The recent developments in USA, Turkey, Russia, Hungeria, Germany and the expected future in the Netherlands, France and elswhere show us how important a profound education of the voters is.
Democracy has to be "taught" hourly and not in fixed frontal lessons.
What situations in schools, universities, in companies and in futher education are useful for all of us to exercise and to demonstrate democracy "ten times" a day?
Peter
APRIL IS DEMOCRACY IN EDUCATION MONTH!
"John Dewey (1859-1952) was arguably the greatest thinker that America has produced. He thought deeply, wrote prolifically in the fields of philosophy, psychology, journalism, aesthetics, politics, and education, and was actively involved in the public arena. He was a founder of the New School for Social Research, the NAACP, the ACLU, and a host of academic and professional organizations.
But he is probably most frequently associated with his writings on education, and can be considered the ‘patron saint’ of progressive education. Dewey thought and wrote about education, but he wasn’t much involved in the implementation of his ideas. His thoughts and books were subsequently interpreted by a great many educators during the past century, who were inspired by his thoughts to create hundreds of schools, many more programs at existing schools, and by countless teachers in the way they approach the work they do in classrooms.
There have been, and still are, a wide variety of schools, programs, and approaches that call themselves “progressive.” Because of this, the term “progressive education” is therefore not very helpful at best, or misleading at worst.
Democracy and Education is therefore refreshing because it articulates principles that are unambiguous, and describes situations that are remarkably relevant today; and some of them point the way to how we, at Peak, can move forward. Not bad for a work written 100 years ago.
About the title, and Dewey’s focusing this work on the question of democracy. While the term ‘democracy’ may not be much used in public discourse today, it certainly was when the book was written and published. In 1916 President Woodrow Wilson was about to bring the United States into what was called the European War (WWI) in order to “make the world safe for democracy.” Threatened not only from abroad, many feared democracy was also being undermined by the industrial nature of our economy and society, and the huge and growing inequity between the living conditions of the wealthy few and the masses of workers in the sweatshops, mines, and factories. John Dewey made it his life work to strengthen our democracy and democratic institutions, and he looked to the schools to be at the front lines of this endeavor. He argued that schools and education in America should above all reflect and sustain a democratic way of living..."
Please follow this link to read more:
http://thepeakschool.education/democracy-in-education/
Dear Peter,
What kind of democracy do you have in mind? Traditional democracy is in a crisis that cannot be overcame only with education. The new format that democracy can attain is the digital one. The youth is already participating in social networks, but I understand that schools and universities could help educating the young generation for a better use of the Internet for political purposes.
Philadelphia, PA
Dear Eyerer,
An old Favorite quotation:
"Enlighten the people generally ... No other sure foundations can be devised for the preservation of freedom and happiness."
Thomas Jefferson
We used this quotation to open the chapter on "Enlightenment and Human Rights" (Chapter 2) in our book of readings, American Ethics from Edward to Dewey.
See:
https://www.researchgate.net/publication/264193183_American_Ethics_A_Source_Book_from_Edwards_to_Dewey
H.G. Callaway
Book American Ethics, A Source Book from Edwards to Dewey.
It is an article related to this issue:
"HOW TO LIVE DEMOCRACY IN THE CLASSROOM"
By: Monika Vinterek, Umeå University
http://www.education-inquiry.net/index.php/edui/article/view/21951
APRIL IS DEMOCRACY IN EDUCATION MONTH!
"John Dewey (1859-1952) was arguably the greatest thinker that America has produced. He thought deeply, wrote prolifically in the fields of philosophy, psychology, journalism, aesthetics, politics, and education, and was actively involved in the public arena. He was a founder of the New School for Social Research, the NAACP, the ACLU, and a host of academic and professional organizations.
But he is probably most frequently associated with his writings on education, and can be considered the ‘patron saint’ of progressive education. Dewey thought and wrote about education, but he wasn’t much involved in the implementation of his ideas. His thoughts and books were subsequently interpreted by a great many educators during the past century, who were inspired by his thoughts to create hundreds of schools, many more programs at existing schools, and by countless teachers in the way they approach the work they do in classrooms.
There have been, and still are, a wide variety of schools, programs, and approaches that call themselves “progressive.” Because of this, the term “progressive education” is therefore not very helpful at best, or misleading at worst.
Democracy and Education is therefore refreshing because it articulates principles that are unambiguous, and describes situations that are remarkably relevant today; and some of them point the way to how we, at Peak, can move forward. Not bad for a work written 100 years ago.
About the title, and Dewey’s focusing this work on the question of democracy. While the term ‘democracy’ may not be much used in public discourse today, it certainly was when the book was written and published. In 1916 President Woodrow Wilson was about to bring the United States into what was called the European War (WWI) in order to “make the world safe for democracy.” Threatened not only from abroad, many feared democracy was also being undermined by the industrial nature of our economy and society, and the huge and growing inequity between the living conditions of the wealthy few and the masses of workers in the sweatshops, mines, and factories. John Dewey made it his life work to strengthen our democracy and democratic institutions, and he looked to the schools to be at the front lines of this endeavor. He argued that schools and education in America should above all reflect and sustain a democratic way of living..."
Please follow this link to read more:
http://thepeakschool.education/democracy-in-education/
dear Alfredo,
I have the old traditional Democracy in mind where voters elect a politician.
Peter
Democracy always wins. I feel what's happened in these countries we should carefully look after this.
Hello,
I agree with the line taken by Peter: old traditional democracy. Greetings!
dear Dr. Callaway,
I think, J.Dewey 100 years ago did a phantastic Job !
Peter
Dear Peter,
thanks for the good question.
The basic problems of democracy are may be always the same. But the new dresses it takes are puzzling again and again.
So the question remains, how to bring it back to the same old ideas and to give them a new understanding and acceptance.
But by all the transcultural research done in the last decades, we may also think if the Middle-European idea of democracy is really the appropriate solution for other cultures. To discuss this in all its dimensions (interculturally and interdisciplinary) would be a great job, wouldn´t it?
To achieve real democracy, it must be a community conscious of their rights and obligations under the laws and customs of the country. This needs time periods of learning and practice
dear Quasim,
and my question is: Can you please give us examples, how to do it "ten times " a day? What are the little steps of learning and practice?
Peter
The old democracy is based on the measuring of votes. Measuring of input and output, never on quality which is still not known in the vocabulary of science, too much comes under the issue qualia, and what does this mean.
