Plato
428–348 BC · Ancient Greek
True citizenship is devotion to the city's good, shaped by education and soul-type, not by birth or occupation.
Plato's account of citizenship is not presented as such — he does not offer a formal definition — but it emerges from his analysis of the city and the soul together. The ideal city of the divides its members into three classes defined by soul-type and the education appropriate to it: philosophers trained in mathematics and dialectic to rule, auxiliaries trained in martial virtue to defend, and craftsmen and farmers who provide material needs. Each class has its proper function, and citizenship in any full sense belongs only to those whose souls have been shaped to rule. The question of who counts as a citizen is, for Plato, inseparable from the question of what kind of character the city can and should produce.
What makes this account distinctive is the priority of education over birth or legal status. The class a person belongs to in the ideal city is determined not by parentage but by natural aptitude and its cultivation — so much so that a child of guardians may be reassigned to the productive class if examination reveals an unsuitable nature, and a craftsman's child may be elevated if examination reveals a philosophic soul. Citizenship is a matter of what one has become, not of where one was born. The elaborate educational program of the — music, gymnastics, mathematics, and finally dialectic — exists precisely to produce the characters that genuine political participation requires. To be a citizen in the full Platonic sense is to be someone whose reason governs their appetites, whose judgment is oriented toward the good of the whole.
The , written later and addressed to a second-best city, is more practical and less utopian, but the same logic applies. Citizens of Magnesia will be landowners with leisure for political and military duties; craftsmen and traders will not hold citizenship, as their occupations are incompatible with the formation of civic virtue. The citizen of the must attend assemblies and serve in office; but more fundamentally, he must have been formed by a system of laws and festivals and education that orients him toward the common good. Plato's conviction that a city's constitution is inseparable from the character of its citizens — and that character must be deliberately formed — runs through the chapters on Education and Constitution.
"The object of education is to give to the body and to the soul all the beauty and all the perfection of which they are capable."
"Until philosophers are kings, or the kings and princes of this world have the spirit and power of philosophy... cities will never have rest from their evils."
Plato establishes the terms within which later debates about citizenship turn: the question of who is fit to exercise political power, of whether fitness is natural or acquired, and of what political education must accomplish. Aristotle will contest Plato's conclusions about the ruling class and insist on a broader conception of citizenship, but he does so within the framework Plato defines.
Key work: Republic