Ivan Illich Quotes

School is the advertising agency which makes you believe that you need the society as it is.

School has become the world religion of a modernized proletariat, and makes futile promises of salvation to the poor of the technological age.

Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Most people learn best by being "with it," yet school makes them identify their personal, cognitive growth with elaborate planning and manipulation.

Man must choose whether to be rich in things or in the freedom to use them.

Carry a candle in the dark, be a candle in the dark, know that you're a flame in the dark.

To hell with the future. It's a man-eating idol.

Schools are designed on the assumption that there is a secret to everything in life; that the quality of life depends on knowing that secret; that secrets can be known only in orderly successions; and that only teachers can properly reveal these secrets. An individual with a schooled mind conceives of the world as a pyramid of classified packages accessible only to those who carry the proper tags.

In a consumer society there are inevitably two kinds of slaves: the prisoners of addiction and the prisoners of envy.

Modern medicine is a negation of health. It isn't organized to serve human health, but only itself, as an institution. It makes more people sick than it heals.

Effective health care depends on self-care; this fact is currently heralded as if it were a discovery.

School prepares people for the alienating institutionalization of life, by teaching the necessity of being taught. Once this lesson is learned, people loose their incentive to develop independently; they no longer find it attractive to relate to each other, and the surprises that life offers when it is not predetermined by institutional definition are closed.

The re-establishment of an ecological balance depends on the ability of society to counteract the progressive materialization of values. The ecological balance cannot be re-established unless we recognize again that only persons have ends and only persons can work towards them.

Schools themselves pervert the natural inclination to grow and learn into the demand for instruction.

The public is indoctrinated to believe that skills are valuable and reliable only if they are the result of formal schooling.

The machine-like behavior of people chained to electronics constitutes a degradation of their well-being and of their dignity which, for most people in the long run, becomes intolerable. Observations of the sickening effect of programmed environments show that people in them become indolent, impotent, narcissistic and apolitical. The political process breaks down because people cease to be able to govern themselves; they demand to be managed.

Societies in which most people depend for most of their goods and services on the personal whim, kindness, or skill of another are called underdeveloped, while those in which living has been transformed into a process of ordering from an all-encompassing store catalogue are called advanced.

I was recently told, 'You're a liar!' when I said to somebody I walked down the spine of the Andes. Every Spaniard in the sixteenth, seventeenth century did that. The idea that somebody could just walk! He can jog perhaps in the morning, but he can't walk anywhere! The world has become inaccessible because we drive there.

It takes more time and effort and delicacy to learn the silence of a people than to learn its sounds. Some people have a special gift for this. Perhaps this explains why some missionaries, notwithstanding their efforts, never come to speak properly, to communicate delicately through silences. Although they ''speak with the accent of natives'' they remain forever thousands of miles away. The learning of the grammar of silence is an art much more difficult to learn than the grammar of sounds.

The quality of a society and of its culture will depend on the status of its unemployed.

The more time, toil, and sacrifice spent by a population in producing medicine as a commodity, the larger will be the by-product, namely, the fallacy that society has a supply of health locked away which can be mined and marketed.

The household has become the place where the consumption of wages takes place

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.

A political program which does not explicitly recognize the need for deschooling is not revolutionary; it is demagoguery calling for more of the same.

I know of no industrial society where women are the economic equals of men. Of everything that economics measures, women get less.

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 insofar as school, in a few rich countries, has become their place of confinement during an increasing part of their lives.

Activity, effort, achievement, or service outside a hierarchical relationship and unmeasured by professional standards, threatens a commodity-intensive society.

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.

The first enslaving illusion is the idea that people are born to be consumers and that they can attain any of their goals by purchasing goods and services....What people do or make but will not or cannot put up for sale is as immeasurable and as invaluable for the economy as the oxygen they breathe.

Homo economicus was surreptitiously taken as the emblem and analogue for all living beings. A mechanistic anthropomorphism has gained currency. Bacteria are imagined to mimic "economic" behavior and to engage in internecine competition for the scarce oxygen available in their environment. A cosmic struggle among ever more complex forms of life has become the anthropic foundational myth of the scientific age.

