“The pupil is thereby ‘schooled’ to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is ‘schooled’ to accept service in place of value.” (1)

The ability to remix and author can open doors for college students and help them see how they can deschool themselves even while participating in institutional schooling. As Illich indicates in Towards a History of Needs, “Free educational establishments share with less free establishments another characteristic: they depersonalize the responsibility for education. They place an institution in loco parentis” (77). While students will use OERs in formal classes and assignments and the structural authority of certify-granting institutions remains, the presence of OERs provides faculty and students an opportunity to not only discuss authorship, power, and authority as it comes to the documents, OERs offer an opportunity for students to personalize responsibility for their own education and control and awareness of educational resources.

convivial

Figure 6.3.2 also shows changes in each of x, f(x), and k(x)=g(f(x))k(x)=g(f(x))k(x)=g(f(x)). The arrows show how the changes are related.

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