools parents and pupils to the supreme value of a larger school system, the cost of which increases disproportionately as higher grades are in demand and become scarce.
Rather than calling equal schooling temporarily unfeasible we must recognize that it is, in principle, economically absurd, and that to attempt it is intellectually emasculating, socially polarizing, and destructive of the credibility of the political system which promotes it. The ideology of obligatory schooling admits of no logical limits. The White House recently provided a good example. Dr. Hutschnecker, the “psychiatrist” who treated Mr. Nixon before he was qualified as a candidate, recommended to the President that all children between six and eight be professionally examined to ferret out those who have destructive tendencies, and that obligatory treatment be provided for them. If necessary their re-education in special institutions should be required. This memorandum from his doctor the President sent for evaluation to HEW. Indeed, preventive concentration camps for pre-delinquents would be a logical improvement over the school system.
Equal educational opportunity is, indeed, both a desirable and a feasible goal, but to equate this with obligatory schooling is to confuse salvation with the Church. School has become the world religion of a modernized proletariat, and makes futile promises of salvation to the poor of the technological age. The nation-state has adopted it, drafting all citizens into a graded curriculum leading to sequential diplomas not unlike the initiation rituals and hieratic promotions of former times. The modern state has assumed the duty to enforce the judgment of its educators through well-meant truant officers and job requirements, much as did the Spanish kings who enforced the judgments of their theologians through the conquistadors and inquisition.
Two centuries ago the US led the world in a movement to disestablish the monopoly of a single church. Now we need the constitutional disestablishment of the monopoly of the school, and thereby of a system which legally combines prejudice with discrimination. The first article of a bill of rights for a modern, humanist society would correspond to the first amendment to the US Constitution: “The State shall make no law with respect to the establishment of education.” There shall be no ritual obligatory for all.
To make this disestablishment effective, we need a law forbidding discrimination in hiring, voting, or admission to centers of learning based on previous attendance at some curriculum. This guarantee would not exclude performance tests of competence for a function or role, but would remove the present absurd discrimination in favor of the person who learns a given skill with the largest expenditure of public funds or—what is equally likely—has been able to obtain a diploma which has no relation to any useful skill or job. Only by protecting the citizen from being disqualified by anything in his career in school can a constitutional disestablishment of school become psychologically effective.
Neither learning nor justice is promoted by schooling because educators insist on packaging instruction with certification. Learning and the assignment of social roles are melted into schooling. Yet to learn means to acquire a new skill or insight, while promotion depends on an opinion which others have formed. Learning frequently is the result of instruction, but selection for a role or category in the job market increasingly depends on mere length of attendance.2
Instruction is the choice of circumstances which facilitate learning. Roles are assigned by setting a curriculum of conditions which the candidate must meet if he is to make the grade. School links instruction—but not learning—to these roles. This is neither reasonable nor liberating. It is not reasonable because it does not link relevant qualities or competences to roles—but rather the process by which such qualities are supposed to be acquired. It is not liberating or educational because school reserves instruction to those whose every step in learning fits previously approved measures of social control.
Curriculum has always been used to assign social rank. At times it could be prenatal: karma ascribes you to a caste and lineage to the aristocracy. Curriculum could take the form of a ritual, of sequential sacred ordinations, or it could consist in a succession of feats in war or hunting, or further advancement could be made to depend on a series of previous princely favors. Universal schooling was meant to detach role assignment from personal life history: it was meant to give everybody an equal chance to any office. Even now many people wrongly believe that school ensures the dependence of public trust on relevant learning achievements. However, instead of equalizing chances the school system has monopolized their distribution.
To detach competence from curriculum, inquiries into a man’s learning history must be made taboo, like inquiries into his political affiliation, church attendance, lineage, sex habits, or racial background. Laws forbidding discrimination on the basis of prior schooling must be enacted. Laws, of course, cannot stop prejudice against the unschooled—nor are they meant to force anyone to intermarry with an autodidact—but they can discourage unjustified discrimination.
A second major illusion on which the school system rests is that most learning is the result of teaching. Teaching, it is true, may contribute to certain kinds of learning under certain circumstances. But most people acquire most of their knowledge outside school, and in school only in so far as school, in a few rich countries, has become their place of confinement during an increasing part of their lives.