Les enfants sont par définition des apprentis, et apprendre est l'activité humaine qui nécessite le moins de manipulation par autrui. La majeure partie de l'apprentissage n'est pas le resultat de l'instruction. Elle serait plutôt le résultat d'une participation dans un environnement chargé de sens.

Beyond a certain speed, motorized vehicles create remoteness which they alone can shrink. They create distances for all and shrink them for only a few. A new dirt road through the wilderness brings the city within view, but not within reach, of most Brazilian subsistence farmers. The new expressway expands Chicago, but it sucks those who are well-wheeled away from a downtown that decays into a ghetto.

I believe a desirable future depends on our deliberately choosing a life of action over a life of consumption, on our engendering a lifestyle which will enable us to be spontaneous, independant, yet related to each other, rather than maintaining a lifestyle which only allows us to produce and consume.

We are the witnesses of a barely perceptible transformation in ordinary language: verbs which formerly expressed satisfying actions have been replaced by nouns which name packages designed for passive consumption only -- 'to learn' becomes 'to accumulate credits'.

We can only live changes: we cannot think our way to humanity. Every one of us, every group, must become the model of that which we desire to create.

The university graduate has been schooled for selective service among the rich of the world. Üniversite bitirenler dünya varsıllarına seçkin hizmetlerde bulunmaları hedefiyle okutulmuşlardır.

Institutional wisdom tells us that children need school. Institutional wisdom tells us that children learn in school. But this institutional wisdom is itself the product of schools because sound common sense tells us that only children can be taught in school. Only by segregating human beings in the category of childhood could we ever get them to submit to the authority of a schoolteacher.

Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue’s responsibility until it engulfs his pupils’ lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring.

The American university has become the final stage of the most all encompassing initiation rite the world has ever known. No society in history has been able to survive without ritual or myth, but ours is the first which has needed such a dull, protracted, destructive, and expensive initiation into its myth. The contemporary world civilization is also the first one which has found it necessary to rationalize its fundamental initiation ritual in the name of education. We cannot begin a reform of education unless we first understand that neither individual learning nor social equality can be enhanced by the ritual of schooling. We cannot go beyond the consumer society unless we first understand that obligatory public schools inevitably reproduce such a society, no matter what is taught in them.

Any industrial product that comes in per capita quanta beyond a given intensity exercises a radical monopoly over the satisfaction of a need.

Excessive forms of wealth and prolonged formal employment, no matter how well distributed, destroy the social, cultural, and environmental conditions for equal productive freedom.

Work done off the paid job is looked down upon if not ignored. autonomous activity threatens the employment level, generates deviance, and detracts​ from the GNP...Work no longer means the creation of a value perceived by the worker but mainly a job, which is a social relationship. Unemployment means sad idleness, rather than the freedom to do things that are useful for oneself or for one's neighbour. An active woman who runs a house and brings up children and takes in those of others is distinguished from a woman who 'works,' no matter how useless or damaging the product of this work might be.

The military institution is evidently absurd. The absurdity of non-military institutions is more difficult to face. It is even more frightening, precisely because it operates inexorably. We know which switch must stay open to avoid atomic holocaust. No switch detains an ecological Armageddon.

The computer is credited with the capacity to create unsuspected amounts of busywork. We are straight on our way towards an energy-obsessed low energy society in a world that worships work but has nothing for people to do.

Os valores institucionalizados que a escola inculca são valores quantificados. A escola inicia os jovens num mundo onde tudo pode ser medido, inclusive a imaginação e o próprio homem. Mas o crescimento pessoal não é coisa mensurável.

The right of free assembly has been politically recognized and culturally accepted. We should now understand that this right is curtailed by laws that make some forms of assembly obligatory. This is especially the case with institutions which conscript according to age group, class, or sex, and which are very time-consuming. The army is one example. School is an even more outrageous one.

In fact, healthy students often redouble their resistance to teaching as they find themselves more comprehensively manipulated. This resistance is due not to the authoritarian style of a public school or the seductive style of some free schools, but to the fundamental approach common to all schools-the idea that one person's judgment should determine what and when another person must learn.