As in 1900 science of the unconscious was in direct contact with the expression of art, we also must go back to a dialogue between what is known and what can be known by digging in the deep source of soul, neuron and particle.
The first question must become what is the meaning of 4 million years of human history and what did we learn to make a new future based on the rational findings and irrational dreams laying within us.
Resp. Prof. Eyerer,
There is a topic of Political Socialization in which it has been discussed how a person from birth till the young age can learn about the political system in which they are living.
The major difference between the institutions abroad (like Cornell, Wharton, Stanford, etc.) and in India is that, in the case of the former, the leaders of the institutions are the ultimate decision-makers on what needs to be done to further the cause of the university or the graduate school of business, whereas in India, we still have not graduated to a level where we can take our own decisions.
http://www.vikalpa.com/pdf/articles/2007/2007_jan_mar_89_to_103.pdf
Dear Dr Eyerer ,
I agree with Prof Gorgels , responsibility is the key . We are responsible for our act .If we lack that conscientious ability then nothing can be taught. Democracy fortunately is highly sophisticated and extremely accountable form of living and if it needs to be ingrained in us , I am for it.
Universities & Schools are the grounds where tolerance and accommodation (in the name of democracy) is learned . Both rights and duties from book to exercise .
Eg: When I was student we used have student Union and we had to cast votes for electing our representative , who was responsible for organizing cultural events.
Democratic education infuses the learning process with these fundamental values of our society. Democratic education sees young people not as passive recipients of knowledge, but rather as active co-creators of their own learning. They are not the products of an education system, but rather valued participants in a vibrant learning community. should be viewed not only as institutions that impart certain knowledge and skills to students, but also as environments that socialize them. Socializing students to achieve just what "aims" is the subject of current debates among educators, politicians, and business leaders alikeGuided by this vision, democratic education can take countless forms, each shaped by the adults and young people in a community or educational setting.While it sounds like common sense for a democratic society to base its educational approach on democratic values, a great deal of research lends further support to democratic education.
https://www.google.co.in/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=0ahUKEwin4-bn_aDQAhUEuY8KHSIPDQoQjhwIBQ&url=http%3A%2F%2Fthepeakschool.education%2Fdemocracy-in-education%2F&psig=AFQjCNF4sJoA0UbVcMDiCgHSHAQowQ4DHA&ust=1478962970396059&cad=rjt
I like to remember an old motto: "Freedom is participation".
To paraphrase: "democracy is participation."
In Italy the situation is paradoxical, because in schools and educational institutions (both public, as private) do not teach the concept of respect and democratic participation, but the unconditional respect to the ruling oligarchy of the moment.
This way of forming the younger is in place for many years in Italy and there is no intention of returning to a system of education based on mutual respect and democratic participation.
Incidentally, Italian citizens' do not elect their own representatives in Parliament for at least 10 years.
I am not sure that for every subject we should have specific courses at school. I believe that state interventions in our schools are already excessive and unhealthy, resulting in turning schools into factories for mass producing uncritical citizens, knowing about every subject under the sun but only so much, and then by rote, as to pass often meaningless tests. Certainly, the overemphasis on the so-called exact sciences in schools is wrong-headed.*) Children and youth are to be taught critical thinking and the ability to analyse complex issues (learning ancient languages and translating texts in these into one's native language provide ample opportunity for critical thinking). This is what the generation of young scientists who revolutionised amongst others mathematics and physics were taught at school (a cursory review of the biographies of the great scientists of the early part of the 20th century makes this evident). Reading John Milton's Of Education, first published in 1644, one is left with the feeling that one is in fact uneducated.
_
*) The late Professor Brian Pippard used to say that the first year of university is generally spent on getting the wrong things students have been taught in secondary school out of their minds.
I believe that we should teach our young people to think for themselves and not to blindly follow party line or untrue "facts". It is only through each person critically analyzing the issues and making informed, rational choices can an election be truly democratic.
I know a cultural resources management company owner who voted republican because he was from a republican family who had always voted for republicans. Problem is that the republicans he was voting for ran on a campaign of eliminating the laws that required cultural management and environmental surveys for government and government-funded projects, the same surveys that my boss founded his company to perform. Thus he was voting for the people that wanted to put him out of business solely because his family and he were republican.
His voting priority does not make a whole lot of sense and illustrates the need to teach our young the need to evaluate each issue and make informed, rational decisions; not follow a political party like lemmings over the cliff.
I do not know the current situation, but in our days class monitor/representative was appointed by class teacher. I think it should be based on election.
I think can be similar to the image of the state of democracy achieved in the case of the discussions that occur between the professor and the students and that promote dialogue between the parties.
Democracy was meant to give political power of voting to every citizen of a country so they they choose what is good to their collective well being and not governed by appointees of self made kings and queens who make decisions about the people by what they think is good mainly for them selves. The political, social and economic decisions made on simply voting emerges to show sever flows. It becomes a debilitating weapon of society than enabling, it becomes the fastest vehicle to richness of the few who are already in the economic frontiers than being the creator and guarantor of safety net and empowering system of socio-political and economy to the majority of the society. It becomes a system of financial kings and queens, with numbers that almost equal to the number of families of kings and queens of the old system that was rejected by modern societies. \
The additive controlling mechanism that is inserted in the democratic process in USA is what is called electoral college. This is a second inner gate to filter out if some one is elected by the people (popular vote) but the system does not need it. It is like a royal mansion that is protected by two concentric barbed walls of strictly controlled gates in which an intruder who passed the first gate may not pass the second gate and will be removed instantly from entering the mansion of power. In the recent presidential elections that took place in USA, Hilary won the popular vote with huge margin, i.e., the people voted for her to be their president but she could not get in to the mansion because of the second filtering gate, the electoral college, which are purposely made in place to guard the system. This happens during AL Gore and Bush, where Al Gore won the popular vote but failed again because of the second gate, the electoral college. We therefore see here a political process that is not democratic at all, but something else. This phenomena is utterly a contradiction of a philosophy of democracy in which every vote has equal power , but here some votes have more powers that others, which is very hard to call it a democratic process.
I suggest that we as a critically thinking society of reason, we can rethink and create a new political and economic philosophy that works for contemporary society, where traditional things of living are dramatically changed because of the emergence of technology and because of the debilitating effects of the people on the financial frontiers of society that emerge, with the free and unchecked blessings of society to its detriments. We used a functional equation to determine a value from inputs of variables we thought were the only variables that represent properties we know for that function, but now, new phenomena appears to emerge and therefore the function we use is not more right to determine the property of a phenomenon obtained from only values of old variables. It is our responsibility to change the equation so that it incorporates a new variable that includes the behavior of the new phenomenon so that we get a new kind of value from all values of all variables that are known. Traditional democracy that was created some 3000 years ago from Greek is exactly the old functional equation I mentioned above, at this point in time.
