Ivan Illich’s Deschooling Society (1971) presents a radical critique of the modern educational system, arguing that schools are not centers of learning but mechanisms of social control. Illich asserts that institutionalized education systems limit individual freedom and perpetuate social inequality by standardizing knowledge and privileging formal qualifications over experiential learning. He challenges the notion that meaningful education can only take place within the walls of schools, proposing instead that learning should be decentralized, self-directed, and community-based. Illich advocates for the creation of “learning webs,” networks that allow individuals to access knowledge, resources, and mentorship outside the confines of traditional institutions. These networks would prioritize autonomy, cooperation, and the democratization of knowledge, fostering a culture of lifelong learning. He critiques the hierarchical and authoritarian nature of schools, highlighting how they contribute to the alienation and marginalization of students, particularly those from disadvantaged backgrounds. Rather than promoting creativity and critical thinking, formal education often enforces conformity and dependency, ultimately serving the interests of the state and economic elites. This research paper critically examines Illich’s arguments, tracing the philosophical roots of deschooling, and addressing the critiques surrounding its feasibility. It also explores the modern relevance of deschooling in light of technological advancements and educational reform movements.