Civic Virtue

Civic virtue is the harvesting of habits important for the success of a society. Closely linked to the concept of citizenship, civic virtue is often conceived as the dedication of citizens to the common welfare of each other even at the cost of their individual interests. The identification of the character traits that constitute civic virtue has been a major concern of political philosophy. The term ''civility'' refers to behavior between persons and groups that conforms to a social mode (that is, in accordance with the civil society.

In republics

Civic virtues are historically taught as a matter of chief concern in nations under republican forms of government, and societies with cities. When final decisions on public matters are made by a monarch, it is the ''monarch's'' virtues which influence those decisions. When a broader class of people become the decision-makers, it is then their virtues which characterize the types of decisions made. This form of decision-making is considered superior in determining what best protects the interests of the majority. Aristocratic oligarchies may also develop traditions of public lists of virtues they believe appropriate in the governing class, but these virtues differ significantly from those who are generally identified under the category of civic virtue, stressing martial courage over commercial honesty. Constitutions became important in defining the public virtue of republics and constitutional monarchies. The earliest forms of constitutional development can be seen in late medieval Germany (see Communalism before 1800) and in the Dutch and English revolts of the 16th and 17th centuries.

In ancient Greece and Rome

In the classical culture of Europe and those places that follow its political tradition, concern for civic virtue starts with the oldest republics of which we have extensive records, Athens and Rome. Attempting to define the virtues needed to successfully govern the Athenian ''polis'' was a matter of significant concern for Socrates and Plato; a difference in civic vision ultimately was one of the factors that led to the trial of Socrates and his conflict with the Athenian democracy. The '' Politics'' of Aristotle viewed citizenship as consisting, not of political rights, but rather of political duties. Citizens were expected to put their private lives and interests aside and serve the state in accordance with duties defined by law.

Rome, even more than Greece, produced a number of moralistic philosophers such as Cicero, and moralistic historians such as Tacitus, Sallust, Plutarch and Livy. Many of these figures were either personally involved in power struggles that took place in the late Roman Republic, or wrote elegies to liberty which was lost during their transition to the Roman Empire. They tended to blame this loss of liberty on the perceived lack of civic virtue in their contemporaries, contrasting them with idealistic examples of virtue drawn from Roman history, and even non-Roman " barbarians".

During the Medieval Age and the Renaissance

Texts of antiquity became very popular by the Renaissance. Scholars tried to gather as many of them as they could find, especially in monasteries, from Constantinople, and from the Muslim world. Aided by the rediscovery of the virtue ethics and metaphysics of Aristotle by Avicenna and Averroes, Thomas Aquinas fused Aristotle's cardinal virtues with Christianity in his ''Summa Theologica'' (1273).

Humanists wanted to reinstate the ancient ideal of civic virtue through education. Instead of punishing sinners, it was believed that sin could be prevented by raising virtuous children. Living in the city became important for the elite, because people in the city are forced to behave themselves when communicating with others. A problem was that the proletarianization of peasants created an environment in cities where such workers were hard to control. Cities tried to keep the proletarians out or tried to civilize them by forcing them to work in poor houses. Important aspects of civic virtue were: civic conversation (listening to others, trying to reach an agreement, keeping yourself informed so you can have a relevant contribution), civilized behavior (decent clothing, accent, containing feelings and needs), work (people had to make a useful contribution to the society). Religion changed. It became more focused on individual behavior instead of a communion of people. The people who believed in civic virtue belonged to a small majority surrounded by "barbarity". Parental authority was popular, especially the authority of the monarch and the state.

During the Enlightenment

Civic virtue was very popular during the Enlightenment but it had changed dramatically. Parental authority began to wane. Freedom became popular. But people can only be free by containing their emotions in order to keep some space for others. Trying to keep proletarians out or putting them in a poor house was not done anymore. The focus was now on educating. Work was an important virtue during the Middle Ages and the Renaissance, but the people who worked were treated with contempt by the non-working elite. The 18th century brought an end to this. The advancing rich merchants class emphasized the importance of work and contributing to society for all people including the elite. Science was popular. The government and the elites tried to change the world and humanity positively by expanding the bureaucracy. Leading thinkers thought that education and the breach of barriers would liberate everybody from stupidity and oppression. Civic conversations were held in societies and scientific journals.

In the republican revolutions of the 18th century

Civic virtue also became a matter of public interest and discussion during the 18th century, in part because of the American Revolutionary War. An anecdote first published in 1906 has Benjamin Franklin answer a woman who asked him, "Well, Doctor, what have we got – a Republic or a Monarchy?" He responded: "A Republic, if you can keep it." The current use for this quotation is to bolster with Franklin's authority the opinion that republics require the cultivation of specific political beliefs, interests, and habits among their citizens, and that if those habits are not cultivated, they are in danger of falling back into some sort of authoritarian rule, such as a monarchy.

American historian Gordon S. Wood called it a universal 18th-century assumption that, while no form of government was more beautiful than a republic, monarchies had various advantages: the pomp and circumstances surrounding them cultivated a sense that the rulers were in fact superior to the ruled and entitled to their obedience, and maintained order by their presence. By contrast, in a republic, the rulers were the servants of the public, and there could therefore be no sustained coercion from them. Laws had to be obeyed for the sake of conscience, rather than fear of the ruler's wrath. In a monarchy, people might be restrained by force to submit their own interest to their government's. In a republic, by contrast, people must be ''persuaded'' to submit their own interests to the government, and this voluntary submission constituted the 18th century's notion of civic virtue. In the absence of such persuasion, the authority of the government would collapse, and tyranny or anarchy were imminent.

