Reply Human Development 2006;49:229–231 DOI: 10.1159/000094370 Configurations of Learning Settings and Networks: Implications of a Learning Ecology Perspective Brigid Barron Stanford University, Stanford, Calif., USA I would like to thank Allan Collins for his thoughtful commentary on the learn- ing ecology framework presented in Interest and Self-Sustained Learning as Catalysts for Development , published in this issue of Human Development . 1 Collins directs his attention to the design implications of a learning ecology perspective. He suggests that self-directed learners will be the winners in the 21st century economy and agrees that we should help learners develop knowledge in areas of deep interest to them, and he proceeds to provide us with ideas as to how we can do this. For inspiration, Col- lins begins with a summary of four visionary ideas expressed by Ivan Illich, in his well-known and controversial book Deschooling Society published in 1971 [for pub- lished reactions to the book see Cremin, 1976; Gintis, 1972; Hook, 1972]. Illich’s ideas were creative and radical. Beyond the four core ideas Collins points to (net- works of skill exchanges, peer matching, reference services in educational objects, and reference services to educators-at-large), Illich takes issue with the opaqueness of the technologies that surround us or, as he puts it, the ‘impenetrability of modern junk’ (p. 82). He suggests technologies be built with educational qualities that invite deconstruction and understanding. Similarly he wants public places (such as the railway yard and the fire station) to be opened up so that they become places for learning: ‘There could be tool shops, libraries, laboratories, and gaming rooms. Photo labs and off- set presses would allow neighborhood newspapers to flourish. Some storefront learning centers could contain viewing booths for closed-circuit television, others could feature of- fice equipment for use and for repair. The jukebox or record player would be common- place’ (p. 84). Brigid Barron School of Education, Stanford University 485 Lausen Mall, Stanford, CA 94305 (USA) Tel. +1 650 725 0194, Fax +1 650 725 7412 E-Mail BarronBJ@stanford.edu © 2006 S. Karger AG, Basel 0018–716X/06/0494–0229$23.50/0 Accessible online at: www.karger.com/hde Fax +41 61 306 12 34 E-Mail karger@karger.ch www.karger.com 1 I especially appreciate the opportunity to revisit Illich and subsequently learn about some of the reactions to his book thanks to a pointer from Ray McDermott to Cremin [1976]. Cremin provides an excellent summary of early writings about the role of schools in education in comparison to other in- stitutions. Of particular relevance to the discussion here, Cremin goes on to advance his own ideas about the importance of understanding the multiplicity of organizations that educate in his chapter ‘Towards an Ecology of Education’.