P7- citizens have learned to think rich and live poor.

P3- everywhere not only education but society as a whole needs deschooling.

P8- mere existence of school discourages and disables the poor from taking control of their own learning.

In the Middle Ages there was no salvation outside the Church, and the theologians had a hard time explaining what God did with those pagans who were visibly virtuous or saintly. Similarly, in contemporary society effort is not productive unless it is done at the behest of a boss, and economists have a hard time dealing with the obvious usefulness of people when they are outside the corporate control of a corporation, volunteer agency, or labour camp.

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. Once basic needs have been translated by a society into demands for scientifically produced commodities, poverty is defined by standards which the technocrats can change at will. Poverty then refers to those who have fallen behind an advertised ideal of consumption in some important respect.

In the late Middle Ages the stupefying simplicity of the heliocentric model was used as an argument to discredit the new astronomy. Its elegance was interpreted as naivete...Just as the legendary inquisitor refused to look through Galileo's telescope, so most modern economists refuse to look at an analysis that might displace the conventional centre of their economic system.

Surreptitiously, reliance on institutional process has replaced dependence on personal good will. The world has lost its humane dimension and reacquired the factual necessity and fatefulness which were characteristic of primitive times. But while the chaos of the barbarian was constantly ordered in the name of mysterious, anthropomorphic gods, today only man’s planning can be given as a reason for the world being as it is. Man has become the plaything of scientists, engineers, and planners.

Growth has become addictive. Like heroin addiction, the habit distorts basic value judgments. Addicts of any kind are willing to pay increasing amounts for declining satisfactions. They have become tolerant to escalating marginal disutility. They are blind to deeper frustration because they are absorbed in playing for always mounting stakes.

Scarcity is historical, as historical as gender or sex. The era of scarcity could come to be only on the assumption that 'man' is individual, possessive, and, in the matter of material survival, gender-less - a rapacious neutrum oeconomicum.

A good educational system should have three purposes: it should provide all who want to learn with access to available resources at any time in their lives; empower all who want to share what they know to find those who want to learn it from them; and, finally, furnish all who want to present an issue to the public with the opportunity to make their challenge known.

Certain tools are destructive no matter who owns them, whether it be the Mafia, stockholders, a foreign company, the state, or even a workers' commune. Networks of multilane highways, long. range, wide-band-width transmitters, strip mines, or compulsory school systems are such tools. Destructive tools must inevitably increase regimentation, dependence, exploitation, or impotence, and rob not only the rich but also the poor of conviviality, which is the primary treasure in many so-called "underdeveloped" areas.

everywhere the school system has the same structure, and everywhere its hidden curriculum has the same effect. Invariably, it shapes the consumer who values institutional commodities above the nonprofessional ministration of a neighbor. Everywhere the hidden curriculum of schooling initiates the citizen to the myth that bureaucracies guided by scientific knowledge are efficient and benevolent.

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 gave each man the same opportunity to share his current concern with others motivated by the same concern.

