I never let schooling get in the way of my education
(or something like that, i don’t really remember it)
often, we pay to partake in the kinds of “confusion” Illich describes as the primary function of formalized education as it’s practiced. in return, we sometimes receive the product we explicitly seek — education in educational context, health in health-care contexts — but often we simply receive the aesthetic and social benefits of its process — lecture halls, white lab coats, and so on. the benefits of process largely modulate the way their recipient feels and the way others view her.
are the social/personal benefits we reap from “process” without “substance” sometimes valuable for the psychological or interpersonal benefits they grant us? isn’t this sometimes what we’re paying for? isn’t paying to receive these non-content markers valid, and even required in human society?
where there is more than 1 person, there is meaningless fanfare
it is not clear to me that the example of “casual learning” with language analogizes to all disciplines. some science implies we have some neural hard-coding that makes language human-learnable, whereas such structures may not exist for, say, linear algebra. in those kinds of domains, we probably need a human teacher and at least some degree of formalized interaction between teacher and student.
in interpersonal learning environments, is even it possible, from our armchair experience as human beings, to really eliminate contentless process from our teaching practices? isn’t contentless process something that emerges in all human interactions — from shaking hands to saying ‘whats up’ to getting married?
finally, a question about Tools for Conviviality:
Around  a patient began to have more than a fifty-fifty chance that a graduate of a medical school would provide him with a specifically effective treatment [..] Since then medicine has gone on to define what constitutes disease and its treatment
abstractly, this is an example of the same fences/pastures/common phenomenon Illich discusses in Silence. by drawing boundaries and making definitions, the subject of these definitions and the areas within its boundaries become subject of the enterprises, the guilds, the owners. education is much the same way. what aspects of education currently lie within the fences of the formal institutions? what parts lie outside? are these parts (say, hacker communities) feeding on the commons, or are they making their own pasture, acting as their own enterprise?