Schooling, among others, is an institution which must be delegitimized. The secular sovereignty exercised by schools must be exposed and the methods with which it divides people into social classes and squelches self-directed inquiry made obvious. In the institutional-school paradigm, knowledge is a commodity and schools teach pupils to need the instruction which can only be found in schools. By deschooling society, schools would continue to exist but their workings would be very different from those operating at present. Deschooling could only occur given alternative social arrangements and legal protections as well as a reconceptualization of what constitutes learning in the heart of every deschooled person.
Schools produce myths upon which an economic society depends.
Schooling is a ritual performed by participants who are made blind to the discrepancy between the purpose for and the consequences of the ritual. In the first myth, schools teach us that learning is the result of an instructional process that produces something of value. What is learned is that only the curricularized instructional process in which knowledge is divided into discreet bundles of information dispensed by certificated experts under compulsory attendance can produce valued outcomes. The payoff for a greater investment of time and money is more knowledge and additional diplomas. The second myth inculcates consumers with the understanding that only that which is quantifiable is justifiable.