We are dealing, then, with an absurdity that is not a quirk or an accident, but is fundamental to our character as people. The split between what we think and what we do is profound. It is not just possible, it is altogether to be expected, that our society would produce conservationists who invest in strip-mining companies, just as it must inevitably produce asthmatic executives whose industries pollute the air and vice-presidents of pesticide corporations whose children are dying of cancer. And these people will tell you that this is the way the "real world" works. The will pride themselves on their sacrifices for "our standard of living." They will call themselves "practical men" and "hardheaded realists." And they will have their justifications in abundance from intellectuals, college professors, clergymen, politicians. The viciousness of a mentality that can look complacently upon disease as "part of the cost" would be obvious to any child. But this is the "realism" of millions of modern adults. There is no use pretending that the contradiction between what we think or say and what we do is a limited phenomenon. There is no group of the extra-intelligent or extra-concerned or extra-virtuous that is exempt. I cannot think of any American whom I know or have heard of, who is not contributing in some way to destruction. The reason is simple: to live undestructively in an economy that is overwhelmingly destructive would require of any one of us, or of any small group of us, a great deal more work than we have yet been able to do. How could we divorce ourselves completely and yet responsibly from the technologies and powers that are destroying our planet? The answer is not yet thinkable, and it will not be thinkable for some time -- even though there are now groups and families and persons everywhere in the country who have begun the labor of thinking it. And so we are by no means divided, or readily divisible, into environmental saints and sinners. But there are legitimate distinctions that need to be made. These are distinctions of degree and of consciousness. Some people are less destructive than others, and some are more conscious of their destructiveness than others. For some, their involvement in pollution, soil depletion, strip-mining, deforestation, industrial and commercial waste is simply a "practical" compromise, a necessary "reality," the price of modern comfort and convenience. For others, this list of involvements is an agenda for thought and work that will produce remedies. People who thus set their lives against destruction have necessarily confronted in themselves the absurdity that they have recognized in their society. They have first observed the tendency of modern organizations to perform in opposition to their stated purposes. They have seen governments that exploit and oppress the people they are sworn to serve and protect, medical procedures that produce ill health, schools that preserve ignorance, methods of transportation that, as Ivan Illich says, have 'created more distances than they... bridge.' And they have seen that these public absurdities are, and can be, no more than the aggregate result of private absurdities; the corruption of community has its source in the corruption of character. This realization has become the typical moral crisis of our time. Once our personal connection to what is wrong becomes clear, then we have to choose: we can go on as before, recognizing our dishonesty and living with it the best we can, or we can begin the effort to change the way we think and live.

This blindness is a result of the broken balance of learning. People who are hooked on teaching are conditioned to be customers for everything else. They see their own personal growth as an accumulation of institutional outputs, and prefer what institutions make over what they themselves can do. They repress the ability to discover reality by their own lights. The skewed balance of learning explains why the radical monopoly of commodities has become imperceptible. It does not explain why people feel impotent to correct those profound disorders which they do perceive.

Only when we stop looking at male roles and forms of power as the norm and begin to look at female arrangements and perceive them as equally valid and significant - though perhaps different in form - can we see how male and female roles are intertwined, and begin to understand how human societies operate.

Sexism is clearly not the continuation of patriarchal power relations in modern societies. Rather, it is a hitherto unthinkable individual degradation of one-half of humanity on a socio-biological grounds. The lower prestige assigned by patriarchal societies (of the Mediterranean or of any other type) must therefore be carefully distinguished from the personal degradation of each individual woman who, under the regime of sex, is forced to compete with men.

Wherever the shadow of economic growth touches us, we are left useless unless employed on a job or engaged in consumption...We lose sight of our resources, lose control over the environmental conditions which make these resources applicable, lose taste for self-reliant coping with challenges from without and anxiety from within.

Unemployment means sad idleness, rather than the freedom to do things that are useful for oneself or for one's neighbor. An active woman who runs a house and brings up children and takes in those of others is distinguished from a woman who 'works', no matter how useless or damaging the product of this work might be. Activity, effort, achievement, or service outside a hierarchical relationship and unmeasured by professional standards, threatens a commodity-intensive society. The generation of use-values that escape effective measurement limits not only the need for more commodities but also the jobs that create them and the paycheques needed to buy them.

Our market-intensive societies measure material progress by the increase in the volume and variety of commodities produced. And taking our cue from this sector, we measure social progress by the distribution of access to these commodities. Economics has been developed as propaganda for the takeover by large-scale commodity producers.

Another book out of Mexico which interests me is Ivan Illich's Deschooling Society. Do you know it?' I inquired. 'Yes, and I too have a high opinion of the thesis of the book. Illich is a man with one good idea. I see you have here Deleuze's Proust and Signs. What do you think of it?' 'I consider it the best book about Proust I have ever read.

In a society caught up in the race for the better, limits on change are experienced as a threat. The commitments to the better at any cost makes the good impossible at all costs. Failure to renew the bill of goods frustrates the expectation of what is possible, while renewal of the bill of goods intensifies the expectations of unattainable progress. What people have and what they are about to get are equally exasperating to them. Accelerating change has become both addictive and intolerable. At this point the balance among stability, change and tradition has been upset; society has lost both its roots in shared memories and its bearings for innovation. Judgement on precedents has lost its value.

