 Hello, I welcome you all once again to my channel, Explore Education. I am Dr. Rashmi Singh, Assistant Professor, Department of Education, SS Khanna Girls Degree College, University of Allahabad. It is my email ID and the lecture will be bilingual mode and today I am going to discuss a very important and revolutionary concept in the educational scenario that is de-schooling and the lecture will be useful for various competitive teaching examinations as well as for your regular B.A.M.A. and D.A.M.A. courses. Okay, so let's start de-schooling. D.E. means RAHID, means without, without schools or absence of school. It is de-schooled or cut. So, de-schooling is such a concept. We will read it now. Before that, what is schooling? Generally, we talk about that schooling is very important. Children have to be sent to school. They have to provide compulsory education, free and compulsory education. Such things are discussed. And right now we are talking about de-schooling. What is the secret behind it? First of all, let's talk about de-schooling. The pedagogy of the oppressed is such a famous book and it is quoted so much. It is such a revolutionary concept in its time. There is also a video on critical pedagogy and follow-frere. If you have time, you can listen to it. Then you will get a little clear from critical pedagogy. So, uncle, I am still not fine. But there are examinations and it is important for children to be sent to school. So, let's talk about it. Please bear me. In pedagogy of the oppressed, the founding father of the critical pedagogy movement, Paulo Freire, has revealed various ideologies behind schooling. When Paulo Freire is talking about the critical pedagogy movement, when he was writing the pedagogy of the oppressed, the critical pedagogy movement said that schooling makes children passive. It doesn't make them a critical thinker. They don't raise their voices against their operations. With a special, sorry, with a special accent to school's role in maintenance and internalization of social order and economic inequality. They are saying that schools, students who take care of their land maintain social order and economic inequality in their internalization. That is, we go to school and learn that this is the work of social order above and below. This is economic inequality. Then Freire, schooling is radically different from education. These people who are talking about the support of the critical pedagogy movement, who are talking about de-schooling, look, they are not against education, they are against schooling. Why are they against schooling? Because they are saying that the schooling, the students who are coming and going, the students who are getting the experience, they have to learn it in a completely different way. This means that the students are not doing the work of teaching. This means that in Freire's view, education is a process of consensitization of current social and economic circumstance that precedes the process of critical emancipation aimed at transcending social inequality. So Freire is saying that the education is a process of consentization. This means that we should be aware of the social inequality, that we can find a way to get rid of it. The social and economic circumstances, the inequality, the way to get rid of it, the way to show it should be learned. But it is not like that. What is the school doing? They are maintaining and internalizing the social order and economic inequality. That is why they are against schooling. And schooling is an institutionalized process of meeting certain educational outcomes. This means that there are some sexual outcomes that we get under the schooling. So they are not against education. Look, the same thing has happened. They are not against education. They merely claim that the process of education is completely detached from the process of schooling. They are saying that we should get education through education. They are not against the process of schooling. They are saying that the process of education is completely detached from the process of schooling. They are saying that the process of education is not being educated. And that school should be replaced in favor of more efficient educational processes. That is why they are saying that the students should be replaced. With whom should schools be replaced in the context of more influential sexual activities? Why? Because the schooling is not being educated. That is my way. Sorry. Now let's come to Ivan Ilich. Ivan Ilich's book is called The Schooling Society. After which this topic has become so popular. This is the best-selling book of his time. This is the revolutionary concept that people have called The Schooling Society. This means removing the school from the society. This is what it means. And Ivan Ilich. You should pay attention to this whenever you read a new concept. The concept is not generated out of the vacuum. There is some logic behind it. There is some base behind it. There is some ideological logic behind it. So the critical pedagogy movement has kept the name of The Schooling Society. You can understand it like this. Okay. So Ivan Ilich, a Catholic Jesuit, priest and prominent member of the critical pedagogy movement is generally considered as the key theorist of The Schooling. Okay. In 1971, he wrote the book The Schooling Society. He wrote this book in 1971. Which is among the most comprehensive accounts of The Schooling today. So till today's date, he has drawn the picture of The Schooling Society. Ilich's critique begins from his general inquiry into institutionalization of