Je découvre…

Robert Grégoire en parle. Michel Dumais un peu avant. Jacques Dufresne lui consacre tout un dossier. D’aussi éminents carnetiers ne peuvent se tromper tous en même temps… Je ne connais pas Ivan Illich; dommage que l’annonce de son décès me permette de le rencontrer, virtuellement.
Je parcours les hyperliens en me disant : « celui-ci est le dernier, après, je vais me coucher !  » Pas possible, une page n’attend pas l’autre. Celle-ci, et celle-là et encore une autre… l’homme n’y va pas avec le dos de la cuillère:
« Schooling – the production of knowledge, the marketing of knowledge, which is what the school amounts to, draws society into the trap of thinking that knowledge is hygienic, pure, respectable, deodorized, produced by human heads and amassed in stock….. [B]y making school compulsory, [people] are schooled to believe that the self-taught individual is to be discriminated against; that learning and the growth of cognitive capacity, require a process of consumption of services presented in an industrial, a planned, a professional form;… that learning is a thing rather than an activity. A thing that can be amassed and measured, the possession of which is a measure of the productivity of the individual within the society. That is, of his social value. (quoted by Gajardo 1994: 715) »
Rendu-là, une petite dernière pour m’achever:
« Another illusion is that most learning is a result of teaching. Teaching may contribute to certain kinds of learning under certain circumstances. The strongly motivated student faced with the task of learning a new code may benefit greatly from the discipline we now associate mostly with the old-fashioned schoolmaster. But most people acquire most of their insight, knowledge, and skill outside of school – and in school only insofar as school in a few rich countries becomes their place of confinement during an increasing part of their lives. The radical deschooling of society begins, therefore, with the unmasking by cultural revolutionaries of the myth of schooling. It continues with the struggle to liberate other men’s minds from the false ideology of schooling – an ideology which makes domestication by schooling inevitable. In its final and positive stage it is the struggle for the right to educational freedom.
C’est pas un doux que je vous dis ! Faudra que je demande à mon ami Jacques de me situer tout cela dans son contexte…