Schools are even less efficient in the arrangement of the circumstances which encourage the open-ended, exploratory use of acquired skills, for which I will reserve the term "liberal 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 for inventive and creative behavior can be aided by institutional arrangement, but they are of a different, frequently opposed nature.

The re-establishment of an ecological balance depends on the ability of society to counteract the progressive materialization of values. Otherwise man will find himself totally enclosed within his artificial creation, with no exit. Enveloped in a physical, social, and psychological milieu of his own making, he will be a prisoner in the shell of technology, unable to find again the ancient milieu to which he was adapted for hundreds of thousands of years. The ecological balance cannot be re-established unless we recognize again that only persons have ends and that only persons can work toward them. Machines only operate ruthlessly to reduce people to the role of impotent allies in their destructive progress.

Una vez que un hombre o una mujer ha aceptado la necesidad de la escuela, es fácil presa de otras instituciones

Rodeado por herramientas todopoderosas, el hombre queda reducido a ser instrumento de sus instrumentos.

P3- modernised poverty combines the lack of power over circumstances with a loss of personal potency

our pedagogical hubris: that is, “our belief that man can do what God cannot, namely, manipulate others for their own salvation.

Participatory democracy demands low-energy technology, and free people must travel the road to productive social relations at the speed of a bicycle.

The bourgeoisie who could afford to eliminate 'social death' by avoiding retirement, created 'childhood' to keep their young under control.

America’s commitment to the compulsory education of its young now reveals itself to be as futile as the pretended American commitment to compulsory democratization of the Vietnamese.

Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education--and also to those who seek alternatives to other established service industries.

La mayoría de países de América Latina han llegado al punto de "despegue" hacia el desarrollo económico y el consumo competitivo y, por lo tanto, hacia la pobreza modernizada: sus ciudadanos aprenden a pensar como ricos y vivir como pobres.

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.

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 might after half a year of competent drills. Experimentsconducted by Angel Quintero in Puerto Rico suggest that many young teen-agers, if given the proper incentives, programs, and access to tools, are better than most schoolteachers 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.

Do not let the possibilities of laughter pass you by. Become lighter hearted; let go of too serious a vein. Laughter costs nothing, and can make others as well as yourself feel relaxed, feel companionable, feel good. To feel good is of more value than a room full of expensive possessions. “The more we lose the power to live,” writes Ivan Illich, “the greater we depend upon the goods we acquire.” The power to live exuberantly is inherent in a light-hearted touch which doesn’t take everything, however serious, too seriously.

The world-wide discrimination against the autodidact has vitiated many people's confidence in determining their own goals and needs. But the same discrimination has also resulted in a multiplicity of growing minorities who are infuriated by this insidious dispossession.

A society dedicated to the protection of equally distributed, modern and effective tools for the exercise of productive liberties cannot come into existence unless the commodities and resources on which the exercise of those liberties is based are equally distributed to all.

Industrial innovations are costly, and managers must justify their high cost by producing measurable proof of their superiority... [P]eriodic innovations in goods or tools foster the belief that anything new will be proven better. This belief has become an integral part of the modern world view. It is forgotten that whenever a society lives by this delusion, each marketed unit generates more wants than it satisfies. If new things are made because they are better, then the things most people use are not quite good. New models constantly renovate poverty. The consumer feels the lag between what he has and what he ought to get. He believes that products can be made measurably more valuable and allows himself to be constantly re-educated for their consumption. The "better" replaces the "good" as the fundamental normative concept.

In an advanced industrial society it becomes almost impossible to seek, even to imagine, unemployment as a condition for autonomous, useful work. The infrastructure of society is arranged so that only the job gives access to the tools of production...Housework, handicrafts, subsistence agriculture, radical technology, learning exchanges, and the like are degraded into activities for the idle, the unproductive, the very poor, or the very rich. A society that fosters intense dependence on commodities thus turns its unemployed into either its poor or its dependents.