If democratic ideals are to bear fruit, we can look to the current situation in the US as an anti-example. As I discuss the matters with those who have elected Trump, be they educated or not, a clear trend is evident. Now some who are educated do not fit and sign on against the system, they voted for him knowing the facts, but only two out of perhaps 20 fit that, so the following appears to be deductively sound in the main, from my current sampling (I lead social media groups with thousands of members).
“Democracy is a curse and a noose around the neck of hope, if the voter is uneducated in the details of history.” If democratic processes are to gain ground and move policy in the right direction, a deep knowledge of history and the behavior of governments is REQUIRED. No one knows of the history! The German Reichstag in WW2, the American entry into WW2 and scapegoating of Kimmel, the Maine, the Gulf of Tonkin, the book War is a Racket by Smedley Butler…even the FACT that there were NOT weapons of mass destruction in Iraq…seems to be ‘forgotten.’ History, defines present analysis. That is the key.
If students are to choose wisely, history must inform their interpretation of events, and analysis.
Dear Peter:
Research has long showed that higher education tends to broaden people's horizons, make them more tolerant and foster freedom of choice. But of course, democracy should be cultivated at every education level.
I think it is mainly related to the promotion of certain values. I'd say that freedom of choice and expression, equality, respect of others, trustworthiness, dialogue, civic engagement and participation in decisions are among those democratic values.
Democracy has to be lived both in the classroom and in society for the following reasons:
Greetings to all
Jose Luis
La democracia tiene que vivirse tanto en el aula como en la sociedad, por los siguientes motivos:
Saludos a todos
José Luis
Pete,
If democracy must be taught, then it is doomed to fail. Humans have poor stamina, concentration and ability to maintain any regiment; hence, if democracy is something that must be taught, maintained and created, then it is an illusion, fantasy and chimera.
Humanity cannot sustain anything that is not organic, natural and sustained by forces greater than petty humans.
Democratic attitude is essential in classrooms and education. However I see it is definitely absent in Indian scenario:
1. As selection process is not transparent in the country. Interviews are the final tools to recruit a faculty member in the universities, and I think very less interviews are impartial and in-discriminating in India. I think that UGC itself select faculty members and marks of written and interview - both be calculated.
2. Faculty members in India discriminate students while marking the papers of internal tests and even, calculating daily attendance of the students. Meritorious students are discriminated in evaluation of answer sheets of final examinations also, if these are checked by faculty members of the same university.
3. Reservation policy divides the students and teachers community.
4. The high performing institutions and universities are not rewarded well. The poor performers also get same facility. Poor performing faculty members also get same facility.
5. Students unions in several universities are banned, then how such universities claim to be democratic.
6. In certain states and in certain universities, students cheat in examinations at large scale. How merited students can get proper marks in that cases.
7. people working at same levels, are paid differently and this difference (gap) is very large.
8. Apex bodies are not performing well. It fail to obstruct poor institutions. Sometimes high officials are convicted in large scams.
How in such conditions, Indian universities can claim to be democratic. Faculty members and students are not well evaluated (in large number of cases).
And Indian universities fail to be ranked in top world universities.
My sentiments are with Professor Callaway and with Jefferson. But in the current climate, with a president-elect who does not read and who feels reading is unnecessary, our challenge is to "enlighten the people generally" even though we constitute a mistrusted elite and even though a majority of the people see enlightenment as the purview of FOX news and Breitbart and not something to be acquired from Jeffersonian education or learned from the Buddha. It is the word "generally" that is the rub. Teachers cannot enlighten unless, first, they are trusted. In a world where everyone is an expert on everything, one person's enlightenment is another person's lie.
It’s the basic responsibility of University teachers to teach/behave with students as a democratic leader. Students learn from the teacher and his/her surrounding atmosphere. When teachers and surrounding atmosphere were behaving with students as a dictator leader, as a result of their behavior students think of revenge. Revenge is a single attitude to burn our society.
Dear Peter,
Thanks for your invitation.
From childhood, I have been hearing democracy, human rights, justice, etc. etc.. And from childhood, I have been seeing anti-democracy, anti-human rights, inustice, etc. etc across the world. Examples are many many. The reasons may be due to mal-definitions of all above social practices.
Therefore, let's globally define "democracy", if needed, then try to propagate it.
I appreciate Robert D Phair for the say: "In a world where everyone is an expert on everything, one person's enlightenment is another person's lie".
Regards,
Faramarz
By teaching our children about how society works and the political system. Examples would be voting g for class prefects or school union president. Making selections for group work even picking names out of a hat you are putting all the candidates in one bag and the person pulled out was democratically selected as group leader or a member of that group the members I. A group are like a mini government and they have a role to play if the group is to work. You can compare this to government and all the different departments people take charge off.. Even the running of a student union presedential campaign are opportunitys in the education system to promote democratic choice to a class by explaining to them that everyone in the school is free to vote for the candidate who demonstrates to them why they are the best person for the job they can see what he done previously in the role and put him back in charge or get someone else if he didn't live up to their expectations.
What is Democratic Education?
An introduction by Dana Bennis
In a society based on participation, empowerment, and democracy, shouldn't education be participatory, empowering, and democratic?
The United States of America is founded on democracy and the democratic values of meaningful participation, personal initiative, and equality and justice for all.
Democratic education infuses the learning process with these fundamental values of our society. Democratic education sees young people not as passive recipients of knowledge, but rather as active co-creators of their own learning. They are not the products of an education system, but rather valued participants in a vibrant learning community.
Democratic education begins with the premise that everyone is unique, so each of us learns in a different way. By supporting the individual development of each young person within a caring community, democratic education helps young people learn about themselves, engage with the world around them, and become positive and contributing members of society.
Uniting democratic values with the educational process is not a new idea. Over the last 120 years, leading thinkers from John Dewey to Marian Wright Edelman and Margaret Mead to Paulo Freire have articulated the basic hypothesis that:
If living in democratic societies committed to human rights creates well-being,
AND
If people learn primarily based on the people and environment that surrounds them,
AND
If culture is transmitted from one generation to another,
THEN
We need to create environments where people of all ages, especially youth, are immersed in the values, practices, and beliefs of democratic societies and human rights.
