Zeth and Demodocus:
A Dialogue on Education

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[Copyright - Wesley David Scott - 2007]

During the fall season, Demodocus (the blind hero and bard) crosses paths with an old friend, Zeth (the investigator), who is visiting the city once more before leaving to study abroad. Demodocus, who never took much interest in academics, challenges Zeth on the purpose of education.

Demodocus (D): My dear friend, I do not understand why you choose to study. Academics seem entirely irrelevant to me. Will you explain to me what the purpose of education is for you?

Zeth (Z): Demodocus, I do not feel that my opinions alone could convince you of the importance of education. Instead, let us address this question at a general level and enquire into the purpose of education.

D: Let us do just that, Zeth. Though I already know the answer, I will listen to your reasoning.

Z: Oh no! Let us start with your opinion and move from there, for I have no such answer and wish to discover the truth of the matter.

D: It is simply this: the purpose of education is to discipline the youth so they may be good citizens within society.

Z: That is a bold statement! What, if I may enquire, do you mean by a ‘good citizen?’

D: Is it not evident? I mean simply one who obeys all the rules of their society.

Z: In what sense is education related to the role of a citizen?

D: In the sense that the relationship between teacher and student is like that between a ruler and his subjects. It is a relationship of subjugation, where the ruler dominates the subject and the subject learns to respect the laws set forth by the ruler.

Z: Oh my, that is a very cynical way to look at things!

D: Object if you wish, but such a relationship is clearly present.

Z: Would you say that this relationship exists between a military commander and a recruit, and a landowner and a laborer?

D: I would.

Z: Then what separates a student from a recruit or a laborer? If there is no difference, it is ridiculous pay for education when its purpose can be fulfilled through simpler and cheaper terms of subjugation. Is there no difference?

D: Stop patronizing me, of course there is! You know as well as I do that the actions of a laborer differ from those of a student.

Z: Do I now? Their actions may differ in task, but do they necessarily in purpose? We’ll address this soon enough. For now, let me pose another question. Is it possible for an educated person to be an unlawful citizen?

D: So it would seem.

Z: And is it common for a relatively uneducated person to observe the laws of their society?

D: I believe so.

Z: So the purpose of education mustn’t be to observe the laws of society. It is illogical for an educated citizen to be unlawful for clearly he would not be educated by your given definition if he disobeyed the law.

D: By Zeus, Zeth! I do not believe you let me clearly express myself. Knowledge of how to be a lawful citizen is merely part of the purpose. It is an aspect of the essence of education which cannot be taken out of context, much like the color brown cannot be plucked out of the falling leaves and exist alone in the world.

Z: Your poetry confuses me, Demodocus. I do not completely understand what you mean. Pardon my ignorance and explain further.

D: I meant that the purpose of education is to teach the young the knowledge of the old, and that learning the rules of society is part of such knowledge.

Z: Clearly, you are not being literal here, for there are elderly people who possess little more knowledge than that of a young child, and have had no more knowledge than this their whole lives. Let slaves and career labourers be considered testament to this!

D: Do I seem so ridiculous? I simply meant that the purpose of education is to teach new generations the knowledge accumulated by the previous generations.

Z: Apologies friend, I do not mean to frustrate you. Let us examine your definition again. Something is missing.

D: What do you mean?

Z: You have yet to account for the advancement of knowledge. Discoveries occur all the time, providing people with new knowledge. Does one have to have to be educated, having knowledge of the past, in order to make such discoveries?

D: Yes, of course. Such educated people have been taught methods through which to find out or deduce information about the world, just as mathematicians, after being taught the method of addition, are able conclude that three and two together make five.

Z: Well then, let us ensure our definition is truly comprehensive. Would you not say that in light of this we might suggest that the purpose of education is to teach knowledge accumulated thus far and methods through which to advance our knowledge further?

D: You irritate me, Zeth! I propose a solution after you encouraged me to so and all you do is reject it. You speak of knowledge and discoveries, but what do science, philosophy, literature or mathematics have in common in terms of education? Each field is very different in nature.

Z: I am suggesting that knowledge consists of axiomatic and deduced principles and skills that can be used to understand aspects of life and discover new facts about the nature of the universe. It is clear that in all disciplines, including the ones you mentioned, that this is provided through education.

D: So essentially what you’re saying is that the purpose of education is to teach the knowledge of past generations, including key fundamental principles and methods for discovering future knowledge. Is this not what I was saying before, only slightly more detailed?

Z: That’s not quite right – let me finish my thought. What does an education provide one with? Why would one want to know the facts about past generations or how to be able to discover new facts?

D: Perhaps for glory, power or maybe financial profit.

Z: I would say for happiness. But let us examine your suggestions for a moment. Why do people want these things?

D: That’s easy. People desire glory to so they may take pride in themselves, power to control others in order to get what they want and financial profit to buy what they wish.

Z: Please, my friend, answer this question in general terms if you wish to find a purpose to education as a whole. Cynical explanations of specifics are of no help to us.

D: I shall be charitable for the moment and speak on the terms you desire. It would seem to me that all of these are desired out of self-interest.

Z: And why do people act out of self-interest?

D: So that they may improve their own conditions of existence.

Z: Precisely! People act in their self-interest to improve their quality of life. Would you agree then that an increase in the quality of one’s life increases one’s happiness in life? D: That much is apparent.

Z: Then it is obvious by our reasoning that what is provided by education, namely the knowledge of past generations and methods through which to further our knowledge, serves to enhance one’s ability to increase their quality of life and be happy.

D: I suppose.

Z: So the purpose of education must be to help increase one’s happiness in life.

D: So it would seem, but I do not know if I entirely agree. I am an uneducated man, but I am happy with my existence. If I have a lesser quality of life with a lack of education, how is this so?

Z: One does not have to have optimal quality of life in order to be happy. Happiness is a transient state of emotion that anyone can possess, but one has more opportunity to possess happiness with greater quality of life. Hence, while you are currently satisfied with your life, it is arguable that you would be happier if you received an education of sorts.

D: I must concede that does make sense, however, it is unfortunate that I have not been able to improve my quality of life in this way.

Z: Do not be upset, Demodocus. It should seem apparent that all personal actions can be means to greater happiness. Similarly, education can be seen as means to joy and the development of a good life. While each project is different with its unique tasks, the purpose remains common. Each successful undertaking serves as an individual part of a personal quality of life mosaic, which becomes greater in magnitude with each addition.