"No one ever teaches well who wants to teach, or governs well who wants to govern"

Plato’s assertion underscores a profound skepticism toward ambition in roles of authority and influence. He expresses suspicion of those who actively seek to teach or to govern, implying that self-motivated desire for such positions often undermines the very responsibilities intrinsic to them. The individual who earnestly wants to teach may be more focused on their own ideas, personal influence, or the rewards of being looked up to, rather than being truly attuned to the needs, abilities, and experiences of their students. The best teachers, therefore, are those who approach the role out of a sense of duty, humility, or even necessity, rather than from ego or desire for control.

Similarly, Plato’s axiom applies with penetrating clarity to the realm of governance. Those who covet power and seek the status or authority of rulers are at risk of being seduced by ambition, personal gain, and self-interest. Such aspirations can easily cloud judgment, foster corruption, and result in decisions that serve the ruler rather than the governed. In contrast, the most just and capable leaders may be those who do not hunger for power, but accept the burdens and responsibilities of leadership only when compelled by circumstance, moral obligation, or the common good.

Underlying the passage is a paradox: the most qualified individuals for teaching and governance are frequently those least likely to seek those roles. They may be reluctant, humble, or even indifferent to the allure of prominence. Plato’s perspective invites reflection on the systems that elevate leaders or educators: should we trust those who campaign to govern, or those chosen for their virtue despite their reluctance? Implicit is the belief that character, marked by disinterest in personal advancement and commitment to serving others, is a more reliable foundation for guiding or nurturing others, than any amount of ambition or desire for acclaim.