What Does Democratic Education Look Like?
Guided by this vision, democratic education can take countless forms, each shaped by the adults and young people in a community or educational setting. Here are a few ways in which democratic education is practiced by teachers, young people, schools, programs, and communities (follow the links for specific examples):
Teachers creatively engaging students. They may work within more conventional school settings, but still provide students with a chance to have choice in their learning. These teachers go beyond the conventional curriculum to build a more relevant and engaging experience that connects to the lives of young people.
Schools implementing democratic education on a day-to-day basis. They may employ practices like self-directing learning, shared decision-making, individualized project-based work, and student-chosen internships in the community. This includes schools that use the label "democratic schools" and others that practice these values and use other terminology.
Meaningful youth voice forums providing students with the opportunity to be part of educational planning and decision-making such as through student councils and student-teacher-administrator committees.
Young people leading reform efforts in their schools and communities.
Cities and school districts undertaking broad educational reform efforts to personalize learning, break out of the conventional structures and curriculum, and build an "education city".
Non-profit and after-school programs empowering young people to explore their personal interests and connect to the outside community.
College and university programs engaging young adults in the development of their own learning plans and in community decision-making. Also, teacher education programs focusing on preparing teachers for democratic and progressive education.
Parents and youth learning out of school through empowering learning centers and youth centers.
Policy groups such as youth advisory councils that are involving young people in policy discussions with legislators, governors, and mayors.
What's the common denominator in all these examples?
The commitment to go outside the box of standardized one-size-fits-all education, so that young people are enthusiastic, active learners.
Democratic education is both a means and an end in itself. In the long-term, it helps develop well-informed citizens who work toward creating a democratic, vibrant, and just society. In the immediate term, it nurtures self-determined and caring individuals who enjoy learning for the sake of it.
Learning in an engaging and participatory environment is not just for the privileged few. Because equality and justice are at its core, democratic education must be available to all young people and their families. In addition, the educational process itself ought to instill young people with the skills and critical thinking they need to build a more equitable and socially just society.
Why Democratic Education?
While it sounds like common sense for a democratic society to base its educational approach on democratic values, a great deal of research lends further support to democratic education.
Studies show that educational environments engaging young people as active participants in their own learning are linked with higher student attendance and student achievement, greater creativity and conceptual learning, and increased intrinsic motivation and determination in learning. Moreover, recent brain and cognitive research points to the value of the democratic education learning environment, including key elements such as collaborative projects, age mixing, learning through active experiences, and the importance of a caring community.*
Yet democratic education is important not only for the benefit to the young people who experience such a learning environment. Democratic education also carries the potential for a broader societal impact, as the self-determined and caring individuals who experience democratic education will be the leaders in building a more democratic, vibrant, and just society.
http://democraticeducation.org/index.php/features/what-is-democratic-education/
There are two ways to examine the state of the relationship between democracy and education. The first is to examine what people actually do, inferring the state of the relationship from these actions. That is what many of the lamenters do, and in so doing they find considerable decay in the democracy-education nexus. The second way to examine the relationship is to look at how people feel about what they do, especially in cases where they act contrary to social norms. If people feel bad about violating the norms that characterize the democracy-education nexus, then these norms have moral authority for them. As such, they remain powerful norms, even when broken, and thus may signal a more healthy bond between democracy and education.
http://www-personal.umich.edu/~gfenster/ovpesms.PDF
While it sounds like common sense for a democratic society to base its educational approach on democratic values, a great deal of research lends further support to democratic education.
Studies show that educational environments engaging young people as active participants in their own learning are linked with higher student attendance and student achievement, greater creativity and conceptual learning, and increased intrinsic motivation and determination in learning. Moreover, recent brain and cognitive research points to the value of the democratic education learning environment, including key elements such as collaborative projects, age mixing, learning through active experiences, and the importance of a caring community.
Yet democratic education is important not only for the benefit to the young people who experience such a learning environment. Democratic education also carries the potential for a broader societal impact, as the self-determined and caring individuals who experience democratic education will be the leaders in building a more democratic, vibrant, and just society.
http://democraticeducation.org/index.php/features/what-is-democratic-education/
As we know well that democracy is the people,by the people,& for the people.The main aim is to cover the entire race of the community ofthe entire world where the human beings have to play an very important part in the light with codes ,conduct & discipline for the student in the education areas so that they may contribute their positive fruitful action with the help of the education for the member of the society for the entire world.
It is in this light i submit here with my publication under captioned '' Universities Mission - A Temple of Knowledge for your kind perusal & also for our valued readers .
Use the iClicker for immediate, anonymous voting.
Student's will be able to have their opinions analyzed democratically.
Be that applied to homework (A vs. B), exam options (A vs. B), general opinion of the course subject matter, etc. This concept is quite achievable with iClicker software.
https://www1.iclicker.com/
I would argue we need to think of democracy in spatial terms, as difference over space, at various scales of analysis. And if we do so, we would begin to appreciate how learning itself, in order to be imbued with democratic sensitivity, must be thought of as a geographical process:
Article Introduction: Learning as a Geographical Process
Humans are not democratic by nature - I think our nature is mostly "the law of the stronger", so we all have to learn democratic handling of our life.
Democracy is not only fixed on voting.
We have to discuss with facts and with respect to our combatant, there must not be any violence.
We have to respect the voting result.
Democracy is not the dictatorship of the majority, minorities have to be included, especially groups who are weak.
If there are democratic structures in families, schools, in sports, in associations and societies and so on, we will learn and incorporate it much more than in "fixed frontal lessons".
I think first of all we should to find a solution to this problem: if a student believes that one of the disciplines they teach is not interesting what a teacher must do: 1. to find procedures to convince the student usefulness of that disciplines or 2. to adapt to student needs the disciplines. Or more simply: If a student does not like a concept it's because the student did not understand that concept concept or because that concept is not useful for the student
I agree with @ Rudolf Ritt that human is not democratic naturally and there is law of stronger. However I shall like to add that human societies have established rule of law to utilise the abilities of all people. It abilities of people are associated in the society wins and it is only possible when negative competitions within the society could be minimised. In some countries students are allowed to copy in the examinations, what is result there - the society stands upon weak knowledge and turns into importer of know how. Where voters are bought in the elections, the democracy is loosened - and the country lags behind. Therefore democratic principles should be tried to established in the education system to increase its productivity. All people should be empowered to live in a powerful democracy.
