Democracy and Education: About the Future of a Problem

Oelkers, Jürgen

doi:10.1007/978-94-011-4185-7_2

Cited by 7 publications

(5 citation statements)

References 6 publications

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“…Despite the existence of several papers that present empirical results demonstrating how education promotes democracy, Edenbrandt's theoretical argumentation and empirical results do not contradict these arguments. According to Oelkers, the future theoretical challenge consists of assuming multi-linear relationships between education and democracy, linked together in different lengths, paradoxical and just as much open as concealed, all of which cannot be easily defined (31). Edenbrandt instead proposes that causality exists in both directions.…”

Section: Is There a Two-way Relation Between Democracy And Education?...mentioning

confidence: 99%

Promoting Citizen Participation for Effective and Accountable Governance

Otieno

Kathina

Gikonyo

et al. 2022

eph-hss

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Purpose: To achieve the UN's 17 Sustainable Development Goals (SDGs), strong political leadership, willingness to change and effective outcome-based governance will be required. Governments must align national policies with the SDGs' scope and complexity. Effective governance is critical to achieving the 17 goals. Good governance will help by creating an environment conducive to collective action, holding actors accountable, and dealing with emerging complex trade-offs between goals. The Kenya Vision 2030's political pillar is "a democratic political system that is issue-based, people-centred, result-oriented, and accountable to the public." This highlights the importance of citizen participation in governance. This study delved into what can be done to promote citizen participation to enhance effective and accountable governance in Kenya. Design/methodology/approach applied: Herein, a literature review approach, drawing from published peer-reviewed journal articles and grey literature (working papers, reports from credible databases of research institutions, and official government documents) was employed to elucidate discussions and conclusions. Main findings: Tightening the democracy-education nexus, which aims at awareness creation and capacity building, is critical to promoting citizen participation and improving effective and accountable governance. Education promotes political interests and fosters civic skills thereby increasing the likelihood of political participation. An effective civic education teaches citizens about their rights and responsibilities as citizens, as well as the functioning of the government. Civic education in a democracy is self-government education. Democratic self-government entails citizens actively participating in their governance rather than passively accepting the dictums or demands of others. Education, on the other hand, should be linked to inclusivity and diversity. Practical implications: There is a need to develop an informed and empowered citizenry capable of successfully engaging in governance affairs to influence governance outcomes in the best interests of the community and posterity. Capacity building, similarly, should be an ongoing process incorporated into the community participatory framework or institutions at various administrative levels. Furthermore, training must be sensitive to, and target or capture, the community's various social categories' concerns and needs. Originality/value: While acknowledging the importance of addressing the status quo and need for citizen participation in governance, this study also delves into mechanisms that can be used to promote citizen participation in an intergenerational and intersectional manner while keeping in mind Kenya's national development blueprint, Vision 2030, as well as the United Nations' Agenda 2030 to "Leave No One, No Place Behind."

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Section: Is There a Two-way Relation Between Democracy And Education?...mentioning

confidence: 99%

Promoting Citizen Participation for Effective and Accountable Governance

Otieno

Kathina

Gikonyo

et al. 2022

eph-hss

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“…Sin embargo, y más allá de lo dicho al inicio del presente trabajo respecto del carácter transversal de las reflexiones sobre democracia y educación en la filosofía de Dewey, es posible encontrar algunas críticas a su planteo. Por ejemplo, Oelkers (2000) ha indicado que el pragmatista es poco claro al momento de explicitar las relaciones entre ambos elementos; Stone (2008) ha observado que hay un eslabón perdido entre la idea deweyana de democracia y su consideración de la educación y, espe-cialmente, del trabajo en las escuelas y Briesta (2019) ha sugerido que la relación entre democracia y educación no es tanto empírica, sino -ante todo-conceptual, de modo que Dewey terminaría ofreciendo poco al momento de señalar cómo debería ser una educación para la democracia.…”

Section: Conclusionesunclassified

Democracia y educación en clave deweyana: dos aspectos de un mismo proceso

Mattarollo¹

2019

Diálogos pedagóg.

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El propósito del trabajo es identificar y precisar algunas relaciones filosóficas entre las nociones deweyanas de democracia y educación, bajo la pregunta por el rol de esta última en el proceso de construcción del modo de vida democrático. En primer lugar, buscaré dar cuenta del complejo sentido de la democracia como ideal de vida comunitaria e identificar condiciones de orden filosófico -vinculadas a la conformaciónde un núcleo estable y compartido de valores- y también de orden político. En segundo lugar, recuperaré el diagnóstico que hace Dewey respecto del estado de apatía política generalizada, estado que plantea serios obstáculos al pleno desarrollo de la comunidad. En tercer lugar, explicaré por qué Dewey considera que la educación es el mejor camino para revertir la apatía política y, al mismo tiempo, por qué la democracia se instituye como marco de referencia e, incluso, como condición de posibilidadpara el pleno desarrollo de la educación. Por último, intentaré dejar sentadasalgunas líneas de indagación respecto de la importancia de incluir los contenidosactitudinales en la planificación de la enseñanza a efectos de llevar a la práctica algunosde los aspectos señalados desde el marco teórico deweyano.Palabras clave: democracia, educación, valor.

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“…During the Enlightenment period in Europe in the eighteenth century, the rise of secularism along with the importance of reason and the advancement of the scientific revolution led to the establishment of the idea of natural rights of every human being and the development of humanistic education. Enlightenment goals were focused on finding the unique skills inherent in each person and bringing them to realization and fulfillment, training the learner to live in the society to which he belongs, and vocational training that will enable him to have a proper course of life (Oelkers 2000). At the same time, Swiss philosopher Jean-Jacques Rousseau (1712Rousseau ( -1778 presented revolutionary ideas about human freedom and preached about a society which recognized the importance of the common good and in which man was inherently good.…”

Section: Part 1: Educational Progressivism and Youth Movements In Eurmentioning

confidence: 99%

Progressive and Informal Classrooms and Pedagogies

Dror

Ramot

2019

Springer International Handbooks of Education

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Zionist and Israeli (Jewish) education served as a crossroad to progressive European and American integrated and eclectic influences because most teachers and counselors of the Zionist youth movement, many of whom became teachers, immigrated to Israel from Europe, some of them through the USA, where they were influenced by two educational sources that developed parallel and integrated in the late nineteenth and early twentieth century, mainly in Europe: progressive education and youth movements. The connection between the leading teachers and Europe continued throughout World War I and the days of the British Mandate in Israel, and even after the establishment of the State of Israel in 1948, European influences persisted, and American influences increased. The first section of the chapter will be devoted to a general view of Progressivism in Europe (as well as the youth movements that have integrated to it) and the USA. The second section presents case studies of progressive schools and kindergartens, leading teachers and progressive eclectic pedagogic in the Zionist education and the post state education, linking them to the leading figures from the European and American progressive education movement. These will be detailed in four waves of Zionist and Israeli progressivism, examining them in

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Democracy and Education: About the Future of a Problem

Cited by 7 publications

References 6 publications

Promoting Citizen Participation for Effective and Accountable Governance

Promoting Citizen Participation for Effective and Accountable Governance

Democracia y educación en clave deweyana: dos aspectos de un mismo proceso

Progressive and Informal Classrooms and Pedagogies

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