Most learning happens casually, and even most intentional learning is not the result of programmed instruction. Normal children learn their first language casually, although faster if their parents pay attention to them. Most people who learn a second language well do so as a result of odd circumstances and not of sequential teaching. They go to live with their grandparents, they travel, or they fall in love with a foreigner. Fluency in reading is also more often than not a result of such extracurricular activities. Most people who read widely, and with pleasure, merely believe that they learned to do so in school; when challenged, they easily discard this illusion.
But the fact that a great deal of learning even now seems to happen casually and as a by-product of some other activity defined as work or leisure does not mean that planned learning does not benefit from planned instruction and that both do not stand in need of improvement. The strongly motivated student who is faced with the task of acquiring a new and complex skill may benefit greatly from the discipline now associated with the old-fashioned schoolmaster who taught reading, Hebrew, catechism, or multiplication by rote. School has now made this kind of drill teaching rare and disreputable, yet there are many skills which a motivated student with normal aptitude can master in a matter of a few months if taught in this traditional way. This is as true of codes as of their encipherment; of second and third languages as of reading and writing; and equally of special languages such as algebra, computer programming, chemical analysis, or of manual skills like typing, watchmaking, plumbing, wiring, TV repair; or for that matter dancing, driving, and diving.
In certain cases the acceptance into a learning program aimed at a specific skill might presuppose competence in some other skill, but it should certainly not be made to depend upon the process by which such prerequisite skills were acquired. TV repair presupposes literacy and some math, diving, good swimming, and driving very little of either.
Progress in learning skills is measurable. The optimum resources in time and materials needed by an average motivated adult can be easily estimated. The cost of teaching a second Western European language to a high level of fluency ranges between $400 and $600 in the US, and for an oriental tongue, the time needed for instruction might be doubled. This would still be very little, compared with the cost of twelve years of schooling in New York, which is a condition for acceptance of a worker into the Sanitation Department—almost $15,000. No doubt, not only the teacher but also the printer and the pharmacist protect their trade through the public illusion that training for it is very expensive.
At present schools pre-empt most educational funds. Drill instruction which costs less than comparable schooling is now a privilege of those rich enough to bypass the schools, and those whom either the army or big business sends through in-service training. In a program of progressive deschooling of US education, at first the resources available for drill training would be limited. But ultimately there should be no obstacle for anyone at any time of his life to be able to choose instruction among hundreds of definable skills at public expense.
Right now educational credit good at any skill center could be provided in limited amounts for people of all ages, and not just to the poor. I envisage such credit in the form of an educational passport or an “edu-credit-card” provided to each citizen at birth. In order to favor the poor, who probably would not use their yearly grants early in life, a provision could be made that interest accrues to later users of cumulated “entitlements.” Such credits would permit most people to acquire the skills most in demand at their convenience, better, faster, cheaper, and with fewer undesirable side effects than in school.
Most of the skills which are in demand and which require human teachers have already been acquired by a great many of the people who use them. They are now discouraged from sharing them with others by teachers who monopolize the license and by unions who protect the trade interest. Skill centers which would be judged by customers on their results, and not on the personnel they employ or the process they use, would open unsuspected working opportunities, frequently even for those who are now considered unemployable. Indeed, there is no reason why such skill centers should not be at the work place itself, with the employer and his work force supplying instruction as well as jobs to those who choose to use their educational credits in this way.
In 1956 there arose a need to teach Spanish quickly to several hundred teachers, social workers, and ministers from the New York Archdiocese so that they could communicate with Puerto Ricans. My friend Gerry Morris announced over a Spanish radio station that he needed native speakers from Harlem. Next day some two hundred teen-agers lined up in front of his office, and he selected four dozen of them—many of them school dropouts. He trained them in the use of the US Foreign Service Institute (FSI) Spanish manual, designed for use by linguists with graduate training, and within a week his teachers were on their own—each in charge of four New Yorkers who wanted to speak the language. Within six months the mission was accomplished. Cardinal Spellman could claim that he had 127 parishes in which at least three staff members could communicate in Spanish. No school program could have matched these results.