Democaracy should be part of education to establish its value with respect with bad exemples, oligarchy, dictartorship, etc.
If society doesn't trust a teacher, it means "Something is rotten in the state of denmark"
What is democratic education?
The Institute for Democratic Education in America (IDEA) defines democratic education as "learning that equips every human being to participate fully in a healthy democracy." This definition excites me. It is brilliant in its simplicity, yet still profound. Before unfolding what the word "learning" means in that definition, I want to address democracy and public education since it affects most of the young people in the United States. In all public schools, democracy is taught, so wouldn't that make them all democratic by IDEA's definition? It's important to note that while democracy is taught, students are not given an opportunity to authentically practice democracy. This means having the opportunity to make real decisions in a community with concrete outcomes—not voting in student council on recommendations that are then given to an adult authority figure to say "yes" or "no" to. As learning activist Shilpa Jain pointed out to me, "If we don't experience democracy in our schools, how could we ever expect to end up with democracy in the 'real' world?"
We must balance our intellectual and historical understanding of democracy with opportunities for practice and spaces to learn about the nuances that take place when you must collectively come to a decision that affects your entire community.
After attending a democratic school and teaching high school and preschool in a democratic environment, I've come to settle on a personal definition of what democratic education is, which unfolds the word "learner" in IDEA's definition. I see democratic education as learning that is meaningful, relevant, joyous, engaging, and empowering. I've come to realize democratic education is more than any one learning environment, such as a school, and more than one feature, such as voting, but an approach to life and learning and an approach to interacting with all members of your community in a way that respects, honors, and listens authentically to each voice within it. For me, this is the practice of real democracy, which can manifest in many different ways based on you, your community, and your learning environment
What must education be to become democratic? Voices from around the country
- Melia Dicker, Communications Director, Institute for Democratic Education in America"... It must be accessible for everyone. It means every human being has access to quality education and has their basic needs met. This means addressing social issues such as poverty and others that affect people's ability to learn. For education to be democratic, every person must be valued, listened to, and participate actively in their learning and in the decision making processes."
- Sonia Nieto, Professor Emerita of Language, Literacy, and Culture, University of Massachusetts, Amherst"... In terms of students, it means having more of a voice in what happens in classrooms and schools and being able to practice democracy and not just read about it. And not only through student councils, but through taking action and being able to learn the tools of democracy like writing a letter, starting a petition and learning how to start a boycott."
- Bill Ayers, Co-author of Teaching the Taboo: Courage and Imagination in the Classroom "A democratic education to me is something based in the culture of democracy and based on some radical propositions. A democratic education begins with the foundational belief that every human being is of incalculable value. It moves from there to a second core belief: The fullest development of each of us is the condition for the full development of all of us. And the reverse of that is true as well: The fullest development of all is the condition for the full development of each. Democratic education is less about facts and dates ... It's much more about opening windows and opening doors ... learning from the world, not about the world; learning from nature, not about nature; learning from the questions we can generate; and learning from democracy, not about democracy."
- Ira Shor: Teaches undergraduate writing and directs dissertations at City University of New York"For there to be democracy in education, we have to experience and practice it every day. In schools, that would mean that all the stakeholders would need to be involved -- teachers, administrators, parents and students. Teachers would have a collaborative relationship with the school administration, parents would be partners in the democratic management of the school, and students would participate in the making of their education and give critical feedback on the quality of their experience."
- Justo Méndez Arámburu: Executive Director of Nuestra Escuela "...It has to give value to the context in which each member of the community has come to be a person; it has to be meaningful; it has to create an environment where every person and every opinion will be respected while providing the tools to build consensus ... Life is community and community is life. They each manifest in themselves and it all happens in through education. Democratic education is the way of the community expressing its life and life developing in community."
- Maria Luz Torre: Organizer of Parent Voices SF "For education to be democratic it must be an holistic education, not proscriptive, and not limited to the four walls of the classroom. It must be developmentally and culturally appropriate and it must be participatory. It helps a child develop a love for learning and critical thinking. It must also be equitable so that all have access to it."
- Pedro Noguera: Professor of Education, NYU "Education is democratic when it is inclusive because it is acceptable to a wide variety of people. It's democratic because it recognizes that students are not passive beings but have to be engaged as critical thinkers. It's democratic because parents need to be treated as active participants in the educational process and not merely as consumers of it. And it's democratic because it has a sense of public accountability and a commitment to addressing broader public and social goals."
- Lella Gandini: U.S. Liaison for the Dissemination of the Reggio Emilia Approach "Democratic education is where people listen to one another and where children are the source of learning for teachers. What I have experienced in my decades of teaching is that there is a way to help children learn and at the same time listen to them. Teachers do not feel diminished, and they construct with the children and respect them, which is something important to learn."
- Shilpa Jain: Learning Activist, Shikshantar "...It means people having a say in their own learning process. From a very young age, we need to play a role in deciding what and how we will be learning. This, of course, must happen in a community, through dialogue with others. It's not an overly individualized, my-way-or-the-highway kind of learning. Rather, it's that I am able to dictate some of the path of my own learning, based on my interests, my questions, curiosities, and natural instincts, and that this happens in a community of people and is related to the context I live in. Learning in community means that there will be give and take, compromise, and sometimes sacrifice. But, it's not always bad for me, because there's a benefit in relationship, there's a reciprocity, a mutuality, an interdependence, which ultimately serves my well-being and the well-being of all."
Our schools and learning environments are not immune to the most pressing social issues of today. For a few examples, we can simply look to the inequities faced in how schools are funded, how test scores and graduation rates are intrinsically tied to race, class, and gender, and how grading, ranking, and competition in our schools have left students feeling worthless, stressed, depressed and isolated. It is imperative that we respond to these social issues by creating a generation of "solutionaries" as Zoe Weil, from the Institute for Humane Education, said in a recent TEDx talk, and this begins with our young people.
As such, we need to address these issues within our learning environments by creating authentic opportunities for young people to experience the power and possibilities democracy provides in loving and supportive community. We can transform our educational system to one based on respect for human rights and one that values freedom and responsibility, participation and collaboration, and equity and justice. To create a more just, sustainable and democratic world, we need democratic education.
http://www.yesmagazine.org/happiness/what-is-democratic-education
Dear Ali,
thank you for your interesting, profound, deep thinking and competent statement.
