Ivan Illich Quotes (1926-2002)

“He wants a better product rather than freedom from servitude to it. It is vital that he come to see that the acceleration he demands is self-defeating, and that it must result in a further decline of equity, leisure, and autonomy.”

“A transformation of the environment from a commons to a productive resource constitutes the most fundamental form of environmental degradation. This degradation has a long history, which coincides with the history of capitalism but can in no way just be reduced to it. Unfortunately the importance of this transformation has been overlooked or belittled by political ecology so far. It needs to be recognized if we are to organize defense movements of what remains of the commons.”

“Churches also have their problems with a Jesus whose only economics are jokes.… But that is what He does, whenever He is faced with money matters. According to Mark 12:13 there was a group of Herodians who wanted to catch Him in His own words. They ask "Must we pay tribute to Caesar?" You know His answer: "Give me a coin — tell me whose profile is on it!." Of course they answer "Caesar's." … The message is so simple: Jesus jokes about Caesar. He shrugs off his control. … Who wants power submits to the Devil and who wants denarri submits to the Caesar.”

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

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

“'''The enclosure of the commons inaugurates a new ecological order: Enclosure did not just physically transfer the control over grasslands from the peasants to the lord. Enclosure marked a radical change in the attitudes of society towards the environment.”

“Silence, according to western and eastern tradition alike, is necessary for the emergence of persons. It is taken from us by machines that ape people. We could easily be made increasingly dependent on machines for speaking and for thinking, as we are already dependent on machines for moving.”

“I will clarify a distinction that I consider fundamental to political ecology. I shall distinguish the environment as commons from the environment as resource. On our ability to make this particular distinction depends not only the construction of a sound theoretical ecology, but also — and more importantly — effective ecological jurisprudence.”

“Modernized poverty appears when the intensity of market dependence reaches a certain threshold. Subjectively, it is the experience of frustrating affluence which occurs in persons mutilated by their overwhelming reliance on the riches of industrial productivity. Simply, it deprives those affected by it of their freedom and power to act autonomously, to live creatively; it confines them to survival through being plugged into market relations.”

“Enclosure, once accepted, redefines community. Enclosure undermines the local autonomy of community. ... Enclosure allows the bureaucrats to define local community as impotent ... to provide for its own survival. People become economic individuals that depend for their survival on commodities that are produced for them. Fundamentally, most citizens' movements represent a rebellion against this environmentally induced redefinition of people as consumers.”

“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.”

“Modernized poverty appears when the intensity of market dependence reaches a certain threshold. Subjectively, it is the experience of frustrating affluence which occurs in persons mutilated by their overwhelming reliance on the riches of industrial productivity. Simply, it deprives those affected by it of their freedom and power to act autonomously, to live creatively; it confines them to survival through being plugged into market relations. And precisely because this new impotence is so deeply experienced, it is with difficulty expressed. We are the witnesses of a barely perceptible transformation in ordinary language by which verbs that formerly designated satisfying actions are replaced by nouns that denote packages designed for passive consumption only: for example, "to learn" becomes "acquisition of credits." A profound change in individual and social self-images is here reflected. ... The peculiarly modern inability to use personal endowments, communal life, and environmental resources in an autonomous way infects every aspect of life where a professionally engineered commodity has succeeded in replacing a culturally shaped use-value. The opportunity to experience personal and social satisfaction outside the market is thus destroyed.”

“Friendship in the Greek tradition, in the Roman tradition, in the old tradition, was always viewed as the highest point which virtue can reach. Virtue, meaning here, "the habitual facility of doing the good thing," which is fostered by what the Greeks called politaea, political life, community life. I know it was a political life in which I wouldn't have liked to participate, with the slaves around and with the women excluded, but I still have to go to Plato or to Cicero. They conceived of friendship as a supreme flowering, of the interaction which happens in a good political society.”

“Illich’s essay, "Silence is a Commons", appeared in CoEvolution Quarterly in winter 1983, and I still marvel at how much wisdom he packed into that short piece. It was still the early days of the personal computer revolution, and Illich feared that “computers are doing to communication what fences did to pastures and cars did to streets.” It’s too bad that he didn’t live to see the rise of the Internet, which in some ways has mitigated some of his fears (and in other ways, fulfilled his fears). In any case, his take on the commons and the threats to it are still worth considering.”

“Illich was valued during his comparatively short period of fame for the destructive possibilities of his criticisms of almost all the institutions of industrial society, capitalist or communist, in books such as Deschooling Society (1971) and Medical Nemesis (1975) … My attitude to Illich was composed half of admiration, half of irritation. He had a distinctly prophetic quality, but he could also be very silly, and some of the things he said were destructive of civilization itself... He was a flawed figure as a man and as a thinker: but so, no doubt, are we all. And unlike the other radicals of the era such as Herbert Marcuse, he still repays reading. Being not easily pigeon-holed, he forces us to think.”

“One of the world's great thinkers, a polymath whose output covered vast terrains. He worked in 10 languages; he was a jet-age ascetic with few possessions; he explored Asia and South America on foot; and his obligations to his many collaborators led to a constant criss-crossing of the globe in the last two decades. … His critique of modernity was founded on a deep understanding of the birth of institutions in the 13th century, a critical period in church history which enlightened all of his work, whether about gender, reading or materiality. He was far more significant as an archaeologist of ideas, someone who helped us to see the present in a truer and richer perspective, than as an ideologue.”

“Traditional education began to be reexamined. The schools had taught whole generations the values of patriotism, of obeying authority, and had perpetuated ignorance, even contempt for people of other nations, races, Native Americans, women. Not just the content of education was challenged, but the style-the formality, the bureaucracy, the insistence on subordination to authority. This made only a small dent in the formidable national system of orthodox education, but it was reflected in a new generation of teachers all over the country, and a new literature to sustain them: Jonathan Kozol, Death at an Early Age, George Denison, The Lives of Children; Ivan Illich, De-schooling Society.”