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Maritza Cruz
Col. Nicholas D. Roseto, Jr.
HST-1010-122420

Platos The Republic

Ancient Greek philosopher, Plato (c. 429-349 B.C.E.), believed in a Republic as a form
of government was the superior way to run a government. Plato developed a doctrine, or
dialogue, which he titled The Republic, was based on the analyses of Socrates (c. 469-399
B.C.E), his mentor, and himself using the sciences of logic for their time. It was their premise
that all men want justice. The Republic was an attempt to instruct how to achieve justice.
The governing of a large number of people can be a daunting task. Many scholars and
politicians have often debated on which method is the correct way. Throughout history, some
leaders are remembered for their desire to govern fairly while other were consumed by power
and the need for domination.
One form of government, republic, which has been in practice since ancient Rome, used
the concept of a constitutional government using two heads of executive rule known as consuls,
serving for only one year, and a council made up of aristocratic freemen forming the Senate.
This government controlled all of the political power (Huhes).
A republic is a form of government in which the people of a nation elect representatives
to make decisions. Plato had his own idea as to what an ideal state should look like.
Surprisingly, his republic was not a democracy (Ancient Greece Thinkers). He stressed that
decisions should not be made by uneducated people (Ancient Greece Thinkers). After the death
of Socrates, he viewed democracy in the same light as tyranny (Strathern). In the society that

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Plato envisioned, he believed that all classes of society had to make a contribution (Ancient
Greece Thinkers).
His printed work called The Republic was a hypothesis in the structure and
development of the perfect government. He theorized that only persons educated and trained
properly in a philosophy based curriculum as well as being chosen for their natural attributes,
this would then prepare someone for abstract thought (Schofield). These persons had to be bread
for this way of life. He theorized that children, both male and female, had to be removed from
their parents immediately after birth and raised in a communal setting. This setting would create
the family setting to promote loyalty to the state. Training would take anywhere from 20 to 50
years, depending on the individuals aptitude (Strathern). Those who were able to complete the
50 years of training, such a person, in Platos mind, would be the only person with the
knowledge and virtue necessary for producing harmony in society (Schofield). Platos Republic
would unfortunately not be tested during his lifetime.
Plato believed that the human soul could be broken down into three elements; rational,
active, and an appetite for gratification. In his work The Republic, these elements were
described as the philosophers, men of action i.e. soldiers, and those who ran everything while
enjoying themselves in the process (Strathern). Each element was as important as the next and
justice could not be accomplished without them all.
The Republic is broken down into ten books and written as a dialogue between Plato
and six other principal characters in the form of a narrated monologue (University of Melborne).
The characters are Socrates, Adeimantus, Cephalus, Glaucon, Polemarchus, and Thrasymachus.
The dialogue however follows a one sided format, typically with Glaucon generally agreeing
with Plato in every aspect he puts forward.

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Book One takes place during a festival for the goddess Bendis. For this book it is
supposedly narrated by Socrates to Glaucon. The book discusses a debate concerning money,
age, and appreciation for the two. They discusses how a man who inherits his money cannot
appreciate its value. Nor can a rich man understand the struggle of the common mans
appreciation on obtaining wealth (Jowett). Wealth does not necessarily guarantee a rich man
will become happy in old age simply because he is rich. There is also no correlation in which a
rich man does not automatically create a good man and a poor man does not automatically create
a bad man. The dialogue then goes into a discussion of what is justice and how should it be
obtained (Plato).
In Book Two, Socrates is challenged to prove that justice is not only desirable but the
most important thing. Justice is necessary, otherwise evil would run rampant. Glucon claimed
that if a person were to be given a ring which would allow him to become invisible and therefore
allow him to behave in an unjust manner against others. This ring bearer could behave in such a
manner and not have to suffer the consequences. Therefore, people behave because they are
afraid of the consequences (Plato).
Also in Book Two, Socrates introduces the principle of specialization. He suggests that
each person must be allowed to perform roles that are best suited to their talents and abilities and
should not be allowed to be involved in any other type of occupation. This would ensure that all
tasks are then performed to their highest level (Plato).
Book Three continues with Socrates explaining the importance of heroes. Heroes, in his
opinion, functioned better if they did not have a fear of death. They could not display violent
emotions and must always be honest. Glaucon argues that this is not realistic since heroes are
human they are incapable of never having a negative emotion nor can they always be honest.