various human activities in the contemporary society. He had a general inquiry. He had an inquisitive mind. So he was looking at the critique from Aal Uchna Atma Khrushchei about how all the human activities were institutionalized. Together with his contemporary and friend, Paulo Freire was his friend and friend. And against the mainstream rhetoric of the Schooling for Individual Social Mobility and Social Transformation. He was a member of the critical pedagogy movement. He was a friend of Paulo Freire. He was his friend. That was the same. He was considering that the Schooling is different from that of Education. So he should be replaced. Ilich, Vivaan Ilikna. Ilich sees schooling as an inherent part of maintaining social inequality. The same says that the schools, the districts, are the means for maintaining the social and emancipation in the society. Instead, the society is an immeasurable part of the society. The society has been created. Unlike Freire. education and schooling through various interventions. See, Freire also saw the eyes of the critic of the schooling, but he used to see it in such a way that you can improve the education and schooling through a lot of interventions. You can improve the education system, education, education, which take on the world under the name of critical pedagogy. And he made the people of the world aware of the name of critical pedagogy. But what does Ileak say? He says that believes that institutionalized education and schooling are beyond repair. He has also become very aware of it. He said that it is not possible to repair the schooling and the education system. This means that you have to remove it. That is why he said that it is better to remove it from the society. Why? What is the main issue behind this? That the students are working to maintain the social and economic and social things. Okay. And what did Iwani Lichne say about de-schooling? De-schooling movement is a tendency of making the children withdraw from traditional school education. This means that you remove the children from the traditional school setting. Stating that schools are not providing opportunities for developing the new paths of children and they make the children unworldly. He says that the education that is taught is not doing the work of developing the children's inner powers. It is not giving them the opportunity and it has separated the children from the world. People like Iwani Lichne, propagated de-schooling stating that formal schooling gives prime importance to road memorization. He is saying that the formal schooling system that you teach in the 4th grade is only important to you on the rut. How much you have improved on the rut? I mean, in examination, only the questions of memory level are asked. Your memory is strong. You have been very well educated. You will be able to write well. You will get very good numbers. You will be able to ask questions of application. You will be able to apply your knowledge. It is only working with the rut. The teacher dominating school atmosphere never makes children democratic. We should pay attention to this. All the thoughts that are present at that time should be combined with the teacher. It is very important to democracy. The democratic environment is the best environment. He is saying that the school is very exciting. He is saying that you should talk about the learner-centered education. But the teacher's importance, the dominance that he has, will never be able to tell the children about democratic things. Schools often make children away from practical life. Schools make children stereotyped. Schools make children stereotyped. We sometimes work unconsciously. Like, you sit in this room in the classroom, right? You do this, take science maths, take arts, you become a teacher, you become a scientist. We often propagate stereotyping behavior. Schools make children stereotyped so that they are not able to keep unique style of thinking. We don't make children unique. What are we making our children? Like one. All the children should study curriculum like one. Choose courses like one. Choose some opportunities for them. When we talk about individual difference, each child is different, each child wants to be different. Each child has the capacity to be different. And highly result oriented and professionalized school system do not give regard to the aesthetic sense and creativity of children. This is true that we have destroyed our education. Because we tell them to write questions in one way or another and we don't give them a chance to be deviated. So when our professional school system is result oriented, how many marks are there, it is judged that it is good. When marks can be by chance, or subjectivity factor, or we are not only intellectual or academic oriented, but we also have to develop aesthetic sense and creativity. Then, the hectic and strict schedule at schools never provide an opportunity to keep contact with nature. There is so much hectic schedule, there has to be examination. This is the program. We have to cover the syllabus and make the examination timely. So we don't have any contact with nature. We don't have the opportunity to make contact with nature. Then, schools always compel us to keep a way of institutionalized planning on all the box of our life. Traditional schools focus on consumerism so that the youngsters approach everything with consumers' mind. They say that the traditional school has made us consumers. And we see everything from the mind-set. When we wanted to make it we didn't do it. What else is there to say? He sees