The Concept of Democracy

• Etymologically, the term democracy comes from two Greek words ‘Demos’ meaning ‘the
people’ and Kratein meaning to ‘rule’. Then two words are joined together to form the
word democracy, which literally means rule by the people.
• However, the term rule is also not very obvious in its meaning. We may therefore
understand ‘rule’ to mean the exercise of power, authority and influence. Despite this,
there still is a task to interpret and understand the term ‘the people’.
• In Feudal Europe, for instance, democratic movements were denounced, as they were
perceived to be ‘subversive’ of the rule by God’s Vicars and representatives who ruled by
divine powers in aristocratic and absolutist monarchies.

Notably, in this lesson, we are more concerned with the concept of democracy insofar as it finds
application in the practice of education

• Today, the need to include the governed in their governance is often received negatively
by administrators and rulers. Perhaps, this is a potential or possible source of the problem
of the conceptualization of democracy.
• Following from the historical development of the concept of democracy, there is an
apparent difficulty in ascertaining whether it should refer to a few individuals taking
decisions indiscriminately on behalf of others or to those who are elected and therefore
empowered to lead as representatives of the society in question.
• However, when used to refer to a government, it implies one that is popularly elected,
enjoys the mandate of the majority population or one established on the wishes of the
majority.
• Used to refer to a voting exercise, it implies allowing everyone (without any
discrimination) to participate in expressing their will and then respecting such an
expression and using it as a guide to making decisions regarding losers and winners.
• A popular vote, majority vote, decides the winner as a sign of popular wish or view of
person.
• A democratic rule is therefore one that has an explicit respect for diversity of views, faith
in majority wish and enjoys popular support.
• It encourages extensive consultation in decision-making and fair distribution of power
and participation.

Democracy in Education

• The application of Democracy in Educational Practice was first attempted by the

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 a movement that was targeted at political totaltarianism; Dewey argued that the same
could be done from Education.
• There was need to liberalise educational relations by giving more freedom to the child
and offering more opportunities for self-expression and self-determination.
• The needs and interests of the child were to take priority as those of society and the
teacher.
• Democracy in Education draws its origin from the promotion of equity, fairness and civil
liberties in the political arena.
• As such, it was used to describe expectations, standards or norms of political behaviour
and in this context it is an ethical/axiological concept.
• Here it is related to liberty/freedom, equality, fairness and justice, that is, to be
democratic implies to allow more freedom of expression, Association and movement.
• It means to distribute opportunity/participation equitably and to distribute power fairly
and justly.
• This is intrinsically applicable to education because it draws primary participants from
many social groups (children, teachers, parents, administrators etc).
• These groups have competing/conflicting interests which often require democratic
solutions.
• Democracy is also an epistemological concept in that it is related to open-mindedness;
tolerance independence of mind, that is, democracy has faith in individual expression and
self-directed behaviour where a person makes decisions, choices and judgements for
himself/herself.
• It involves accepting oneself and asserting oneself ad a self-directed agent. In other
words, Democracy has to do with cognitive attitudes, beliefs and dispositions that
promote objectivity, open-mindedness and independence of thought.
• Democracy is an organizational concept. It has to do with organising
society/people/institutions in a way that ensures equitable participation of members.
• It is rooted in the belief in the tapping of diversity/variety of talents, abilities and
suggestions.
• Used properly, democracy has the capacity of motivating human action and enhancing a
sense of belonging and ownership. In this way, /democracy is opposed to autocracy and
totalitarianism.
• It is a process of distributing power in an organisation in a way that ensures fair
participation and appropriate commitments.
• It promotes collective entitlements to do things.
• Democracy is an ontological concept. It refers to a mode of life/existence. Here it
involves recognising others as human beings and not objects. One cannot have faith in
majority participation/ view unless he/she first recognises individuals (in this majority) as
human beings.
• Democracy involves respecting others and taking all interests as mutually important.
One’s own interests are constantly referred to as those of others, that is, democracy is
opposed to selfishness and egocentricism. It is a process of living others’ lives, sharing in
the joy and frustrations of others. That is, it involves empathising with people.

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• As an axiological/ethical concept, democracy provides an occasion(s) for the practice of
the principles of justice, equality, freedom and liberty and fairness in an educational
context.
• It is the ideal/goal of education to promote Democratic attitudes and behaviour through
its content and practice, attitudes and behaviour that constitute a mode of existence that is
founded on the above mentioned values.
• There are various levels at which this can happen in educational contexts. Specifically,
this can happen amongst the stakeholders in education. For instance: Among Teachers,
Students and Students, Students and teachers/ School administration, school heads and
Teachers/ PTA, BOG etc All these are stakeholders in education who ought to learn to
practice ideals of democracy in order to promote effectiveness and efficiency in their
interactions/joint tasks.
• As an ontological concept, Democracy promotes a caring environment. People tend to
feel a sense of closeness and togetherness because they live each other’s lives.
• Such a situation also tends to promote a sense of belonging and enhances active
participation and high levels of commitment. Active participation and commitment of
staff, students and parents may be enhanced through Democratization practices.
• Organizational features of Democracy also have a tendency of promoting effectiveness
and efficiency of institutions if applied appropriately. They also tend to promote a sense
of belonging and active participation.
• In general, therefore, Democracy occurs as a viable ideal of Education. It also defines the
nature of relationships that enhance the true spirit and practice of education, in particular,
those aspects of educational behaviour that promote dialogue and fair participation in the
practice of education.