Ivan Illich, born in Austria, is undoubtedly the great representative of unschooling, who has deepened his theorizing the most and who has left us a more and better developed alternative.
Illich proposes as an alternative his thesis of conviviality that is presented to us as a pedagogy of freedom and of the word. For this, it proposes two types of solutions: one of a technological nature, since the school would be replaced by a - knowledge bank - where everyone would have credit.
This could be achieved thanks to audiovisual and computer media.
Together with these technological institutions, Illich would complete the convivial society through a legal-economic framework, centered on legislative provisions that would prohibit the monopoly that the school has over instruction. His proposal focuses on providing families with an - educational income -, this income, based on credits, could be consumed by the subject throughout his life with which a free concurrence in instruction would be established: it is the student who decides when, how and where to proceed with the training itself.
E. Reimer, author of a work that caused a great impact - the school has died - further broadens his criticism of the school by denouncing that it is responsible for the creation of negative environments that damage the mental health of man.
Ultimately, the school only guards the children and young people.
The alternatives he proposes are pairs, in some way, with those of Illich, since he also endorses the need for educational technology. Likewise, they see the need to have personal networks or a group of people in a position to teach and guide according to the demands made on them.
And it is that for Reimer, the guilt lies exclusively with the school, but not with the teachers, who now, converted into consultants, could develop their educational and training function even more and better.
Illich and Reimer aspire to important changes both economically and legally in order to ensure the formation of citizens along with other more attitudinal changes in which adults can become teachers and where they can design spaces for communication and dialogue.
It is something that Illich calls the "conviviality" pedagogy of freedom and of the word. It proposes two types of solutions: one of technological charity, since the school would be replaced by a knowledge bank where everyone would have credit.
This could be achieved thanks to the audiovisual media.
The other solution is of an economic legal nature. His proposal focuses on providing families with an educational income, inversely proportional to their level of wealth.