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Socrates then moves to a completely different topic concerning education. Part of a boys
education requires a relationship with a man, or mentor, but that this relationship should never
involve any sort of erotic element but only a pure love like that between a father and son. The
education must have an even balance between physical training and philosophical training.
Socrates also suggested that people suffering from an incurable disease should be left to die yet
anyone suffering from any form of mental illness should be euthanized (Plato).
Book Four goes into the discussion of rulers and how they should live. Socrates reminds
his companions that ruling is not about making only one group happy but to ensure the happiness
of everyone. He states that in the perfect society there is no wealth or poverty. Cities need to
remain small in order to govern them more efficiently. He stresses that education is still essential
for those who govern and guard the cities (Plato).
Book Five begins to describe what the lifestyles of guardians should look like. It is here
where the declaration that women are to be trained and educated alongside the males and
allowed the same roles. He argued that there are women who are just as capable as men when it
comes to governing. Men and women would only be allow to mate at certain times of the year
and only for reproduction. Children are to be taken from their parents at birth and raised with
other children in a communal setting (Plato). While Plato was all for educating women, he did
not believe that men and women were equal. He believed that women would always be inferior
to men.
In Book Six, Socrates reiterates his belief that guardians are educated and trained
philosophers and are therefore the best ones to run a city and disburse justice without bias. The
philosopher king is such a person. Described as the possessor of knowledge but also a virtuous
man always striving for the truth. He is also undeterred by money and pleasure (Plato).

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Book Seven contains probably one of the most famous allegories, the symbolism of a
cave to describe how education effects a persons perception. If a person is forced to live in a
cave their entire lives, their perception of the world is severely limited. He may in fact create
explanations that may not necessarily be accurate. If he is allowed to leave the cave and learn
about an entirely different and more fulfilling life, would he be able to go back to his previous
life in the cave and be content?
Book Eight now moves onto another government that Socrates calls the four unjust
constitutions of city and man (Plato). He claimed that timocracy oligarchy, democracy and
tyranny were each worse than the other. Each stage is described as degeneration that is
inevitable. It is through these methods that poor rulers will continuously be chosen.
Book Nine goes into detail of the characteristics of the tyrannical ruler. He is motivated
by his own desires and can be classified as lawless. Socrates even describes a tyrannical ruler as
a son of the democratic man (Plato). He lives for luxuries and wastes money and yet is never
satisfied. This is a miserable life, one that both Socrates and Plato were able to witness
themselves within their own lifetimes.
Book Ten Socrates believes he has been able to justify his hypothesis regarding the ideal
government. He then goes on to declare that poets must be removed from cities since they are
claiming that they do in fact know everything when they actually do not. He considers them a
perversion to the truth. He claims it corrupts and is deceiving (Plato).
Despite all of this, Plato did not seem to have optimism for the ability of humans to
achieve happiness (Schofield). Throughout each book, he is constantly debating on who is the
happier person. Is it the rich man or the poor man? Is it the just or the unjust?

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Works Cited
"Ancient Greece Thinkers." n.d. US History.org. Ancient Civilizations Online Textbook.
<http://www.ushistory.org/civ/5f.asp>.
AuthorLastName, FirstName. Title of the Book Being Referenced. City Name: Name of
Publisher, Year. Type of Medium (e.g. Print).
Huhes, Robert. Rome: A Cultural, Visual, and Personal History. 1st. New York: Alfred A. Knopf,
2011.
Jowett, Benjamin. "The Republic by Plato." n.d. Literature Project.
<http://www.literatureproject.com/republic/index.htm>.
LastName, First, Middle. "Article Title." Journal Title (Year): Pages From - To. Print.
Plato. The Republic. Trans. Richard W. Sterling and William C. Scott. Ontario: Penguin Books
Canada, 1985.
Schofield, Malcolm. "Plato (427-347 BC)." The Concise Routledge Encyclopedia of Philosophy.
London: Routledge, 2000. 1030.
Strathern, Paul. Plato in 90 Minutes. Chicago: Ivan R. Dee, Inc., 1996.
University of Melborne. "Re-reading Plato's The Republic via Wallace Stevens." 23 February
2008. Contemporary Aesthetics.
<http://www.contempaesthetics.org/newvolume/pages/article.php?articleID=503>.