Skill teachers are made scarce by the belief in the value of licenses. Certification constitutes a form of market manipulation and is plausible only to a schooled mind. Most teachers of arts and trades are less skillful, less inventive, and less communicative than the best craftsmen and tradesmen. Most high-school teachers of Spanish or French do not speak the language as correctly as their pupils could after half a year of competent drills. Experiments conducted by Angel Quintero in Puerto Rico suggest that many young teen-agers, if they are given the proper incentives, programs, and access to tools, are better than most school-teachers at introducing their peers to the scientific exploration of plants, stars, and matter, and to the discovery of how and why a motor or a radio functions.
Opportunities for skill-learning can be vastly multiplied if we open the “market.” This depends on matching the right teacher with the right student when he is highly motivated in an intelligent program, without the constraint of curriculum.
Free and competing drill instruction is a subversive blasphemy to the orthodox educator. It dissociates the acquisition of skills from “humane” education, which schools package together, and thus it promotes unlicensed learning no less than unlicensed teaching for unpredictable purposes.
There is currently a proposal on record which seems at first to make a great deal of sense. It has been prepared by Christopher Jencks of the Center for the Study of Public Policy and is sponsored by the Office of Economic Opportunity. It proposes to put educational “entitlements” or tuition grants into the hands of parents and students for expenditures in the schools of their choice. Such individual entitlements could indeed be an important step in the right direction. We need a guarantee of the right of each citizen to an equal share of tax-derived educational resources, the right to verify this share, and the right to sue for it if denied. It is one form of a guarantee against regressive taxation.
The Jencks proposal, however, begins with the ominous statement that “conservatives, liberals, and radicals have all complained at one time or another that the American educational system gives professional educators too little incentive to provide high quality education to most children.” The proposal condemns itself by proposing tuition grants which would have to be spent on schooling.
This is like giving a lame man a pair of crutches stipulating that he use them only if the ends are tied together. As the proposal for tuition grants now stands, it plays into the hands not only of the professional educators but of racists, promoters of religious schools, and others whose interests are socially divisive. This discrimination in favor of schools which dominates Jencks’s discussion on refinancing education could discredit one of the most critically needed principles for educational reform: the return of initiative and accountability for learning to the learner or his most immediate tutor.
The de-schooling of society implies a recognition of the two-faced nature of learning. An insistence on skill drill alone could be a disaster: equal emphasis must be placed on other kinds of learning. But if schools are the wrong places for learning a skill they are even worse places for getting an education. School does both tasks badly, partly because it does not distinguish between them. School is inefficient in skill instruction especially because it is curricular. In most schools a program which is meant to improve one skill is chained always to another irrelevant task. History is tied to advancement in math, and class attendance to the right of using the playground.
Schools are even less efficient in the arrangement of the circumstances which encourage learning for learning’s sake, for which I will reserve the term “education.” The main reason for this is that school is obligatory and becomes schooling for schooling’s sake: an enforced stay in the company of teachers, which pays off in the doubtful privilege of more such company. Just as skill instruction must be freed from curricular restraints, so must liberal education be dissociated from obligatory attendance. Both skill learning and education can be aided by institutional arrangement but they are of a different, frequently opposed nature.
Most skills can be acquired and improved by drills, because skill implies the mastery of definable and predictable behavior. Skill instruction can rely, therefore, on the simulation of circumstances in which the skill will be used. Education in the exploratory and creative use of skills, however, cannot rely on drills. Education can be the outcome of instruction, though instruction of a kind fundamentally opposed to drill. It relies on the relationship between partners who already have some of the keys which give access to memories stored in and by the community. It relies on the critical intent of all those who use memories creatively. It relies on the surprise of the unexpected question which opens new doors for the inquirer and his partner.
The skill instructor relies on the arrangement of set circumstances which permit the learner to develop standard responses. The educational instructor is concerned with helping matching partners to meet so that learning can take place. He matches individuals starting from their own, unresolved questions. At the most he helps the pupil to formulate his puzzlement since only a clear statement will give him the power to find his match, moved like him, at the moment, to explore the same issue in the same context.
