Sublime

Our vision of the possible and the feasible is so restricted by industrial expectations that any alternative to more mass production sounds like a return to past oppression or like a Utopian design for noble savages.

New educational institutions would break apart this pyramid. Their purpose must be to facilitate access for the learner: to allow him to look into the windows of the control room or the parliament, if he cannot get in by the door.

The progressive homogenization of personalities and personal relationships cannot be stemmed without a retooling of society.

If there were no age-specific and obligatory learning institution, “childhood” would go out of production. The youth of rich nations would be liberated from its destructiveness, and poor nations would cease attempting to rival the childishness of the rich. If society were to outgrow its age of childhood, it would have to become livable for the

We must conceive of new relational structures which are deliberately set up to facilitate access to these resources for the use of anybody who is…

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What is more, these tools are integrated. Access to key positions in government or industry is reserved to those who are certified consumers of high quanta of schooling. They are the individuals chosen to run the plantation of mutant rubber trees, and they need a car to rush from meeting to meeting. Productivity demands the output of packaged

Nos poètes et philosophes ont toujours résisté aux tentatives de nos maîtres politiques et commerciaux d’imposer leur discipline de robots. Alors que la révolution industrielle s’éternisait péniblement, elle a reçu de nombreuses et fréquentes critiques, qui se sont concrétisées par l’établissement de communautés idéales.

A methodology, by which to recognize the public perversion of tools into purposes, encounters resistance on the part of people who are used to measuring what is good in terms of dollars.

The same can be said about physical artifacts and about the set of rules that define formal institutional arrangements. Cars are machines that call for highways, and highways pretend to be public utilities while in fact they are discriminatory devices. Compulsory schools constitute a huge bureaucratic system; no matter how convivially a teacher