There is no doubt that formal schooling has and still plays the role of almost a solitary agent of education in society. However, as time goes on, the question of formal schooling's adequacy in achieving 'true' education in modernity is increasingly being raised. Arguably, formal schooling looks to entertain conformity, social classification, psychological threats, and limits the skills development of learners. Therefore, there must be an alternative education model which creates more channels for learning so that society is no longer confined to the systems of formal schooling. In search of alternatives, deschooling society is becoming viable in today's education. This study aims to examine the understanding of Illich's deschooling society by scholars in the 21st century. The authors analyzed 23 articles related to Illich’s ideas published from 2000 to December 2020. Qualitative content analysis was used to analyze the texts and provide interpretations from the reviewed articles. The findings reveal that current scholars view deschooling society as a critical pedagogy that offers alternative learning opportunities to the learners. They argue that more education could be provided through newborn innovations such as flexible-learning in the open community, home-sch ol, work-based learning, the free choice of courses, open educational resources (OER), and massive open online courses (MOOC). On top of that, the openness of science in digital platforms or its pervasiveness in which it is organized in the modern community would most likely widen learning opportunities for the learners. These innovations are useful in transforming from the current formal education which has no bearing on the quality of education provided to the learners. This study calls for more academic researches and discussion on finding suitable ways for adopting Illich's ideas in modern society.

Collective intelligence is important and necessary since it is a strong method to apply across the applicable areas in terms of educational scene of school and company, drawing up and operation of social policy as well as management aspect of company and to have a strong influence. In this regard, Ivan Illich criticized the function of education as one of a social evaluation system that injects what society wants from people, cultivates talents which society wants, rather than allowing people to learn and growth through a social education function of society, while applying destructive standards of social evaluation and culling people to those who do not follow such routes. Ivan Illich has made diverse and actual suggestions for becoming active learners as the society opens and connects various resource for the people to select by themselves rather than making people learn with an artificial education system. This suggestion gives considerable implications to the current online community beyond exclusively an off-line oriented community. Accordingly, this study aims to identify several limitations that educational application of collective intelligence has in the swirling era of change based on such suggestions of Ivan Illich and to present alternatives for this.