Is Education the Solution to All the Evils? by Matias Bulnes, NYC

Education is the footing for a better society. So at least goes the cliché. And though clichés lack originality by definition, some are nonetheless true. This one, in particular, seems to me to be one of those. So many of the evils of modern society seem to stem from our chronic ignorance of each other’s motives and concerns, ignorance of what society consists in, ignorance of what we are, ignorance of other countries and cultures, ignorance of this, ignorance of that. If ignorance is, as it seems, the root of all evils, then the remedy is education. Economists usually recommend poor countries to strongly invest in education as the best means to strive. At the more local level, people oftentimes blame it on education when faulting somebody for some bad. So if everybody knows what the problem is, and moreover their diagnosis seems plausible, why are so many people uneducated? Why the evils go on? Why don’t we perfect the Enlightenment’s project and educate the whole world—or, to be a bit more modest, the whole US?

Maybe the problem is that Capitalism needs uneducated people. This is reminiscent of conspiracy theories mounted by leftist adolescents who imagine some Machiavellian businessmen complotting against the whole world. However, setting aside the conspiracy part, it may well be true that the market is like an orchestra and in such an organized setting not everybody can play the piano; someone has to hit the drum. And, of course, the problem is that drummers need not be so educated, nor would a mere drum satisfy them if they were. True, education works as a virtuous circle: education ensues innovation, innovation ensues technology and the need for more educated people. But even innovators have to eat and somebody has to take care of at least food production. So there will always be a need for uneducated labor in a Capitalist society.

However, in all fairness this isn’t a problem for Capitalist societies only, for even under a Socialist model some drummers would be needed. Even if, as in a Socialist model, the rewards for labor are not proportional to the sophistication of the job, some people will have to do the unsophisticated work that doesn’t require too much formal education. It seems as though education inevitably has to be distributed unequally no matter which model one prefers. So again, what does it mean to say that education is “the solution”?


There are at least 3 types of answer for this question. The first one is that education is the solution to the extent that it can be carried out given the constrains imposed by the market. Since poor countries have not come near developing their “market potential,” education is what they need to take advantage of the existing technology and thus defeat poverty. In countries with a more comfortable economy, more education may not do any good for they may have exhausted their potential. So, according to this line, education is not “the solution” but rather a solution depending on the country.

Even though I don’t think this is all people mean when they demand better education, I find myself moved by the premises of this view. This is perhaps due to my teaching experience. It is not so rare that I have students whom, in the light of their work, do not seem prepared or even suited for the challenges of college (see this magnificent anonymous article for interesting discussion). This feeling is unpleasant in extreme, and perhaps even remorseful, but anyone who has taught students like these will most likely arrive at the conclusion that high-level education is not for everyone, whatever other utopias are true. Sad as it is, not everybody can play the piano. This much seems out of question.

A second type of answer is that education is “the solution” in certain sense of the term “education.” Not technical but moral education is what we need to solve our problems—so the line goes. And in fact this is probably closer to what most people mean when they explain others’ misbehaviors by their lack of education. The idea is that quite aside from whatever formal knowledge people may have, moral knowledge is what accounts for their moral defects. As a result of this view, moral knowledge is independent of other knowledge one may have about the world. This seems reasonable to me in so far as moral knowledge is understood as knowledge about moral norms independently of their justification. When justification is needed, moral knowledge becomes pervasive and, I believe, continuous with other knowledge. Whether or not I’m right about this latter point, it seems plausible that people learn most moral norms as dogmas, without the justification attached to them. Hence the explanation that somebody’s misbehavior is due to lack of moral knowledge makes sense since it points to the fact that the person in question was not educated into, or in any case, did not learn (if only in the Skinnerian sense of stimulus/response), the moral rules. The only problem is that “moral rules” here has to be understood as a conventional set of norms people take to encompass the right but not the right itself. But life is short, let alone this post, so let’s put this to the side.

The third type of answer recasts the problem for which education is the solution as a political rather than moral problem. Education isn’t so much the solution to all the evils of society as it is a necessary condition for a society to be just. However, this view usually stresses justice as an extremely important political value and failure to attain it as one important source of political evil. The idea is most notably inherent in Rawls’ work, more specifically, in his Difference Principle. Setting aside technical details, the idea is roughly that a just society must guarantee its members that they will be able to attain whatever position in society their natural assets permit regardless of the social class in which they were born, their race, accent, or other consideration irrelevant from the moral point of view—to use Rawls’ own expression. This is known in everyday jargon as “equality of opportunities.” A society can only guarantee its members equality of opportunities if it provides them with high-quality education. According to this line, we need education not to solve all the evils of society but to solve one in particular which is extremely important: social injustice.

This is, I think, the best way of making sense of the value of education and the importance people in the ivory tower as well as in the street place on it. This view also accounts for the remorseful feeling we professors have on occasion that some of our students are just not cut out for college. Everybody should have the right to develop her natural talents; but of course not everybody’s talents are equal. Hence, only some people should receive high-level education. What’s important is that who does or doesn’t, does not depend on their social class, race, accent, or other considerations irrelevant from the moral point of view. And this much we haven’t achieved nor are we any close to achieving.

Let me finish with a bold contention: achieving equality of opportunities should result in dispensing with private education altogether. In effect, it seems plausible that it is a necessary condition for achieving this political ideal that the state levels public with private education, for otherwise economic power would determine one’s chances of developing one’s natural talents. But this in turn seems impossible for any time public education approaches the quality levels of private education, the private students or their parents will have incentives to toss in more money and lift the best teachers from public schools or else switch to public schools altogether. Or to put it more simply, if public and private education are equal, private education is pointless. The reason why private education exists at all is that it gives those who can afford it an advantage. This obviously conflicts with equality of opportunities, but oh well, those who can realize this are precisely the educated, hence, the same ones who take advantage of this defect of our society. No wonder they find it more convenient to look the other way.