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"Deschooling" is a term that provides concepts about the learning method of children and freedom for their learning. Austrian philosopher Ivan Illich invented this “Deschooling” word. The Deschooling method of learning is based on learning at home by avoiding traditional methods of schooling. This essay is focused on the Deschooling method of learning and its effect on students, teachers, education, and society. Moreover, it focused on the developing method of this Deschooling in a wider aspect of learning. In Addition, this essay will provide information about the challenges faced by this Deschooling method. Effect of group discussion and resources over the implication have an effect over this method in further education.
Deschooling is a process of learning in which children can choose their way of learning new things by avoiding traditional schooling methods. It helps to enhance the interest of children regarding learning new things freely. According to Austrian philosopher Ivan Illich, traditional schooling methods provide a proper curriculum regarding learning and provide tests and grades that create pressure for learners. They need to adapt things without any purpose and interest. Moreover, Ivan Illich defines learning by following three aspects that are needed to provide proper resources for the learner that they want to learn at any time of their lives, provide possibilities of sharing knowledge and anyone can learn it from them and provide opportunities of learning to the learner and teacher to share their views. Furthermore, according to his Deschooling concept he wants to implicate this concept in the modern education system (Dumitru, 2018).
According to Winchester (2019), In the Deschooling method of learning, provides freedom to learn new things by avoiding a particular curriculum of the school and provides chances to enhance their interest to learn new things that they want to learn. Moreover, it provides freedom for students to learn new things according to their interests in a comfortable environment. It is an approach to provide education at each level of society.
According to Deschooling methods, it concludes about the method of learning in which students can freely enhance their knowledge related to their choice by avoiding traditional methods of schooling. This essay is based on the challenges that are faced by the traditional method and the implication of this Deschooling from a wider perspective (Bartlett and Schugurensky, 2020). According to traditional methods, this learning is based on a particular curriculum by not knowing the actual need of those learning for children. It has fewer learning outcomes related to learning. In this method of learning, learners face lease interaction with teachers to share their problems and interest to learn other things. Furthermore, this teaching consists of a lack of skill-based education. According to Ivan Illich, students have the choice to learn new things that is related to their interests. In Addition, he provides concepts about the Deschooling society. This society contains the free form of gathering knowledge from various sources according to interest.
According to Dumitru (2018), the Deschooling process of learning provides free space for learning new things for the learner related to their interest. According to Ivan Illich, he provides ideas related to Deschooling society. This society contains effective learning methods with free space to gather knowledge from various sources. Applying these methods of learning in society faced challenges related to their students, teachers, and education system. This Deschooling method has no proper structure for learning and parents need to involve their time in the learning procedure of their child. Moreover, teachers need to be available all the time.
According to Kostakis, V. and Pantazis, (2021) the concept of deschooling society has been developed in 1971 by Ivan Illich, which indicates large scale and non-institutional education system. This literature also stated that this new educational infrastructure is empowered by information and communication technologies. In contrast, Bartlett and Schugurensky (2020) argued that Illich focus on new infrastructure beyond of traditional schooling process. This literature argued that Illich does not believes of reform, instead he always trusts on reestablishment. This literature stated that the core concept behind the term deschooling is root of any movement of human liberation.
According to constructivism theory, learners actively participate and develop idea, which help them to construct knowledge and creativity (Suhendi, 2018). This theory allows educators to improve skills and knowledge of learners. In addition, this theory reflects upon experiences, learning pattern and educational growth.
In context of deschooling, it is a process of focusing on desire area of learning and build education among students based on their interest. The deschooling concept is beyond traditional learning, it improves creativity, and knowledge among learners followed by it constructs knowledge among learners. Therefore, it can be stated that the process of deschooling if followed advantages of constructivism theory. On other hand, deschooling education allow educators to bring neo liberalism. The concept of Neo liberalism allows students to gather in-depth information and improve their human capital or skills, which ensure better future and secure job. Therefore, deschooling education not only improves knowledge of students, rather it leads them towards bright future.