Peter
It is ever more important that our schools become places where students, and indeed the entire community, connect with one another in meaningful ways. If our young people do not learn how to relate to others in different generations or of different classes or ethnicity during their years of formal schooling, then when will they? The stakes are indeed high. Cultivating the democratizing forces of formal education is one way of preserving our communal way of life.
http://www.uvm.edu/~dewey/articles/Democonc.html
KS Al-Niaeem
" All over Europe immigration and cultural diversity increase. Intercultural encounters challenge both individual citizens, basic civic structures and common values in our societies. For these reasons, we have to strengthen education for democracy. This education involves both core values and appropriate civic skills and ought to be seen as an ongoing process in each country that calls itself a democracy. In such a country, a democratic culture and practices must be kept alive and refined. The last decades have showed that a democratic culture can be threatened for various reasons; discrimination of marginalized groups, increasingly mobilization to anti-democratic movements and extremist organizations that carry out terror acts.
Teachers and schools have a special responsibility to create safe and inclusive learning environments where all students are respected as human beings regardless of ethnicity, cultures and convictions."
Adapted from Tjalve Gj. Madsen
at http://www.hib.no/en/studies/courses/education/OED100/
Regards
SM Najim
Students, especially those who will in the future be teachers themselves, must have opportunities to practice democratic habits of mind in the way this course allowed them to. Some might argue that our schools were never meant to create democratic citizens because our society is not now and never truly will be a democracy, and thus the undemocratic characteristics of our conventional schools are by design (Morrison, 2008). While such cynicism is warranted given what we know about how power is used and abused in our society, critical educational theorists might counter that it is our "ontological vocation" (Freire, 1970) to struggle to achieve far-off-seeming ideals.(Morrison 2008) stated might certainly not have a true democracy now, one will never be attained unless people work for it both in and outside of our educational institutions.More details and comments could find in the follwoing references:
Bennis, D. M. (2006). De-mystifying freedom based education. Master's thesis, Vermont College of Union Institute & University.
Brookfield, S. & Preskill, S. (1999). Discussion as a way of teaching: Tools and techniques for democratic classrooms. San Francisco: Jossey- Bass Publishers.
Freire, P. (1970). The pedagogy of the oppressed. New York: Herder and Herder.
Gatto, J. T. (1992). Dumbing us down: The hidden curriculum of compulso schooling. Gabriola Island, BC: New Society Publishers.
Guterson, D. (1996). Family matters: Why home schooling makes sense. In M. Hern (Ed.), Deschooling our lives (pp.16-22). Gabriola Island, BC: New Society Publishers.
Hern, M. ed. (1996). Deschooling our lives. Gabriola Island, BC: New Society Publishers.
Holt, J. (1970). In H. Hart (Ed.), Summerhill: For and against. New York: Hart Publishing Co., Inc.
Spring (16), 22-28.
Morrison, K.A. (2008). Democratic Classrooms:
Incorporating Student Voice and Choice in Teacher Education Courses. educational Horizons.
Reitzug, U. (2003). Bureaucratic and democratic ways of organizing schools: Implications for
What Is Democracy In Education
Posted to the UNESCO OER discussion, October 26, 2010.
On Tue, 26 Oct 2010 15:01:28 +0200, "Kizito, Rita"
wrote:
Dear Anuradha, I love your quote " Learning should be democratised in practice, there should be openness in the field of education!" The question is how do we begin getting to this point pragmatically without theorising too much around what needs to be done ?
Democracy is typically represented as a system of voting and representation, or as instantiated through a set of rights, such as 'freedom of speech', etc. To my mind, though, these represent an emphasis on process rather than underlying principle.
At it's core, democracy represents a fair and equitable distribution of power in society. A society is more democratic when a person has more power to govern his or her own life as he or she sees fit. Or as I say on my home page:
"a system of society and learning where each person is able to rise to his or her fullest potential without social or financial encumberance, where they may express themselves fully and without reservation through art, writing, athletics, invention, or even through their avocations or lifestyle.
"Where they are able to form networks of meaningful and rewarding relationships with their peers, with people who share the same interests or hobbies, the same political or religious affiliations - or different interests or affiliations, as the case may be."
The answer to the practical question, "how do we begin getting to this point pragmatically," leads to a need to enumerate the principles and practices that will lead to this result. To my find, there are four such principles, each with wide-ranging and practical implications.
- Autonomy - the system of education and educational resources should be structured so as to maximize autonomy. Wherever possible, learners should be guided, and able to guide themselves, according to their own goals, purposes, objectives or values. It is a recognition that, insofar as a person shares values with other members of a community, and associates with those members, it is a sharing freely undertaken, of their own volition, based on the evidence, reason and beliefs they find appropriate.
- Diversity - the system of education and educational resources should be structured so as to maximize autonomy. The intent and design of such a system should not be to in some way make everybody the same, but rather to foster creativity and diversity among its members, so that each person in a society instantiates, and represents, a unique perspective, based on personal experience and insight, constituting a valuable contribution to the whole.
- Openness - the system of education and educational resources should be structured so as to maximize openness. People should be able to freely enter and leave the system, and there ought to be a free flow of ideas and artifacts within the system. This is not to preclude the possibility of privacy, not to preclude the possibility that groups may wish to set themselves apart from the whole; openness works both ways, and one ought to be able to opt out as well as in. But it is rather to say that the structure of the system does not impede openness, and that people are not by some barrier shut out from the system as a whole.
- Interactivity - the system of education and educational resources should be structured so as to maximize interactivity. This is a recognition both that learning results from a process of immersion in a community or society, and second that the knowledge of that community or society, even that resulting from individual insight, is a product of the cumulative interactions of the society as a whole. Jut as a language represents the collective wisdom of a society, so also an insight represented in that language is based on that collective insight.
These four principles, in my mind, constitute a concrete guide to action. When faced with, for example, a software selection decision, these four principles enable a mechanism for deciding: does the software support individual autonomy, or must the individual 'see'; the world a certain way to use it; does the software foster diversity, or must the person use standardized operating systems, applications, or data formats; does the software foster openness, or is access locked down behind a series of logins and other restrictions; does the software promote interactivity, or do users work alone or depend on centralized facilities for communication?
In a similar manner, a consideration of pedagogies and educational strategies is also informed by these criteria. Comparing the lecture with a cooperative activity, for example, we see that the lecture tends to foster less autonomy (everyone must attend) and less diversity (everyone must watch and listen). But a lecture, under certain circumstances, may offer increased interactivity, and an open lecture (which people can leave!) enables autonomy. So we have a guide, not only as to whether to offer a lecture, but also how to improve lectures.
