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Res Publica: an International Framework for Education in Democracy RES PUBLICA: AN INTERNATIONAL FRAMEWORK FOR EDUCATION IN DEMOCRACY Revised January 2006 Civitas: An International Civic Education Exchange Program of the Center for Civic Education 5146 Douglas Fir Road / Calabasas, CA 91302 / USA 818-591-9321 / fax 818-591-9330 / [email protected] 1 This project is conducted as a part of Civitas: An International Civic Education Exchange Program administered by the Center for Civic Education. The project is supported by the United States Department of Education and conducted with the assistance of the United States Information Agency and its affiliated offices in nations throughout the world. 2003 Center for Civic Education 07 06 05 1 2 3 All rights reserved. Except for use in a review, reproduction or transmittal of this work in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, and use of this work in any form in any information storage or retrieval system is forbidden without prior written permission from the publisher. The U.S. Department of Education disclaims any responsibility for any opinion or conclusions contained herein. The federal government reserves a nonexclusive license to use and reproduce for government purposes, without payment, this material where the government deems it in its interest to do so. ISBN 0-89818-194-1 Res Publica: An International Framework for Education in Democracy Introduction Res Publica: An International Framework for Education in Democracy is an attempt to develop a cross- cultural and trans-national general statement of the central meanings and character of the ideas, values, principles, and institutions of democracy. Its further purpose is to identify common elements of this knowledge that should be included in the curriculum of any nation wishing to promote an understanding of democratic citizenship and its practice. Begun in 1996, the project's previous drafts have been commented upon by reviewers in every inhabited continent. The Framework is being developed in the belief that there is a need among educators in democratic nations for a resource that attempts to survey the field of education for democratic citizenship and to set forth comprehensively its principal content. It is important to understand that the Framework is intended as a starting point for discussion, rather than an attempt to pronounce a set of authoritative dogmas. Thus, like democracy itself, the Framework is to be viewed as perpetually unfinished, subject to continuing debate and emendation. The intended audience for the Framework ranges from teachers and educational policy makers responsible for civic education programs to curriculum developers, and teacher education and credentialing institutions responsible for training competent classroom teachers. The Framework can also be used as a resource by any group or individual interested in democracy. The Framework is not intended, however, as a student text. We ask readers in any part of the world to comment freely and critically on this Framework on a continuing basis. 3 Introduction The purpose of Res Publica: An International Framework for Education for Democracy is to provide a general statement of the meaning and practice of democracy that the people of any country can use as a resource in developing programs to educate citizens for democracy. Res Publica: articulates a framework of ideas—concepts, values, principles, and structures— for the creation of educational programs on democracy. treats the study of democracy by citizens as an independent domain of inquiry. provides a basis for analysis, comparison, and evaluation of political systems in terms of the fundamentals that underlie democracy. encompasses and integrates ideas from many disciplines in order to provide a broad perspective useful in reflecting on the virtues and problems of democracy. provides the basis for arguments for democracy and acknowledges arguments against democracy. provides a comprehensive view of the field that educators and policy makers may find helpful in developing programs in education for democracy. highlight the importance of inquiry and debate to democracy by organizing the inquiry according to questions suggestive of an approach to teaching and learning consistent with democratic values. Res Publica is not intended to be a "final answer." Though prescriptive in character, it addresses democracy's problematics. Its objective is to promote robust debate and discussion. a complete program; particular countries would need to add material specific to themselves to the material in the text. a curriculum or textbook; rather it is intended as a resource to be used to develop curricula and textbooks. a position on the "best" form of democracy; it acknowledges that a number of forms may be desirable. Audiences. The primary audiences of this framework are policy makers, curriculum developers, academic specialists, teacher trainers, textbook writers, documentary and other media producers, teachers, and evaluators. Other audiences include parents, civic groups, professional organizations, and governmental agencies. 4 Primary uses of the framework include: Creating and evaluating civic education programs Developing textbooks and other educational materials Teaching about democracy Discussion and debate about democracy 5 An International Framework for Education in Democracy I. What is democracy? II. Who belongs and who governs in a democracy? III. Why choose democracy? IV. What conditions support democracy? V. How does democracy work? VI. How do democracies emerge, develop, survive, and improve? VII. How does democracy shape the world and the world shape democracy? 6 I. What is democracy? A. What does “democracy” mean? B. What are major forms of political systems other than democracy? C. What are power and authority and what is their place in a democracy? D. How do civic life, politics, and government provide spheres for the practices of democracy? E. What is the relationship of government “founded on the people” to idea of a “constitution”? F. What is “constitutionalism” and what is its relationship to “constitution”? G. What is the relationship between law, constitutionalism, and democracy? H. What is the relationship between democracy and human rights? I. What are the essential characteristics of democracy? 7 I. What is democracy? Across the world today, “democracy” is a rallying cry for the reformation of civic life and political order. The values, principles, and structures of democracy provide the prevailing standard by which political systems are judged. But the concept and practices of democracy are neither agreed upon nor, in many cases, well understood. Democracy is not a simple idea. It cannot be encompassed in a simple definition. The seven parts of this International Framework for Education in Democracy, taken together, provide an explanation of democracy as an idea and offer a portrayal of the various ways in which the democratic idea is implemented in the world. The Framework begins with a basic explanation of some of the [key elements] of democracy and each succeeding part builds upon and extends this initial understanding of the concept of democracy. A. What does “democracy” mean? A knowledge and appreciation of democracy as a form of civic life and political system requires an understanding of the basic concept of democracy. It requires an awareness of the common misuses and abuses of the term. It also requires a comprehension of the distinctions between the theoretical types of democracy: “liberal” (individual-centered) and “non-liberal” (community-centered). And, finally, it requires a description of the kinds of democracy that are observable as systems of workable government. 1. Basic concept of democracy and common misuses and abuses of the term a. Basic concept of democracy. The word democracy is derived from the Greek words demos or “people” and kratia meaning “authority” or “rule.” Thus “democracy” may be defined simply as “rule of the people.” Classically the term demos referred to the lower classes, which constituted most of the population of a society. Over time, “the people” has come to mean the entire population or the citizenry of a country. Understanding the concept of “democracy” is more complex and demanding than merely defining a word. Building on the earliest origins of the word, the concept of democracy as “popular self- government” rests on the principle that the people as a whole are considered the foundation of political life. They are the ultimate source of authority, their interests and welfare are the principal ends of government, and their rights are the foundation of justice, the ultimate standard of the good society. In a democracy, political power is legitimized (becomes [morally] authorized) only when it arises from the people. It can arise from the free decisions of the people as a whole only when each person has the liberty to make fundamental political choices. Thus, liberty is the fundamental precondition for the very concept of self-government. “Self-government” embraces both individual and collective aspects of self-rule or “autonomy”—a word derived from the Greek auto (self) and nomos (law or binding custom). There are two ways in which the legitimization of government by the people takes place. First, the people never give up their inherent authority to make and remake their form of government. Second, the people continuously authorize the use of political power in their name by officials and institutions
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