Hierarchies must rise and conglomerate as they extend over fewer and larger corporations. A seat in a high-rise job is the most coveted and contested product of expanding industry. The lack of schooling, compounded with sex, color, and peculiar persuasions, now keeps most people down. Minorities organized by women, or blacks, or the unorthodox succeed at best in getting some of their members through school and into an expensive job. They claim victory when they get equal pay for equal rank. Paradoxically, these movements strengthen the idea that unequal graded work is necessary and that high-rise hierarchies are necessary to produce what an egalitarian society needs. If properly schooled, the black porter will blame himself for not being a black lawyer. At the same time, schooling generates a new intensity of frustration which ultimately can act as social dynamite. 6

An ever growing part of our major institutions’ functions is the cultivation and maintenance of three sets of illusions which turn the citizen into a client to be saved by experts...The first enslaving illusion is the idea that people are born to be consumers and that they can attain any of their goals by purchasing goods and services. This illusion is due to an educated blindness to the worth of use-values in the total economy. In none of the economic models serving as national guidelines is there a variable to account for non-marketable use-values any more than there is a variable for nature's perennial contribution.

Housework, handicrafts, subsistence agriculture, radical technology, learning exchanges, and the like are degraded into activities for the idle, the unproductive, the very poor, or the very rich. A society that fosters intense dependence on commodities thus turns its unemployed into either its poor or its dependents.

Most curable sickness can now be diagnosed and treated by laymen. People find it so difficult to accept this statement because the complexity of medical ritual has hidden from them the simplicity of its basic procedures. It took the example of the barefoot doctor in China to show how modern practice by simple workers in their spare time could, in three years, catapult health care in China to levels unparalleled elsewhere. In most other countries health care by laymen is considered a crime. A seventeen-year-old friend of mine was recently tried for having treated some 130 of her high-school colleagues for VD. She was acquitted on a technicality by the judge when expert counsel compared her performance with that of the U.S. Health Service. Nowhere in the U.S.A. can her achievement be considered "standard," because she succeeded in making retests on all her patients six weeks after their first treatment. Progress should mean growing competence in self-care rather than growing dependence. 5

Man's consciously lived fragility, individuality and relatedness make the experience of pain, of sickness and of death an integral part of his life. The ability to cope with this trio autonomously is fundamental to his health. As he becomes dependent on the management of his intimacy, he renounces his autonomy and his health must decline.

Today, one must either be isolated and cut off, or a carefully guarded, affluent drop-out, to allow one's children to play in an environment where they listen to people rather than to stars, speakers, or instructors. All over the world, one can see the rapid encroachment of the disciplined acquiescence that characterizes the audience, the client, the customer.

Beyond a critical speed, no one can save time without forcing another to lose it. The man who claims a seat in a faster vehicle insists that his time is worth more than that of the passenger in a slower one. Beyond a certain velocity, passengers become consumers of other people’s time, and accelerating vehicles become the means for effecting a net transfer of life-time.

The operation of a peer-matching network would be simple. The user would identify himself by name and address and describe the activity for which he sought a peer. A computer would send him back the names and addresses of all those who had inserted the same description. It is amazing that such a simple utility has never been used on a broad scale for publicly valued activity

Honesty requires that we each recognize the need to limit procreation, consumption, and waste, but equally we must radically reduce our expectations that machines will do our work for us or that therapists can make us learned or healthy. The only solution to the environmental crisis is the shared insight of people that they would be happier if they could work together and care for each other. Such an inversion of the current world view requires intellectual courage for it exposes us to the unenlightened yet painful criticism of being not only anti-people and against economic progress, but equally against liberal education and scientific and technological advance. We must face the fact that the imbalance between man and the environment is just one of several mutually reinforcing stresses, each distorting the balance of life in a different dimension. In this view, overpopulation is the result of a distortion in the balance of learning, dependence on affluence is the result of a radical monopoly of institutional over personal values, and faulty technology is inexorably consequent upon a transformation of means into ends

A universidade moderna confere o privilégio de discordar apenas aos que foram testados e classificados como potenciais homens de dinheiro ou detentores de poder. Ninguém recebe um centavo dos fundos fiscais para formar-se nas horas vagas ou para educar outros, a não ser que possa comprová-lo com um certificado. As escolas escolhem para os estágios seguintes aqueles que, nos primeiros estágios do jogo, provaram ser bons investimentos para a ordem estabelecida.