Matching partners for educational purposes initially seems more difficult to imagine than finding skill instructors and partners for a game. One reason is the deep fear which school has implanted in us, fear which makes us censorious. The unlicensed exchange of skills—even undesirable skills—is more predictable and therefore seems less dangerous than the unlimited opportunity for meeting among people who share an issue which for them, at the moment, is socially, intellectually, and emotionally important.
The Brazilian teacher Paulo Freire knows this from experience. He discovered that any adult can begin to read in a matter of forty hours if the first words he deciphers are charged with political meaning. Freire trains his teachers to move into a village and to discover the words which designate current important issues, such as the access to a well or the compound interest on the debts owed to the patron. In the evening the villagers meet for the discussion of these key words. They begin to realize that each word stays on the blackboard even after its sound has faded. The letters continue to unlock reality and to make it manageable as a problem. I have frequently witnessed how discussants grow in social awareness and how they are impelled to take political action as fast as they learn to read. They seem to take reality into their hands as they write it down.
I remember the man who complained about the weight of pencils: they were difficult to handle because they did not weigh as much as a shovel; and I remember another who on his way to work stopped with his companions and wrote the word they were discussing with his hoe on the ground: “reforma.” My friend Freire since 1962 has moved from exile to exile, mainly because he refuses to conduct his sessions around words which are preselected by approved educators, rather than those which his discussants bring to the class.
For years now Monsignor Robert Fox has shown that the same method can work in Spanish Harlem. Fox uses photographs of the neighborhood and gathers his adult pupils to interpret them. He conducts his program called “mansight” exploring the meaning of the words used to design their relationship to the trash cans, graffiti, policemen, and children in the picture. The effect of such sessions of psycho-social group analysis is liberating, and surprising for non-Puerto Ricans. More than once I saw them lead to the celebration of a fiesta on the sidewalk. Fox, of course, can count less and less on the support of either Church or city hall or federal programs. He matches people to gain insight, instead of helping society to get control over them.
The educational matchmaking among people who have been successfully schooled is a different task. Those who do not need such assistance are a minority—even among the readers of serious journals. The majority cannot and should not be rallied for discussion around a slogan, a word, or a picture. But the idea remains the same: they should be able to meet around a problem chosen and defined by their own initiative. Creative, exploratory learning requires peers currently puzzled about the same terms or problems. Large universities make the futile attempt to match them by multiplying their courses, and they generally fail since they are bound to curriculum, course structure, and bureaucratic administration. In schools, including universities, most resources are spent to purchase the time and motivation of a limited number of people to take up predetermined problems in a ritually defined setting. The most radical alternative to school would be a network or service which gives each man the same opportunity to share his current concern with others motivated by the same concern.
Let me give, as an example of what I mean, a description of how an intellectual match might work in New York City. Each man, at any given moment and at a minimum price, could identify himself to a computer with his address and telephone number, indicating the book, article, film, or record on which he seeks a partner for discussion. Within days he could receive by mail the list of others who recently had taken the same initiative. This list would enable him by telephone to arrange for a meeting with persons who initially would be known exclusively by the fact that they request a dialogue about the same subject.
Matching people according to their interest in a particular title is radically simple. It permits identification only on the basis of a mutual desire to discuss a statement recorded by a third person, and it leaves the initiative of arranging the meeting to the individual. Three objections are usually raised against this skeletal purity. I take them up not only to clarify the theory that I want to illustrate by my proposal—for they high-light the deep-seated resistance to de-schooling education, to separating learning from social control—but also because they may help to suggest existing resources which are not now used for learning purposes.
The first objection is: Why cannot self-identification be based also on an idea or an issue? Certainly such subjective terms could also be used in a computer system. Political parties, churches, unions, clubs, neighborhood centers, and professional societies already organize their educational activities in this way and in effect they act as schools. They all match people in order to explore certain “themes”; and these are dealt with in courses, seminars, and curricula in which presumed “common interests” are prepackaged. Such themematching is by definition teacher-centered: it requires an authoritarian presence to define for the participants the starting point for their discussion.
