The current course has significantly enlarged my scope of knowledge in various conceptions of the public and its role in a democracy. In this paper, I would like to resort to this knowledge to focus on the perspectives that I find missing in the works of the authors we have learned so far. The authors whose arguments I find rather debatable ones are in this way or another concerned with the role of education and communications in society as a whole and structuring it in terms of elite and non-elite, in particular. My point is that P. Bachrach and C. Wright Mills in The Theory of Democratic Elitism and The Power Elite, correspondingly, underestimate the role that education and communications might possibly have in obtaining more equalitarian relationships in society. I believe that the views like these disregard the importance of education and communications in democratic societies and do not contribute to their well-established image. Education and communications are phenomena that affect other spheres the life of society is built on. Still, P. Bachrach does not find them effective in establishing equal relationships between people. He claims that the democratic system presupposes the rule of elite and mass passivity and that “any suggestion that a departure from the system in the direction of obtaining a more equalitarian relationship between elites and nonelites, is on objective grounds, unrealistic” (Bachrach 129). I am inclined to think that it is possible to obtain equality between them through education and communications; the gap between the two groups is brought down to a minimum of education and various means of communication are adequately handled in a democratic society. Elite and non-elite classes can afford education of different quality and prestige levels. As a result, different issues of misunderstanding appear. As any kind of communication may potentially result in theoretical, non-practical, and practical knowledge, with different education, got the communication gap between the classes increases. In non-capitalistic countries where the problem of the economic gap is a burning one, the increase of the communication gap is especially relevant. Not only the issue of making money that one gets through education but moral values that education propagates in both systems are different there. The communication gap between the two classes increases not only in terms of the current generation, but in terms of subsequent ones as well, and this speaks for the barest necessity to solve the problem of the role of education and communication influences on this gap. Investigating the transformation in the function of education throughout American history C. Wright Mills states that the function has undergone significant changes. Firstly, it was merely politic: “to make the citizens more knowledgeable and thus better able to think and judge of public affairs.” (Mills 317) In time, the function of education transformed from the political to the economic that meant that people were trained to get better-paying jobs and thus to get ahead (Mills 317). Therefore, those who could get such education got more chances to succeed in any entrepreneurship; moreover, they were more willing to have the changes in their lives as education proved the appropriateness of these changes and provided them with knowledge of how to do it. But I bel