ERIC Identifier: ED480420
Publication Date: 2003-10-00
Author: John J. Patrick
Source: ERIC Clearinghouse for Social Studies/Social Science
Teaching Democracy. ERIC Digest.
During the past 30 years, there has been a global surge of democracy.
For most people of the world today democracy is the prevailing source of
political legitimacy. This ERIC Digest discusses (1) the status of
democracy in the world, (2) a globally applicable conception of democracy,
(3) components of education for democracy, and (4) recommendations on how
to teach democracy.
THE GLOBAL STATUS OF DEMOCRACY
There is a broad international agreement today on a minimal or threshold
standard by which to judge whether or not a regime is a democracy.
This minimal criterion is the regular occurrence of free, open, fair, and
contested elections by which an inclusive citizenry selects its representatives
in government. Thus, there is government by consent of the governed
in which the people's representatives are accountable to the people (Huntington
1991, 7; Karatnycky 2002, 722).
In 2002, 121 of the world's 192 sovereign states could be recognized
as democracies in terms of the minimal global standard for an electoral
democracy. The collective populations of these electoral democracies
accounted for 64.6% of the world's population (Karatnycky 2002,7).
By contrast, in 1900 there was not even one country in the world that met
today's minimal global standard for democracy. In 1950, there were
only 22 authentic democracies comprising 14.3% of the world's population.
By the end of the twentieth century, however, there was a dramatic global
trend toward electoral democracy as communist regimes and other types of
autocratic or authoritarian systems withered and died (Karatnycky 2002).
A GLOBALLY APPLICABLE CONCEPTION OF DEMOCRACY
There is more to the content and process of democracy than is entailed
by the minimal electoral standard. An advanced or more fully developed
conceptualization of democracy in today's world includes electoral democracy
in concert with such core concepts as representational government, constitutionalism,
human rights, citizenship, civil society, and market economy (Dahl 1998).
The idea of constitutionalism is the key to comprehending an advanced conceptualization
Constitutionalism means limited government and the rule of law to prevent
the arbitrary use of power, to protect human rights, to regulate democratic
procedures in elections and public policymaking, and to achieve a community's
shared purposes. Constitutionalism in a democracy, therefore, both limits
and empowers the government of, by, and for the people. Through a
constitution to which they have consented, the people grant power to the
government to act effectively for the common good. The people also set
constitutional limits on the power of their democratic government in order
to prevent tyranny and to protect their rights. So, in an authentic
constitutional democracy, the people's elected representatives in government
are limited by the supreme law of the people's constitution for the primary
purposes of protecting equally the rights of everyone in the polity and
thereby promoting the common good of the community.
A market economy, which promotes the free exchange of goods and services,
and civil society, which involves freely-formed civil associations, are
distinguishing features of a constitutional democracy. And both the market
economy and civil society depend upon constitutionalism to guarantee the
freedom conjoined with order that enables them to thrive (Dahl 1998, 166-167).
COMPONENTS OF EDUCATION FOR DEMOCRACY
There are four widely recognized components of civic education for democracy:
(1) civic knowledge, (2) cognitive civic skills, (3) participatory civic
skills, and (4) civic dispositions (Patrick 1999). The four components
of education for democracy are congruent with teaching and learning the
core concepts by which we define, compare, and evaluate democratic and
Effective education for citizenship in a democracy dynamically connects
the four components of civic knowledge, cognitive civic skills, participatory
civic skills, and civic dispositions. Effective teaching and learning
of civic knowledge, for example, require that it be connected to civic
skills and dispositions in various kinds of activities. Elevation of one
component over the other-for example, civic knowledge over skills or vice-versa-is
a pedagogical flaw that impedes civic learning. Thus, teachers should
combine core content and the processes by which students develop skills
Core content is the indispensable foundation of an effective education
for democracy (Torney-Purta and Others 2001). Individuals who have a deep
and abiding comprehension of the prevailing principles of democracy,
the big ideas that define democratic government and citizenship, are more
likely than other individuals to exhibit several desirable dispositions
of democratic citizenship such as a propensity to vote and otherwise participate
in political and civic life, political tolerance, political interest, and
concern for the common good (Nie, Junn, and Stehlik-Barry 1996).
Students who comprehend core concepts tend to be more adept in their use
of such cognitive skills as organization and interpretation of information,
and they are more likely than others to know and retain information about
current political institutions, personalities, and events.
Here are three concluding recommendations for teaching democracy:
1. Teach a global or universal definition
of electoral democracy to enable students to compare and evaluate regimes
according to a common and minimal world standard. Thus, students
will have the capacity to discern what a democracy is and what it is not
(Fischer and Shinew 1997).
2. Teach a set of core concepts by which
students can think beyond the minimal global standard for an electoral
democracy to compare and evaluate political systems more deeply and complexly.
The key to any set of concepts on the meaning of democracy is constitutionalism,
which refers to limited government and the rule of law (Nie, Junn, and
3. Teach the relative worth of democracy
in comparison with alternative types of government. Thus, students
will learn that democracy in practice has been better than other types
of governments in protecting human rights, promoting international peace,
and fostering economic growth and prosperity (Karatnycky 2002).
The following World Wide Web sites include
resources for researchers and teachers on teaching democracy:
* Albert Shanker Institute of the American
Federation of Teachers. This Web site offers information about education
for democracy: <http://www.ashankerinst.org>.
* Center for Civic Education (CCE).
The CCE Web site contains papers on theory, research, and practice in teaching
democracy. There are also links to other useful sites such as Civnet,
which provides information on international civic education projects: <http://www.civiced.org/>.
* Freedom House. Through its widely-respected
annual global survey, Freedom House tracks the progress of democracy throughout
the world. See the Freedom House Web site to find statistics and
commentary about the status of democracy and liberty in the world in different
places and periods of world history. This Web site also includes
a rating of each century in the world in regard to its status as democratic
and free or not democratic and free: <http://www.freedomhouse.org/>.
The reference list for this ERIC Digests is currently missing.
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