Thank you for your abstract. Here are a couple of questions your text inspired: In how far would "Educationism" be different from the current global project of "Education for all", which aims for universal access to basic (formal) education, and which increasingly takes into account issues of quality.

Why do you think "educationism" would best work through school? (refer to Illich's "Deschooling Society" for a concise critical take on the emancipatory potential of school).

Is it enough for the worker's child to be in the same school as the boss's? If we assume that the child will acquire "the instrument necessary for his/her intellectual and material liberation" through education, what kind of school would be capable of providing those instruments?

In Germany are studies which proove, that even when children of bosses sit next to workers children their chances to make any "carrer" or even enter university is very limited. Too many other factors enter the childs upbringing and education. Such as alimentation, living environment, cultural role models, health issues and so on. Bosses children can easily catch up difficulties in school with private extra lessons, while this might be too expensive for worker kids. The last 10 years the gap between the rich and the poor as openend more than in the 50 years before, besides having more discussions and implementation of "inclusive" learning, full day school and totally "educated" children. This might lead to the assumption that social cut programs happenend esp. from 2004 on, have let to more inequality than any school programm could handle with or even put the wholte thing in another direction.

Another question of mine would be, like Andreas, if the place for education would be school. Who would define, that the "Degrowth proposal" is an aim to be learned at school? Is it the ministry of education? What would be their interest?

How is it possible to pass on understandings of Degrowth proposals in a high uneven, competetive, not self-determined and hierarchical learning environment?

I think the antagonism between this and Safran's paper The End of 'Education': Learning from Home Education provide a very interesting controversy on the issue of topic of learning and education. It would be interesting to see them analysed and discussed more deeply at the GAP working groups on Childhood, as well as Learning for Degrowth.

@Silvia, you wrote: "In Germany are studies which proove, that even when children of bosses sit next to workers children their chances to make any "carrer" or even enter university is very limited". Could you provide us with references to these empirical studies?