I hope these considerations are useful.
http://halfanhour.blogspot.com/2010/10/what-is-democracy-in-education.html
Democracy And Education
by John Dewey
John Dewey’s Democracy and Education addresses the challenge of providing quality public education in a democratic society. In this classic work Dewey calls for the complete renewal of public education, arguing for the fusion of vocational and contemplative studies in education and for the necessity of universal education for the advancement of self and society. First published in 1916, Democracy and Education is regarded as the seminal work on public education by one of the most important scholars of the century.
https://www.amazon.com/Democracy-Education-John-Dewey/dp/0684836319
Democracy and Education
Schools and Communities Initiative
Christopher Koliba, Ph.D.
Research Assistant Professor
Schools should be viewed not only as institutions that impart certain knowledge and skills to students, but also as environments that socialize them. Socializing students to achieve just what "aims" is the subject of current debates among educators, politicians, and business leaders alike. This debate can be understood as a conflict among three points of view: 1.) that education is an extension of market forces that helps to prepare students for employment opportunities; 2.) that schools should not socialize but should be limited to providing basic academic skills and knowledge; and 3.) that education is a democratizing force that helps to prepare students to participate actively in all aspects of democratic life. The John Dewey Project on Progressive Education grounds its work in Dewey’s assumption that the aims of education should be oriented towards preparing young people to be full and active participants in all aspects of democratic life. The skills and dispositions needed to actively participate in all aspects of democratic life include: the ability to think critically, a sense of efficacy, a commitment to compassionate action, and a desire to actively participate in political life by engaging in local decision-making processes, lobbying, voting, etc., as well as the basic need to be able to read, write and do arithmetic.
for more plz read at the following link
Regards
http://www.uvm.edu/~dewey/articles/Democonc.html
The manifest curriculum (i.e., direct instruction involving courses and texts in civics, government, and other social studies courses) is not as important as the latent curriculum in influencing political attitudes. This latent curriculum includes how classes are taught, not the subject matter itself. This classroom climate is directly manipulable by teachers and represents a potentially important level in the political education of youth. The entire school governance climate, which is another aspect of the latent curriculum, is another consistent correlate of student political attitudes.(L.H. Ehman, 1980)
Democracy requires living with elevation and enlightenment and should be one of the main target of human life and specially of education. Of course, each one can only achieve until a certain point and it requires reasonable health, as really sick persons have other priorities and needs.
But, first it is necessary to understand that there are different interpretations and concepts of democracy. Second, it starts with the point that *** the treatment with dignity and respect is not only for "chiefs" but to everybody ***.
Practically all situations are useful, you need to remember that our decisions should give treatment with dignity and respect to all involved.
If you think it is not possible, I don't agree. With democracy one is targeting perfection which is not achieved in most of the cases and some persons do not try to understand that.
But if not attempted and at certain point you have to hold with all the consequences then it is more easy to understand why one should share decisions and practicise democracy. Democracy requires attributing full responsibilities to the involved in the decisions and not doing that is kidding with life responsibilities.
adult education has important role in significant social, cultural, and political movements. Also, democratic ideals have often emerged when the needs of individuals have met in some manner. Both adult education and democracy have traditionally focused on supporting the growth, freedom, and development of the individual as well as the larger community and society. The individual, social, and organizational philosophical concepts associated with adult education are directly related to and have played a significant part in the growth and improvement of democratic ethics over time.
Dear Peter,
If one desires to live democracy in education, it's well, but at all democracy is defined?
There are a pretty good number of books, papers, conference, seminars etc. etc., then what is happening now? Has democracy been practiced at all? If one obtains good marks in University lessons, does it mean he/she is going to use the knowledge?
If I sit in my office with closed eyes, talk about democracy! Nothing would change, as we see the situation around us. The democracy is not confined to some elections etc. It's a very wide spectrum covering not a country but whole the world of 7 billion population. Due to lack of the democracy, the people are being slaughtered and beheaded for not listening to what the Big Brother is forcing!
If one desires to live democracy in education, it's well, but at all democracy is defined?
There are a pretty good number of books, papers, conference, seminars etc. etc., then what is happening now? Has democracy been practiced at all? If one obtains good marks in University lessons, does it mean he/she is going to use the knowledge?
If I sit in my office with closed eyes, talk about democracy! Nothing would change, as we see the situation around us. The democracy is not confined to some elections etc. It's a very wide spectrum covering not a country but whole the world of 7 billion population. Due to lack of the democracy, the people are being slaughtered and beheaded for not listening to what the Big Brother is forcing!
Dear Faramarz,
you are right. Because I can not define democracy quickly i compare it with the system we have in Germany.
Best
Peter
dear Faramarz, dear Goli,
just giving an answer to the text of Faramarz, I realise that the text of Goli is identical to that of Faramarz.
How can this be?????
Peter
Dear Peter,
Thanks for your prompt reply and thanks for your understanding.
I dare say that there is no unique definition of democracy. It's different in every culture. In practice, an act of democracy in my country is interpreted as "terrorism" in the West, and vice versa.
The text of Goli is a copy of my text. Please, you ask from him!
Regards,
Faramarz
dear Faramarz,
Thank you again!!
I saw that it is a copy and asked therefore also Goli. Up to now without answer.
best
Peter
Dear all,
let´s go back to the questiions and your valuable answers.
F. e.: Ali, thank you for the citation of Christopher Koliba. These are important requirements! But how is the reality at Schools and even universities. why are our schols often knowledge factories? Has the education of teachers students at universities to be improved? My opinion: yes it has to and mostly fundamentally. I am talking about Germany. I see a uge need in democratic education like particpation, transparency, appreciation of freedom, sensibilisation to honorness, reliability. All factors which have nothing to do with knowledge. As often: the mixture ist the right way.
Peter
It is very important to improve the skills of the education Teacher students
School replacement is also very good to help and improve the education Teacher students
dear Noori,
I appreciate your agreement. Thank you. Yes teacher education is a very important key!!!
Peter
One thing Dr Eyerer, I am hardliner (sorry)here, that is education (at least my kind) is independent of many many factors , unless the study involves only political and theological views ...
Politics is as you have mentioned mixed up (hopefully not messed up like our part of the globe !!)
Dear Peter,
Thank you for putting this important issue.