By contrast, matching by the title of a book, film, etc., in its pure form leaves it to the author to define the special language, the terms and the framework within which a given problem or fact is stated; and it enables those who accept this starting point to identify themselves to one another. For instance, matching people around the idea of “cultural revolution” usually leads either to confusion or to demagogy. On the other hand, matching those interested in helping each other understand a specific article by Mao, Marcuse, Freud, or Goodman stands in the great tradition of liberal learning from Plato’s Dialogues, which are built around presumed statements by Socrates, to Aquinas’s commentaries on Peter the Lombard. The idea of matching by title is thus radically different from the theory on which the “Great Books” clubs, for example, were built: instead of relying on the selection by some Chicago professors, any two partners can choose any book for further analysis.
The second objection asks: Why not let the identification of match seekers include information on age, background, world view, competence, experience, or other defining characteristics? Again, there is no reason why such discriminatory restrictions could not and should not be built into some of the many universities—with or without walls—which could use title-matching as their basic organizational device. I could conceive of a system designed to encourage meetings of interested persons at which the author of the book chosen would be present or represented; or a system which guarantees the presence of a competent adviser; or one to which only students registered in a department or school have access. Or one which permits meetings only between people who define their special approach to the title under discussion. Advantages for achieving specific goals of learning could be found for each of these restrictions. But I fear that, more often than not, the real reason for proposing such restrictions is contempt arising from the presumption that people are ignorant: educators want to avoid the ignorant meeting the ignorant around a text which they may not understand and which they read only because they are interested in it.
The third objection: Why not provide match seekers with incidental assistance that will facilitate their meetings—with space, schedules, screening, and protection? This is now done by schools with all the inefficiency characterizing large bureaucracies. If we left the initiative for meetings to the match seekers themselves, organizations which nobody now classifies as educational would probably do the job much better. I think of restaurant owners, publishers, telephone answering services, department store managers, and even commuter train executives who could promote their services by rendering them attractive for educational meetings.
At a first meeting in a drugstore, say, the partners might establish their identity by placing the book under discussion next to their cup. People who take the initiative to arrange for such meetings would soon learn what items to quote to meet the people they seek. The risk that the self-chosen discussion with one or several strangers leads to a loss of time, disappointment, or even unpleasantness is certainly smaller than the same risk taken by a college applicant. A computer-arranged meeting to discuss an article in a national magazine, held in a corner drugstore on Fourth Avenue, would obligate none of the participants to stay in the company of his new acquaintances for longer than it takes to drink a cup of coffee, nor would he have to meet any of them ever again. The chance that it would help to pierce the opaqueness of life in a modern city, and further new friendship, self-chosen work, and critical reading is high. (The fact that a record of personal readings and meetings could be obtained thus by the FBI is undeniable; that this should still worry anybody in 1970 is only amusing for a free man, who willy-nilly contributes his share in order to drown snoopers in the irrelevancies they gather.)
Both the exchange of skills and matching of partners are based on the assumption that education for all means education by all. Not the draft into a specialized institution but only the mobilization of the whole population can lead to popular culture. The equal right for each man to exercise his competence to learn and to instruct is now pre-empted by certified teachers. The teachers’ competence, in turn, is restricted to what may be done in school. And, further, work and leisure are alienated from each other as a result: the spectator and the worker alike are supposed to arrive at the work place all ready to fit into a routine prepared for them. Adaptation in the form of a product’s design, instruction, and publicity shapes them for their role as much as formal education by schooling. A radical alternative to a schooled society requires not only new formal mechanisms for the formal acquisition of skills and their educational use. A de-schooled society implies a new approach to incidental or informal education.
Incidental education cannot any longer return to the forms which learning took in the village or the medieval town. Traditional society was more like a set of concentric circles of meaningful structures—while modern man must learn how to find meaning in many structures to which he is only marginally related. In the village, language and architecture and work and religion and family customs were consistent with one another, mutually explanatory and reinforcing. To grow into one implied a growth into the others. Even specialized apprenticeship was a by-product of specialized activities, such as shoemaking or the singing of psalms. If an apprentice never became a master or a scholar, he still contributed to making shoes or to making church services solemn. Education did not compete for time with either work or leisure. Almost all education was complex, lifelong, and unplanned.
