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The number both of pupils and school places in 1922 is... all too small. But, inadequate as they are, they represent something like an educational revolution compared with the almost complete absence of public provision which existed prior to 1902.

 

R. H. Tawney

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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.

 

Ivan Illich

 

Many of our services cost more than do similar services in Europe, because, although we have a substantial quantitative deficiency of public services, the decision-takers and policy-makers, both inside and outside Government as I have said before today, being themselves from the better-off (to use a popular euphemism) sectors of our society, not only demand the highest standards of provision of public services to meet what they consider their own essential needs (for example, in public car parks); but also find it difficult to think of provision for the rest of the population in terms of standards relative to our real total resources.

 

John James Cowperthwaite

 

About the last place any of us can expect to learn anything important about the realities we have to cope with in our wistful pursuit of life, liberty, and happiness is a classroom. If we decided that schools must do whatever is necessary to help students to learn the concepts and skills relevant to the nuclear space age, we wouldn't spend much time sitting inside of small boxes inside of boxes — even with all the fancy hardware being developed to jazz up the Trivia contest. It's probably true that most of what we all know we didn't learn in school anyway. Moreover, developments in electronic information processing make the school as it presently exists unnecessary. ..the "new education." Its purpose is to produce people who can cope effectively with change. To date, none of the new "educational technology" has that as its purpose. Remember Santayana's line: Fanaticism consists of redoubling efforts after having forgotten one's aim. The developments in "educational technology" are intended to do all of the old school stuff better... but that's not the aim of the new education.

 

Neil Postman

 

The provision of the Constitution that "the privilege of the writ of habeas corpus shall not be suspended unless when, in cases of rebellion or invasion, the public safety may require it" is equivalent to a provision—is a provision—that such privilege may be suspended when, in cases of rebellion or invasion, the public safety does require it. It was decided that we have a case of rebellion and that the public safety does require the qualified suspension of the privilege of the writ which was authorized to be made. Now it is insisted that Congress, and not the Executive, is vested with this power; but the Constitution itself is silent as to which or who is to exercise the power; and as the provision was plainly made for a dangerous emergency, it can not be believed the framers of the instrument intended that in every case the danger should run its course until Congress could be called together, the very assembling of which might be prevented, as was intended in this case, by the rebellion.

 

Abraham Lincoln

 

Now, given that picture of a rapid change of society, one would expect to see a rapid evolution of the institutions charged with preparing the young for it. We do not see this. We see a much slower rate of evolution of the school and that means we're seeing a bigger and bigger gap between school and society. This gap is what I believe is responsible for the deterioration of performance in our schools and our educational systems. Because the children can see this; they can see that school is irrelevant. They feel that the pace of school and the mood of the school culture is out of sync with the society in which they live. And so it becomes harder and harder to get them to buy into the idea that school is satisfying their needs, that school is a bridge to the 21st century, as our political leaders keep on reiterating.

 

Seymour Papert