schooling the mass compulsory public schools as providing an induction into a way of life which is consumerist, packaged, institutionalized and impoverished. He has made us consumer. Packaged means this is the course, the entry, examination, exit. We are just thinking we are not thinking or generating. And he is doing all this in school. And he said that the educational credentials we have don't represent us so much as attendance at schools. See how good it is. He sees educational credentials don't measure competence so much as attendance at schools. Sorry, sorry. Now it got a little dirty. The educational credentials we have we got first, we got this, that, we got that. They don't measure our attendance more than our attendance. So this shouldn't happen. He claims it is patently false to claim that most learning is the result of teaching. He says that this is also a myth, a mythic thing that what a child learns is the result of learning. He says on the contrary, the teacher in a modern school is in fact acting as a teacher. There are three ways to do that which I don't know. Custodian of society is rituals. You have to propagate it in the society. You don't have to make it critical. Therapist will provide you therapy that this is wrong, this is wrong, this is wrong. And as preacher, don't do this, don't do this, don't do this. Illeg proposes instead of learning society where skills training is widely available and divested of the school and their citizens freely associate to develop a critical education perhaps guided by masters. So Illeg proposes a system where you can talk on skill training and guide the masters and talk about critical education. And these schooling become a thing when Illeg struck a chord writing the pupil is thereby schooled. He says pupil is schooled. He is completely schooled. And he is confused teaching with learning. What does a child do? He confuses teaching with learning. He confuses grade advancement with education. He confuses diploma with competence. He confuses influence with the ability to say something new. We have become schooled. He thinks that education is less. He thinks that if we have advanced in grade he thinks that if we have got diploma he thinks that we have got education. It is not like that. Okay. And if we learn something new then we think that we have become fluent. That is, schooling confused us according to Iman Ilechi Iman Ilechi is saying. I am not saying. Apart from this Iman Ilechi was not there. Many people were saying de-schooling is compulsory necessary. And like Julio Rogero was taught. It is essential to de-school students. Why is it necessary to de-school students? To remove them from the negativity. So you can remove them from the negative. The control the prescribed the prescribed we have prescribed the syllabus. We can remove it. The imposed. This is what we have to study. The the known the things they know. In repeated. If we have to remove them then you have to de-school the students. So that they go on to build their educational process with the passion of learning. Passion for learning and knowing. So that they can remove their educational process according to their own passion. What else? The traditional school focuses too much on exams. The traditional school which is a school which focuses too much on exams. The academic success of the students the curriculum and other factors that end up producing exhausted teachers and students who do not enjoy or potentialize their learning. They are saying that there is so much focus on examinations academic success of the students that you have to come to 90% of the students. What is the result? Teachers and students are exhausted and they do not enjoy the potential of their learning. And a Spanish teacher an active member of the open sorry I did not bring water. A Spanish teacher an active member of the open school collective belonging to the pedagogical renewable renewable movements agrees with the idea of de-schooling schools. Means a Spanish teacher an active member of the open school collective pedagogical renewable movement belongs to him. It was a dream that de-schooling should take place. Rojero emphasizes they need to modify spaces and have less flexible schedules to appreciate that learning is full time there must be more flexible content which includes different discipline and focuses more on relationships to make a more flexible education. So they said these are the things that are wrong so you do de-school. Okay. Apart from this when we were talking about de-schooling there must have been a book which was full of the society, the world filled with schools. There were students everywhere suddenly you say to withdraw the child from the school there must be a critique if it is good to withdraw the child from the school then the students will not study, they will not learn, they will not know anything So an alternative system ELEEC provided and he said no they will learn but they don't need to send them to school. He is saying ELEEC develops a radically different response to the question of education he gave a second response he said development of a large scale non-institutional educational infrastructure he is saying don't make it an institution educational infrastructure large scale non-institutional educational infrastructure which consists of a set of four interlocking educational effects. He is saying you can educate children in four ways but there is no need for an institution what is the first one? he is saying which facilitates access to things and processes used for formal learning that means the educational