According to my experience in learning in the traditional method of school, I felt that the curriculum of the school provides unnecessary topics in their learning process that are not used in future prospective. Students felt less interested in learning various topics that are included in their classes and syllabus. According to my experiences, I felt less interested in various subjects, which I was not willing to learn. Due to the curriculum of a school, I need to learn those subjects. Moreover, teachers were less interested in sharing their opinion with students and they apply traditional method learning with board and chalk to explain their thoughts. They did not use any improved technology in their learning process. The process of deschooling improves knowledge, creativity, and innovation among students. This causes a decrease in interest over a topic. Furthermore, the routine of school was not so flexible for students. We need to engage ourselves with 6 to 8 hours of school in the same place. School was providing an assessment and project to enhance the learning process.
As suggested by Watson (2020), various Deschooling factors help in the identification of various challenges that modern era has to face and sheds light on the role of social media regarding infiltration of different factors of modern society. The Deschooling process helps to provide a flexible and comfortable way of learning to the students that help them to learn new things related to theory interest. Moreover, teachers are more active to interact with students and provide them proper clarity related to topics or subjects. They provide various new technologies in their learning process to make it more effective for students. To engage this Deschooling process in society will help to enhance learning methods for children.
Deschooling learning is based on the learning of children according to their interest by using technologies in their learning. According to society, it is more acceptable for the teacher and students to get beneficial results from their comfortable environment. This Deschooling process helps to engage every student in society. Moreover, it helps to reduce the pressure of learning in school and provide better aspects of learning for the students related to their interest. In addition, deschooling bring the concept of neoliberalism which ensure success and future of students.
This essay is focused on the concept of Deschooling society of Ivan Illich that helps to provide better understanding about learning from his experience as an educator. According to Ivan, children need to provide freedom to learn new things related to their interest. Children do not need to engage in traditional schooling methods. In the traditional schooling, method of learning, students faced many issues related to sharing their views and learning unnecessary things without their interest. This Deschooling society provides a better aspect for students to learn new things.
Al-Zboon, M.S., Al-Maalouf, L.M., AlTashah, G.H., Fahad, A.S. and Awamrah, A., 2018. Perception of Secondary School Teachers for the Importance of Implementing the Ivan Illich's Deschooling Principles in the Educational Learning Process in Jordan. Modern Applied Science, 12(4).
Bartlett, T. and Schugurensky, D., 2020. Deschooling Society 50 Years Later. J OU RN A L OF E DU CA T ION. 8(3), pp.65-84.
Bartlett, T. and Schugurensky, D., 2020. Deschooling Society 50 Years Later: Revisiting Ivan Illich in the Era of COVID-19. Sisyphus—Journal of Education, 8(3), pp.65-84.
Cayley, D., 2021. 4. Deschooling Society. In Ivan Illich (pp. 94-118). Penn State University Press.
Dumitru, T.C., 2018. Impact of non-formal education on the efficacy of school learning. Studia Universitatis Moldaviae (Seria ?tiin?e ale Educa?iei), 119(9), pp.229-233.
Kostakis, V. and Pantazis, A., 2021. Is ‘Deschooling Society’Possible? Notes from the Field. Postdigital Science and Education, pp.1-7.
Sarmadi, M.R., Zare, A., Samadi, M. and Farajollahi, M., 2020. Examining the Issues and Dimensions of Learning Webs in Ivan Ilyich's View. Journal of Educational Scinces, 27(2), pp.119-138.
Suhendi, A., 2018. Constructivist learning theory: The contribution to foreign language learning and teaching. KnE Social Sciences, pp.87-95.
Sukarieh, M. and Tannock, S., 2020. Deschooling from above. Race & Class, 61(4), pp.68-86.
Watson, E., 2020. # Education: The Potential Impact of Social Media and Hashtag Ideology on the Classroom. Research in Social Sciences and Technology, 5(2), pp.40-56.
Winchester, I., 2019. Looking again at Ivan Illich's Deschooling Society. Journal of Educational Thought/Revue de la Pensée Educative, 52(1), pp.1-5.
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