Schooling or Deschooling vs. (Dis)education. A dialogue between Ivan Illich and Noam Chomsky

Abstract

Teaching and learning are understood, according to the conceptions of Ivan Illich and Noam Chomsky, as processes that occur not only in the conventional educational context. This research aimed, firstly, to analyze the theoretical frameworks of both authors regarding the understanding of schooling, deschooling, and (dis)education; and, secondly, to establish a dialogue between the resulting contributions, with the intention of offering possible alternatives that improve the experience of interacting meaningfully with reality and knowledge. The results agree that schools must review their current role in an attempt to redirect their approach towards more relevant goals, such as promoting free, critical, and reflective thinking, which, along with redefining personal, cognitive, and intellectual autonomy, fosters the construction of a consistent position, open to reasoning and argumentation. Furthermore, there is the possibility of overcoming monolithic ways of thinking that seek to reproduce assertions with little relevance to the demands of a changing and dynamic world. In conclusion, moving towards relevant teaching and learning practices implies eradicating the indoctrination and domestication that permeate the content, resources, and experiences provided by educational institutions. Meeting this challenge requires developing a critical consciousness capable of understanding, adopting, and embracing experiences in which students not only overcome ideological manipulation but also cultivate the skills associated with exploring and discovering truth.