Authority for this ideal was found once more among the classical, and especially the Roman, political authors and historians. But since the Roman writers wrote during a time when the Roman republican ideal was fading away, its forms but not its spirit or substance being preserved in the Roman Empire, the 18th-century American and French revolutionaries read them with a spirit to determine how the Roman republic failed, and how to avoid repeating that failure. In his ''Reflections on the Rise and Fall of the Antient Republicks'', the English Whig historian Edward Wortley Montagu sought to describe "the principal causes of that degeneracy of manners, which reduc'd those once brave and free people into the most abject slavery." Following this reading of Roman ideals, the American revolutionary Charles Lee envisioned a Spartan, egalitarian society where every man was a soldier and master of his own land, and where people were "instructed from early infancy to deem themselves property of the State.... (and) were ever ready to sacrifice their concerns to her interests." The agrarianism of Thomas Jefferson represents a similar belief system; Jefferson believed that the ideal republic was composed of independent, rural agriculturalists rather than urban tradesmen.

These widely held ideals led American revolutionaries to found institutions such as the Society of the Cincinnati, named after the Roman farmer and dictator Cincinnatus, who according to Livy left his farm to lead the army of the Roman republic during a crisis, and voluntarily returned to his plow once the crisis had passed. About Cincinnatus, Livy writes:

19th to mid-20th century

Civic virtues were especially important during the 19th and 20th century. Class and profession greatly affected the virtues of the individual, and there was a general division about what the best civic virtues were. Additionally several major ideologies came into being, each with their own ideas about civic virtues.

Conservatism emphasized family values and obedience to the father and the state. Nationalism carried by masses of people made patriotism an important civic virtue. Liberalism combined republicanism with a belief in progress and liberalization based on capitalism. Civic virtues focused on individual behavior and responsibility were very important. Many liberals turned into socialists or conservatives in the end of the 19th century and early 20th century. Others became social liberals, valuing capitalism with a strong government to protect the poor. A focus on agriculture and landed nobility was supplanted by a focus on industry and civil society.

An important civic virtue for socialists was that people be conscious of oppression within society and the forces which uphold the status quo. This consciousness should result in action to change the world for the good, so that everybody can become respectful citizens in a modern society.

National Socialism, the German variant of twentieth century fascism whose precepts were laid out in Adolf Hitler's '' Mein Kampf'', classified inhabitants of the ideal nation into three main hierarchical categories, each of which had different rights and duties in relation to the state: citizens, subjects, and aliens. The first category, citizens, were to possess full civic rights and responsibilities. Citizenship would be conferred only on those males of pure racial stock who had completed military service, and could be revoked at any time by the state. Only women who worked independently or who married a citizen could obtain citizenship for themselves. The second category, subjects, referred to all others who were born within the nation's boundaries who did not fit the racial criteria for citizenship. Subjects would have no voting rights, could not hold any position within the state, and possessed none of the other rights and civic responsibilities conferred on citizens. The final category, aliens, referred to those who were citizens of another state, who also had no rights:

In later times

A number of institutions and organizations promote the idea of civic virtue in the older democracies. Among such organizations are the Boy Scouts of America, and Civil Air Patrol whose U.S. oath, Cadet Oath and Cadet Honor Code reflect a goal to foster habits aimed at serving a larger community:

Boy Scouts of America Scout Oath:

Boy Scouts of America Scout Law:

Cadet Oath:

Air Force Academy Cadet Honor Code:

Institutions that might be said to encourage civic virtue include the school, particularly with social studies courses, and the prison, namely in its rehabilitative function.

Other, later phenomena associated with the concept of civic virtue include '' McGuffey's Eclectic Readers'', a series of primary school textbooks whose compiler, William Holmes McGuffey, deliberately sought out patriotic and religious sentiments to instill these values in the children who read them. William Bennett, a Reagan administration cabinet member turned conservative commentator, produced '' The Book of Virtues: A Treasury of Great Moral Stories'' in 1993, another anthology of literary materials that might be considered an attempt to update McGuffey's concept.

Comparable ideas in non-Western societies

Confucianism, which specifies cultural virtues and traditions which all members of society are to observe, in particular the heads of households and those who govern, was the basis of Chinese society for more than 2000 years and is still influential in modern China. Its related concepts can be compared to the Western idea of civic virtue.

Related concepts

;Friendliness
:Friendliness is a pro-social set of behaviors seen in people who are pleasant, agreeable, interested in others, genial, empathetic, considerate, and helpful. Not all civil behaviors are friendly. For example, duelling in response to an intolerable insult has been considered a civil behavior in many cultures, but it is not a friendly action.
;Politeness
:Politeness focuses on the application of good manners or etiquette. Because politeness is informed by cultural values, there is substantial overlap between what is polite and what is civil. However, if the action in question is not related to civic virtues, then it may be polite or rude, without strictly being considered civil or incivil.
;Social graces