objects provide the services reach them reach as much as possible for formal learning but don't make it an institution skill exchanges which permit persons to list their skills the conditions under which they are willing to serve as models for others who want to learn these skills if you have a skill then make it a skill list and make it a condition so that you can learn that skill and tell your address how it can reach you then he is saying he is saying communication network which permits persons to describe the learning activity in which they wish to engage in the hope of finding a partner for the inquiry means peer matching to describe the learning activity in which they wish to engage and what they want to learn then they can reach you and lastly difference services to educators at large who can be listed in the directory a directory where they know their mobile number contact number what skills they have giving the address and self descriptions of professionals and freelancers along with conditions of access to their service and how they will provide their service and the conditions which they have to go to and learn what is the main theme that since it is a school you are giving social inequality but children are learning skill exchange from the community from peer matching and related concept related concept after 2080 school one is unschooling and one is homeschooling homeschooling is more popular often we read that they taught at home and unschooling is that you are not keeping school unschooling is based on a very simple view of human nature that human beings are born to learn they are saying that since humans have to learn so why are you sending them to school since humans are born so until they die until they learn their basic nature is to learn so you send them to school it is their tendency to learn but homeschooling is a more popular tradition which shares some critiques with de-schooling homeschooling and de-schooling critiques are somewhat similar but offers a radically different solution it provides a different solution homeschooling is sometimes practiced for ideological reasons by those who believe that schools will corrupt their children some people think that schools will destroy their children so what do they do they will call teachers so homeschooling will corrupt their children by exposing them to certain types of knowledge such as the theory of illusion by those who want to provide their children with a specific religious or other education which is not available in schools and they like to teach them wrong things so those who want to teach or those who don't teach in schools they call teachers to teach their children okay so homeschooling and de-schooling these two concepts are developed along with de-schooling and critiques this is an evolutionary concept so in January critiques were classified in 5 broad heads which are they are saying you left your child free right schools kept it that you will have an entry you will have to study this course you have to wait for so long and you have freed him but every child is not self-guided and if you give him freedom he can misuse it and it will be your social responsibility secondly, autonomy they are saying that personal autonomy is directly related to ways people spend their time how we want to spend our time they are saying that the work of schools was not only to educate the children but also to stop the parents from working for that time that parents are doing their work they are providing them with a study then you will be free and your parents will reach home you will also reach home schools are not merely institutions of education in the equal measure they are institutions to take care they are saying that the ability to choose when they learn directly impacts the family and the society at large this brings about two parallel lines of critique unschooling is detrimental for wider social arrangements and unschooling is only for privileged if you do not go to a good school then who will see the social arrangement when parents are not at home and the biggest thing is that it can only be for privileged people it is not suitable for everyone individual socialization if you do not go to school then how will your socialization be in homeschooling or unschooling there is a problem in your socialization group socialization is not only your individual socialization but you also teach group norms in socialization individual socialization is not your problem and privilege is saying that privileged people who can prefer homeschooling cannot afford so all these critiques are mainly for unschooling but they will work in de-schooling freedom, autonomy individual socialization good socialization and privilege I am so sorry my throat is hurting my throat is hurting my throat is not getting better and this is the time for examination so I guess you can understand my situation so today this is a revolutionary concept you should know critical pedagogy you should know the viewpoint of Paul of rada Ivan Ilyich in which country did you keep this concept this concept was for unschooling when everyone was talking about schooling then you told everything that he is maintaining social and economic inequality so remove schools but in this way from peer matching, skill exchange, reference services, you can teach children why? because there is no schooling or education in accordance to critical pedagogical movement, people, in accordance to paul of rada in accordance to Ivan Ilyich okay so thank you and don't forget to like and subscribe my channel explore education done from my side