The education in anywhere requires reasonable governance, in most non –development countries does not exist. The Ministry of Education in some Arabian countries plays a very central role, but still under the control of authoritarian management systems. There is a fear of some governments to invest in the field of education reform today because it encourages responsible citizenship, which will make the difference for Arab democracy tomorrow.
Some Arab countries like Jordan encourage some programs, especially social and moral events and provide students with opportunities to end the practice of civic skills such as problem solving, and persuasive writing, collaboration, and consensus- building, and communication with government officials about interesting issues.
Unfortunately, in some countries that suffered so far from the turmoil and battles are still far from democratic values in education.
dear Fikrat,
thank you for giving us some insight into the education systems of arabic countries. This ist the encouraging advantage of RG: learning from each other!
Peter
A democratic transformation of society requires a democratic transformation of education: Since, in a democracy, decision-making is no longer the preserve of an aristocratic elite, schools must become embryonic societies providing all pupils with opportunities to develop the social attitudes, skills and dispositions that allow them to formulate and achieve their collective ends by confronting shared problems and common concerns
http://www.fruehe-chancen.de/fileadmin/PDF/Archiv/children_in_europe_2012_policy_paper_principle_6_diversity_and_choice_-_conditions_for_democracy.pdf
dear Krishnan,
very well said!! thank you; This is how school should work. But how do we cross the gap to reality?
Peter
It is interested to say that Education raises the society-wide support for democracy since democracy depends on people with high contribution benefits for its support.
How did the situation around that question change after D. Trump being President since yesterday? What do we have to expect in the education of democracy in the next 4 or 8 years in the USA, world wide?
Peter
In the USA? And around the world? Liberal democracy means justice for all. And there is no need to transform this sacred term into the slavish or feudal phenomena. To Shuvayev V.," It smells money (profits) and fried facts everywhere, but it doesn't smell a human being. Nowhere!". You know the main rule, "You must pass a test to eat"! ....according to the innovative reform...To me, "It's better to be with Plato, than with them". Who hears?
yes Irina, who hears? I am afraid: nobody. But we should hear and react!!!!
Peter
Well , this is what I kept yelling on RG Dr Eyerer and you said I misunderstood ...
To understand politics in the bookish definition to its practicality can hardly be taught Dr Eyerer . Now , even practicing it in many fields is a question of integrity and value system are taught at home not in school (unfortunately ) .
dear Aparna,
thank you for your attemp to explain to me what I or you or both understood resp. misunderstood. Due to my uncompleted English I allways have the problem not to understand the nuances. In German it´s better :)
Thank´s again
Peter
dear all,
to day an investigation/questionary in Germany has been published concerning the question here: 35 % of German adults believe that the young generation is not well prepared to protect democracy. They do not trust the young people to fight for democracy.
Alarming, said the speaker in the Radio /DLF Deutschland Funk a very serious Radio)
Peter
Seriously Dr Eyerer , I was thinking (from my generation on-wards) we only have a taste for democratic ideas and would want only that ... free speech( may be chaotic at times) , free -will , free-thought ...
the wellknown newspaper "Die Zeit" publishes biweekly or monthly the "Zeit-Lehrernewsletter" (Zeit Newsletter for teacher).Just for info I searched for democracy in the last 10 years. I found 8 items with the words democracy included. And I found only 2 units with democracy education as a central teaching unit.
Here is one example which shows us that we do not enough for democracy in education.
Peter
I think first of all we should to find a solution to this problem: if a student believes that one of the disciplines they teach is not interesting what a teacher must do: 1. to find procedures to convince the student usefulness of that disciplines or 2. to adapt to student needs the disciplines. Or more simply: If a student does not like a concept it's because the student did not understand that concept concept or because that concept is not useful for the student
I would like to refer to the comment I gave a few days before concerning the Radio Information: 35 % of German Kids are not supposed to defend Democracy. The conclusion of the reporter: an alarming number.
I did not reflect further. The next day I red in the newspapaer the same story but with a little modification. They told me that 65 % of the youngsters are willing to defend Democracy and that this is a quite encouraging figure.
I have to admid I am ashamed about my unreflecting listening. But additional this is an example how easy we will be manipulated even from "serious" Radios.
This happening touches me.
Peter
dear Hashem,
the question for me is: which serious didactic applies the teacher to motivate his students so that they realises how important education in democracy for them is!
Peter
I am of the opinion , that democracy is a natural tendency , as students they are more prone to listening to peers and teachers . Now as a form of governance that is a different story . Nurturing that tolerance and ability to understand someone else probably has to be developed . Eg: We used to have election as teenagers at school , campaigning and a small group of supporters , so was it in Engineering , we had student body (like a Union) who would take issues to the University management.
I cannot imagine growing up with out a voice ...
As we know Democracy is the government of the people,by the people & for the people .Government runs with the planned program as per the confirmation given to the voters & they would prefer to rule the government in their line.
In this line education may also come the most important part as it wills the future citizen of the country .At the outset education to be viewed at primary & secondary level where the syllabus for the respective subject offer the student for the academic career & growth but at the same time the education also impart the environment where the students also find their moral growth & code of their behavior .
Other than democratic country , very often the government feels that the students also find in their study their political move & thinking so that so that student also move their own norms in their minds for their education & study .
This is my personal opinion
Dear Rohit, dear all
look at the USA. Is democracy really "of the people, by the peopele und for the people"?
I begin to doubt. It is of,for and by a part of the people. Sometimes or more often the smaller part of the people. For example lower than 25 % because 50 % do not vote.
So in my opinion teachers and parents have to educate students to go voting.
That is one important key in democracy.
Do you agree? How can realise that the teachers? The parents? We all?
Peter
I agree with you, @ Peter Eyerer Sir. If there would be democracy in USA, Abraham Lincoln could not be murdered. These values (of, by and for people) were of Lincoln, and people like him and his true followers.
A common person does all for his betterment of life. If he competes positively in the society following some values, democracy flourishes there. If people compete negatively, harming the great human values, democracy deteriorates; and progress also hampered.
Dear Prabhat,
thank you for answering. What we see in USA momentarily is a very severe separation of people. This could lead to a kind of civil war.
Peter
Education in indigenous knowledge has bounds such as spirituality, service, diversity, culture, tradition, respect, history, relentlessness, vitality and conflict, , to free it requires positional authority towards change from routines
Refer - Allyson Rayner (2012), Through peace, friendship and respect: University hosted outreach programs for Aboriginal students in the k-12 system, The University of British Columibia
Power is a funny tool !!! we know who put it there , the only catch is -can we follow it or abuse it ...
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