Rezension
“In this scholarly reading of Ivan Illich, John Baldacchino conducts an astonishing feat; namely, to find ignored and minimized connections in Illich’s contribution to education.
creates a new educational ‘language,’ with original viewpoints and perspectives, which expands our repertoire of thinking and our competence of acting—that we so desperately need when faced with educational situations. This volume should be read by anyone who has an interest not only in education but also in that which is good for humanity.”—Herner Saeverot, Professor of Education, Western Norway University
“Reading Illich’s work by relating the disestablishment of institutions to re-form and contingency, thereby implying radical freedom, this book situates Illich’s thought in a ‘Golgotha’ that is found outside the polis, the church and the market. It wonderfully shows the relevance of Illich’s topicality of conviviality and the relevance of the attention he pays to the quality of hiddenness and of the way Illich contests widespread concepts like ‘life’ and ‘responsibility’. In this way
offers a really refreshing and fascinating entry into Illich’s thinking.”—Jan Masschelein, Professor, Katholieke Universiteit Leuven
“Another outstanding monograph by John Baldacchino. A fresh, thorough and truly comprehensive work on Ivan Illich, an interdisciplinary theorist who is particularly relevant to our age given the massive problems we face with politicians and institutions. Baldacchino insightfully explains and justifies the theological foundation of Illich’s work, a foundation that strongly defines Illich’s crucial understanding of dissent and conviviality.”—John P. Portelli, Professor, OISE, University of Toronto
“In this magnificent book, John Baldacchino has imaginatively returned Ivan Illich to the intellectual ground of his life and ideas. Not only does Baldacchino present a rich philosophical reading of Illich, that goes beyond the decontextualized or anecdotal treatments that plague Illich’s legacy, Baldacchino also manages to theorize a constructive relation to tradition in a sympathetic and radical way.”—Samuel D. Rocha, Associate Professor, Department of Educational Studies, University of British Columbia
