Citizenship education, like education in general, has its philosophical foundations, and curriculum planners need to be familiar with these philosophies in order to do their job well. Among such philosophies is Hannah Arendt’s, a clever synthesis of neo-Aristotelian and existentialist thoughts. According to this philosophy citizenship assumes the existence of a public context, collective identity, and human agency while maintaining a mutual relationship between its elements among which morality has a special and significant role alongside right and duty. Furthermore, self-motivation, discovery, elaboration of thought, variance, affirmation and acceptance of others, decentralization, sustained interaction, and being process oriented are among principles that can be deduced from Arendt’s philosophy, wherein an original conception of citizenship is revived and presented as an important, yet different, approach to the discourse on this topic. Such perspective necessitates further research on its possible use in curriculum planning, educational administration, and teaching citizenship courses.