The richer we get in a consumer society, the more acutely we become aware of how many grades of value--of both leisure and labor--we have climbed. The higher we are on the pyramid, the less likely we are to give up time to simple idleness and to apparently nonproductive pursuits. The joy of listening to the neighborhood finch is easily overshadowed by stereophonic recordings of "Bird Songs of the World," the walk through the park downgraded by preparations for a packaged bird-watching tour into the jungle. It becomes difficult to economize time when all commitments are for the long run. Staffan Linder points out that there is a strong tendency for us to over-commit to the future, so that when the future becomes present, we seem to be conscious all the time of having an acute scarcity, simply because we have committed ourselves to about thirty hours a day instead of twenty-four. In addition to the mere fact that time has competitive uses and high marginal utility in an affluent society, this overcommitment creates a sense of pressure and harriedness.

The suspicion that something is structurally wrong with the vision of homo faber is common to a growing minority in capitalist, communist, and "underdeveloped" countries alike. This suspicion is the shared characteristic of a new elite. To it belong people of all classes, incomes, faiths, and civilizations. They have become wary of the myths of the majority: of scientific utopias, of ideological diabolism, and of the expectation of the distribution of goods and services with some degree of equality. They share with the majority the awareness that most new policies adopted by broad consensus consistently lead to results which are glaringly opposed to their stated aims. Yet whereas the Promethean majority of would-be spacemen still evades the structural issue, the emergent minority is critical of the scientific deus ex machina, the ideological panacea, and the hunt for devils and witches. This minority begins to formulate its suspicion that our constant deceptions tie us to contemporary institutions as the chains bound Prometheus to his rock. Hopeful trust and classical irony must conspire to expose the Promethean fallacy.

Language reflects the monopoly of the industrial mode of production over perception and motivation. The tongues of industrial nations identify the fruits of creative work and of human labor with the outputs of industry. The materialization of consciousness is reflected in Western languages. Schools operate by the slogan "education!" while ordinary language asks what children "learn." The functional shift from verb to noun highlights the corresponding impoverishment of the social imagination. People who speak a nominalist language habitually express proprietary relationships to work which they have. All over Latin America only the salaried employees, whether workers or bureaucrats, say that they have work; peasants say that they do it: "Van a trabajar, pero no tienen trabajo." Those who have been modernized and unionized expect industries to produce not only more goods but also more work for more people. Not only what men do but also what men want is designated by a noun. "Housing" designates a commodity rather than an activity. People acquire knowledge, mobility, even sensitivity or health. They have not only work or fun but even sex.

Fue Ivan Illich, el anarquista austriaco, quien para elaborar su crítica del desarrollo económico habló de la sabia manera como un caracol construye su concha. Primero sumando espiras cada vez más amplias para de pronto cesar y comenzar a enroscarse. Una vuelta más y su caparazón se hubiera multiplicado tantas veces que le sería imposible sobrellevar la carga: «Desde entonces cualquier aumento de su productividad serviría sólo para paliar las dificultades creadas por esta ampliación de la concha fuera de los límites fijados por su finalidad». Yo empecé a decrecer hace unos meses, consciente, voluntaria y voluntariosamente. De un trabajo bien remunerado, pero esclavizante y poco alentador, al frilancismo precario pero libertario. Nuestro último movimiento ha sido una mudanza. Del centro a la periferia, de la gran ciudad al barrio. Todo a mitad de precio. En este camino hacia una vida sencilla espero muchas cosas de mí, pero sobre todo espero decrecer. Pasito a paso. En la misma lógica: Rocío, Candela, Arantxa, Jaime y Rosi construyeron hoy nuestra cocina con sus propias manos. Ha quedado preciosa. Casi de diseño. Mi caparazón se ha reducido exponencialmente. Hoy avanzo.