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The following paper attempts to show and take into account in basic terms the unity and direction of the movement of education as presented in Plato’s Republic. We show that education, according to Plato, essentially involves a claim to knowledge in the sense of understanding what is valid regardless of space and time and acting on the basis of norming oneself by this understanding. Then, namely, in the sense of this distinction, an educated person is one who is able to distinguish the important and the unimportant in his knowledge and in his life., {"references":["Aristotle. 1934. Nicomachean Ethics. Aristotle in 23 Volumes, Vol. 19, translated by H. Rackham. Cambridge: MA, Harvard University Press.","Fleischer, Margot. 1970. Die zweifache Periagoge in Platons Höhlengleichnis. Zeitschrift für philosophische Forschung 24(4): 489–498.","Heidegger, Martin. 1957. Einführung in die Metaphysik. Tübingen: Max Niemeyer Verlag.","Heidegger, Martin. 1988. Gesamtausgabe 34. Vom Wesen der Wahrheit. Zu Platons Höhlengleichnis und Theätet. Frankfurt am Main: Vittorio Klostermann.","Liessmann, Konrad Paul. 2017. Bildung als Provokation. Vienna: Paul Zsolnay Verlag.","Losin, Peter. 1966. Education and Plato's Parable of the Cave. Journal of Education 178(3): 49–65.","Plato. 1969. Republic. Plato in Twelve Volumes, Vols. 5 & 6 translated by Paul Shorey. Cambridge: MA, Harvard University Press.","Svobodová, Zuzana. 2013. Čas: Lidská otázka po původu a smyslu. Paideia, 10(1): 1–14."]}

The purpose of this work is to introduce the subject of Epimeleia (care) as the necessary and fundamental premise of educational endeavours. The focus of these endeavours is not directed toward any fixed point but instead, driven by attention to and delight in the process. The outcome of this human experience in becoming, is absent of any goal, beyond that of a life well-led. Abstract Educators remain the most instrumental force toward the develop of the next generation of people, who will in turn be representative of the era to come. Rediscovering the fundamental purpose of the Educator is paramount toward a world of authenticity, fulfillment, and truth. Since the time of Socrates, care for the soul of mankind has been the course toward enlightenment. Through Anamnesis we emerge as we uncover the truth that was hidden. Over the millennia however, education has lost its way and become a means of control and manipulation. Teaching is predicated on the answer not the question. The world has become one of certainty and absolutism. The Educational Industrial complex is manufacturing people as tools toward their own end. Teachers are products of an Economic Zeitgeist that has designed the very foundations of their worldview. They have embraced the false logic of the scientific society however, there is hope....