The taking sides reading goes into a dialogue between reason for an against having institutionalized schools. In the argument to not have schools, and rather have home schooling, the idea was to provide tudents with the freedom to inact their own agency. This was reminicent of the Montosouri schools, where the teacher was looking for the moment hwen students began teaching themselves. The idea behind a self driven learning, and one which focuses on more than the classroom alone, makes more sense to me. I agree with the author to an extenct that schooling is detremental to the student when they are no longer learning. I also thought it was interesting for the author to discuss the implications of such self-driven leraning in the context of computers and the internet. Personally, I am a huge proponent for self-driven internet based leraning, because there is simply so much information avaliable. The opposing argument for having institutionalized schools, in the Taking Sides reading, was that people need to have a standard level of education. Rather, the author prevents a sense that people deserve to learn and must be able to have access to the most basic forms of learning so that they can compete in the word.
The Anarchism reading presented some ideas that were reminiscent of Vygotsky. Goodman 's idea is that schooling should beapart of everyday life, rather then restricted to the classroom. His idea was that when learning is restricted to the classroom, society relearns the problems that it is already undergoing, rather then providing the freedom to learn from all the resources avaliable. This reminded me of the ideas that information is socially learned, therefore if there is a social institution that teaches others, then it is going to be cause for teaching the existing problems to others. Illich also approaches this idea but from the point of view of the impact on the individual. He says that education shold be for the sake of empowering all who learn. This reminded me of something along the lines of Makiguchi's theory of education, that learning should be for the happiness of the learner. Although I know this idea is not unique, hearing Illich's perspective helped me identify Makiguchi's theory of value with individuality.
Lastly, the Reccess reading was fun to read. It is reaffirming that the presencve of an institutionalized educational atmosphere is not always restricted to the stuffy non-learning./