Aristotle's Philosophy Of Democracy

Despite it’s many flaws, the United States of America is typically heralded as an example of a “liberal democratic” society. This is a relatively modern classification since nowhere in the Declaration of Independence or the United States Constitution does the word “democracy” appear. In fact, the Founding Fathers of the United States of America argued that democracy was akin to a “mobocracy” (Kennedy 73). This rhetoric is shared with the warnings of Plato and Aristotle who described democracy as rule by the (usually poor) “masses.” Not only do these men believe that democracy is a poor form of government, they also advocate for only a certain kind of “natural elite” to keep the state running properly. Plato and Aristotle note that in order

This education revolves around key subjects such as “calculation, geometry, and all the preliminary education required for dialectic” (Plato, Republic 208). Although the American education system has re-organized these broader subjects into more specialized ones (math, reading, writing, history, art, music, etc.), the premise remains the same. These courses are to teach us the materials necessary to become educated citizens. It is interesting to note that under the main principles of a liberal democracy, universal education also plays a key role in self-agency. However, within both Plato and Aristotle’s definition and that of a modern-day democracy, there are certain nuances in “universal” education. In the U.S, stories of individuals who dropped out of college and are still successes in society while other individuals who worked hard to get through school to graduate and become leading surgeons are often recounted many times as the quintessential “American” stories. Similarly, according to Aristotle, “education too must be one and the same for all… but it is evident that they should not be taught all [of the same tasks]” (Aristotle, Politics 228). This is because some individuals who do not require certain skills outside of their natural occupation would only be burdened and enslaved if they had to learn these tasks. Therefore, based on their

According to Plato, individuals that may become rulers must go through a training regimen that lasts until the age of fifty. During this time, potential leaders must learn not only basic subjects such as math and reading but also spend time learning argumentation, go through rigorous physical training, and spend fifteen years serving in lesser public offices before they can embark to be “higher” rulers of the nation (Plato, Republic 209-211). This, according to Plato, is all a part of the ruling elite’s education. Yet, in order to become a representative, senator, or the president of the United States, one only has to be the ages of 25, 30, or 35 respectively. This is based on the democratic premise that access to positions of political power should be universal and non-discriminatory (within reason) even on factors such as age. However, this also implies that it is actually not required to adhere to a thorough and long education path like that of a doctor or a lawyer as argued earlier. Indeed, 5% of the members of Congress do not have a college degree (Steinberg) and we have elected presidents in the past without a college degree as well. Although the presidency is no small office to hold, some may aruge that the positions of U.S. Representative and U.S. Senate qualify as the “other offices suited for young people,”