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- Convivial education relies on a conception of knowledge and skills as tools for conviviality, as well as an appreciation for the necessity to limit what can be considered legitimate individual and collective desires.
www.cambridge.org/core/books/cambridge-handbook-of-ethics-and-education/convivialism-interdependence-and-education/7503802C74A397770C03B630A0C46F1FConvivialism, Interdependence, and Education (Chapter 29 ...
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- Early Life
- Ivan Illich and The Centre For Intercultural Documentation
- Later Work and Life
- Institutionalization, Expert Power, Commodification and Counterproductivity
- Convivial Alternatives
- Conclusion
- Further Reading and References
Ivan Illich was born in Vienna. His father, Ivan Peter, was a civil engineer. This meant that Ivan Illich, along with his younger, twin brothers were able to live comfortably, attend good schools and travel extensively in Europe (Smith and Smith 1994: 434). Illich was a student at the Piaristengymnasium in Vienna from 1936 to1941, but was expelled ...
Ivan Illich then went onto to be vice rector of the Catholic University of Ponce in Puerto Rico. However, he spent only four years there, being forced out of the university in 1960 because of his opposition to the then Bishop of Ponce’s forbidding of Catholics to vote for Governor Luis Munoz Marin (because of his advocacy of state-sponsored birth c...
Interest in his ideas within education began to wane. Invitations to speak and to write slackened, and as the numbers of missionaries headed for Latin America fell away, CIDOC began to fade. Illich’s thinking did not resonate with dominant mood in the discourses of northern education systems. At a time when there was increasing centralized control,...
As Ian Lister commented in his introduction to After Deschooling, What? (Illich 1976: 6), the central, coherent feature of Ivan Illich’s work on deschooling is a critique of institutions and professionals – and the way in which they contribute to dehumanization. ‘[I]nstitutions create the needs and control their satisfaction, and, by so doing, turn...
The word ‘convivial’ has an immediate appeal for many educators and animateurs in that in everyday usage it looks to liveliness and being social (enjoying people’s company). However, while bring concerned with individual interaction, Ivan Illich was also interested in institutions and ‘tools’ – physical devices, mental constructs and social forms. ...
Ivan Illich’s concern for conviviality – on the ordering of education, work, and society as a whole in line with human needs, and his call for the ‘deprofessionalization’ of social relations has provided an important set of ideas upon which educators concerned with mutuality and sociality can draw. His critique of the school and call for the descho...
Cayley, D. (2021). Ivan Illich. An intellectual journey. University Park, Pennsylvania: The Pennsylvania State University Press. 560 pages. This is the best book published about the development of Ivan Illich’s thinking and way of life. It explores his theological, social, political and philosophical insights and their continuing relevance. Elias, ...
Jun 2, 2008 · Philosophy of education is the branch of applied or practical philosophy concerned with the nature and aims of education and the philosophical problems arising from educational theory and practice.
- Harvey Siegel, D.C. Phillips, Eamonn Callan
- 1997
Aug 22, 2016 · What is conviviality? (and what it isn’t) In this context, we want to argue that conviviality is useful only if it is understood in a very specific way; a way that includes potential ambivalence at the heart of the everydayness of living together.
- Amanda Wise, Greg Noble
- 2016
Feb 22, 2024 · It shows differences and sometimes overlaps among these, to do with whether or not philosophy of education should be seen as a branch of philosophy, as central to philosophy as a whole, or as a form of applied philosophy.
May 15, 2024 · I conclude by reflecting on implications of counter-actualising the wounds of the contemporary in relation to education writ large if we are to activate the concepts of incompleteness and conviviality and pursue a different aesthetics of (educational) life.
Jan 18, 2021 · Dewey’s philosophy of education highlights the importance of imagination to drive thinking and learning forward, and for teachers to provide opportunities for students to suspend judgement, engage in the playful consideration of possibilities, and explore doubtful possibilities.
