* Institutionalization and Confinement: He saw modern education as fundamentally flawed due to its institutionalization. Schools, he argued, are not liberating but rather confining, shaping individuals into compliant consumers rather than critical thinkers. The very structure of schooling, with its grading systems, curricula, and timetables, creates a form of social control. This is not a *thought* in itself, but the result of a *thought process* he opposes.
* Meritocracy as a Myth: Illich believed the concept of meritocracy, a central tenet of modern educational thinking, is a false promise. He argued that schools don't actually measure merit fairly but instead perpetuate existing social inequalities. Success in school is often determined by factors outside of individual merit, such as socioeconomic background and access to resources.
* The "Schooling" Industry: Illich referred to the education system as a "schooling industry," a powerful institution driven by self-interest rather than genuine learning. This industry, in his view, creates a dependence on itself, making people believe they need formal schooling to succeed, even when alternative forms of learning would be more effective. Again, this isn't a definition but an analysis revealing his interpretation of the underlying mindset.
* Quantifiable Knowledge: Illich was critical of the emphasis on quantifiable knowledge and standardized testing. He argued that this approach reduces learning to a narrow set of skills easily measured and assessed, neglecting creativity, critical thinking, and personal development. This focus, he implied, reflects a flawed understanding of knowledge and learning itself.
In essence, Illich's implicit definition of modern educational thought points to a system he saw as inherently oppressive, inefficient, and ultimately counterproductive to true learning and personal growth. He didn't aim to define it positively but rather to expose its flaws and advocate for radical alternatives, such as learning webs and skill exchanges, which would empower individuals to learn freely and autonomously outside the confines of institutionalized schooling. His critique *defines* the target of his critique.