Contemporary society is the result of conscious designs, and educational opportunities must be designed into them. Our reliance on specialized, full-time instruction through school will now decrease, and we must find more ways to learn and teach: the educational quality of all institutions must increase again. But this is a very ambiguous forecast. It could mean that men in the modern city will be increasingly the victims of an effective process of total instruction and manipulation, once they are deprived even of the tenuous pretense of critical independence which liberal schools now provide at least for some of their pupils.
It could also mean that men will shield themselves less behind certificates acquired in school and thus gain in courage to “talk back” and thereby control and instruct the institutions in which they participate. To ensure the latter we must learn to measure the social value of work and leisure by the educational give-and-take for which they offer opportunity. Effective participation in the politics of a street, a work place, the library, a news program or hospital is therefore the best measuring stick to evaluate their level as educational institutions.
I recently spoke to a group of junior high school students in the process of organizing a resistance movement to their obligatory draft into the next class. Their slogan was “participation—not simulation.” They were dis-appointed that this was understood as a demand for less rather than for more education, and reminded me of the resistance which Karl Marx put up against a passage in the Gotha program which—one hundred years ago—wanted to outlaw child labor. He opposed the proposal in the interest of the education of the young, which could happen only at work. If the greatest fruit of man’s labor should be the education he receives from it and the opportunity which work gives him to initiate the education of others, then the alienation of modern society in a pedagogical sense is even worse than economic alienation.
The major obstacle on the way to an educational society was well defined by a black friend of mine in Chicago, who told me that our imagination was “all schooled up.” We permit the State to ascertain universal educational deficiencies of its citizens and establish one specialized agency to treat them. We thus share in the delusion that we can distinguish between what is necessary education for others and what is not—just as former generations established laws which defined what was sacred and what was profane.
Durkheim recognized that this ability to divide social reality into two realms was the very essence of formal religion. There are, he reasoned, religions without the supernatural and religions without gods, but none which does not subdivide the world into things and times and persons that are sacred—and others that as a consequence are profane. Durkheim’s insight can be applied to the sociology of education, for school is radically divisive in a similar way.
The very existence of obligatory schools divides any society into two realms: some time spans and processes and treatments and professions are “academic” or “pedagogic,” and others are not. The power of school thus to divide social reality has no boundaries: education becomes unworldly and the world becomes noneducational.
Since Bonhoeffer contemporary theologians have pointed to the confusions now reigning between the biblical message and institutionalized religion. They point to the experience that Christian freedom and faith usually gain from secularization. Inevitably their statements sound blasphemous to many churchmen. Unquestionably, the educational process will gain from the de-schooling of society even though this demand sounds to many schoolmen like treason to the enlightenment. But it is enlightenment itself that is now being snuffed out in the schools.
The secularization of the Christian faith depends on the dedication to it on the part of Christians rooted in the Church. In much the same way, the de-schooling of education depends on the leadership of those brought up in the schools. Their curriculum cannot serve them as an alibi for the task: each of us remains responsible for what has been made of him, even though he might not be able to do more than accept this responsibility and serve as a warning to others.
Penrose B. Jackson, Trends in Elementary and Secondary Education Expenditures: Central City and Suburban Comparisons 1965 to 1968, US Office of Education, Office of Program and Planning Evaluation, June 1969.↩
For detailed exposition of the language here used see: Everett Reimer, Alternatives in Education, report on a seminar in Cuernavaca, 1968/70. This can be ordered free from CIDOC, APDO 479, Cuernavaca, Mor, Mexico.↩
Coming Up for Freire October 22, 1970
Penrose B. Jackson, Trends in Elementary and Secondary Education Expenditures: Central City and Suburban Comparisons 1965 to 1968, US Office of Education, Office of Program and Planning Evaluation, June 1969.↩
For detailed exposition of the language here used see: Everett Reimer, Alternatives in Education, report on a seminar in Cuernavaca, 1968/70. This can be ordered free from CIDOC, APDO 479, Cuernavaca, Mor, Mexico.↩