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Chapter 4 - Teaching Democracy
Israelis, like Americans, believe that democracy is the most
tolerant form of government. By teaching the principles of
democracy from an early age children learn that everyone has the right to
live in freedom and that ethnic and cultural differences are
legitimate components of a pluralistic society.
The Adam Institute for Democracy &
Peace sponsors a number of programs aimed at teaching democracy. The Institute
has devised an 18-month program to train teachers in their
approach and has already used it in other countries.
Jewish and Arab Israeli high school teachers jointly developed
a curriculum and materials on democracy for use in their 11th
grade classes. The Rules of the Game is a Hebrew University
program aimed at acquainting students with the universal principles of
democracy; the significance of human and minority rights within
the principles of democracy; the historical and comparative
background of democratic ideas and practices and the ways and means
through which an informed and involved citizen is able to influence
governments' decisions and actions. "The Rules" can be adapted to
any context in which there is stress and conflict.
The Adam Institute for Democracy & Peace
Contacts:
Ruth Ostrin, International Projects
Uki Maroshek-Klarman, Educational Director
The Adam Institute for Democracy & Peace
P.O. Box 3353
Jerusalem Forest, Jerusalem 91033 Israel
Tel. 02-752933/4/5, Fax. 02-752932
Objective:
To teach values related to democracy.
Target Population:
Kindergarten through high school.
Program and Activities:
The Institute runs programs in approximately 100 schools,
mostly junior and senior high schools (they're starting a kindergarten
and elementary school program). Programs are also run with
youth movements, community centers and other groups outside
the schools.
The democracy-education program for preschool and
elementary school children was developed based on the assumption that
children who encounter democratic options at an early stage are
likely to choose it and adopt it is as their world view. The program
helps children come to know their everyday reality and hones their
ability to cope with the clash between the desires of different
individuals in society.
This program begins with the recognition of the right to be
different. The first section is devoted to recognizing the
uniqueness of each individual, beginning with oneself, and acceptance of
those who are different. The second part is devoted to clarifying
the concept of equality. It is made up of the following subtopics:
a) Understanding the distinction between mathematical equality
and equality of worth.
b) Examining the concept of equality in society.
c) Recognizing the equal right to be different.
The educational message is that "I am different from my
friend, just as my friend is different from me, but that we are at the
same time equal."
The program's second section deals with the principles of
democracy. Democracy is defined as "a social covenant between
people who agree to recognize the equal right of each person to live
according to his or her beliefs and values, so long as he or she
recognizes the corresponding right of others to the same."
The first two sections lay the foundations for internalizing the democratic concept. The last three sections look at the
following topics:
• Rights — Clarification of the concept, clarification of the
relationship between rights and obligations, conflicts between
rights, rights of children and adults.
• Majority rule — Clarification of when the majority must
decide, understanding the majority decision as a means and not as an
end, recognition of the need for limits on majority decisions.
• The nature of law — Definition of the concept, clarification
of the need for laws, equality under the law, limits to obedience.
The Adam Institute publishes a number of publications,
including a newsletter Kol Adam, and books and pamphlets by
Uki Maroshek-Klarman, The Educational Process in Adam
Institute Workshops, Betzavta (Together): Guide to Teaching
Democracy Through Games, There Is No Such Thing As Some
Democracy, and Education For Peace Among
Equals.
Lessons:
The principles of democracy need to be taught and if they
are conveyed to young children they will become part of a child's
world-view.
Understanding democracy can promote tolerance.
Opportunities for Cooperation:
The Institute has devised an 18-month program to train
teachers to use their approach. The training has been done in other
countries and they are interested in adapting it for the United States.
The Institute also has a three-year partnership program. The first
year, partners are invited to send a delegation to participate in an
eight-day Facilitator Training Course held either in Jerusalem or in
the United States. Participants learn informal educational methods
for teaching the principles of democracy through games. The second year, a senior staff member of Adam visits the United States
to conduct an enrichment course. The focus is on adaptation of
the "Together" program based on the experience of the first year.
The third year, partners are invited to choose an advanced course in
one of the following areas:
• Building Blocks of Democracy: teaching democratic concepts
in early childhood.
• Education for Peace among Equals without Compromise
or Concessions: learning approaches to resolving conflicts.
• There's No Such Thing as Some Democracy: making schools
more democratic.
• Security and Democracy: working with army, police and
prison services.
• Project Encounter: promoting coexistence between groups
in conflict.
Partners receive Institute publications and support and
guidance in translating and adapting them. They also receive copies of
the Institute's quarterly newsletter and are invited to an annual
conference on democracy education held in Jerusalem.
The Rules of the Game: Understanding and Implementing Democratic Procedures
Contact:
Prof. Chaim Adler
NCJW Research Institute
School of Education
Hebrew University Mt. Scopus Campus
Jerusalem 91905, Israel
Tel. (02) 882016, Fax. (02) 322545
Objective:
To facilitate and enhance coexistence between Israeli Arabs
and Jews by presenting and analyzing democratic concepts in the
context of Israeli reality.
Target Population:
Jewish and Arab Israeli high school students and their teachers.
Program and Activities:
Jewish and Arab Israeli high school teachers jointly developed
a curriculum and materials on democracy for use in their 11th
grade classes. The curriculum is aimed at acquainting students with
the universal principles of democracy; the significance of human
and minority rights within the principles of democracy; the
historical and comparative background of democratic ideas and practices
and the ways and means through which an informed and involved
citizen is able to influence governments' decisions and actions.
"Democracy" is examined from an interdisciplinary point of
view—history, philosophy, psychology, sociology, logic, political science,
communication and legal studies. A cognitive approach is stressed,
appealing to human reason rather than personal sentiments and
feelings, distinguishing empirical findings from value judgments, evidence from hearsay and a logical argument from an emotional one.
"The Rules of the Game" allows Jewish and Arab Israelis, as
well as secular and religious Jews, to find a common denominator.
Stressing the themes of democracy, human rights and coexistence,
"The Rules" can be adapted to any context in which there is stress
and conflict.
The program employs and teaches two kinds of
strategies—knowledge-based and experiential-based. Knowledge-based strategies
include an interdisciplinary curriculum, logical
interconnections, rational orientation and a multivocal text. Experiential-based
strategies include simulations, role playing, encounter groups and
student self-government.
The curriculum contains three volumes:
Volume I
• The Citizen and the democratic state: the individual's
public involvement as sustaining democracy.
• Voluntary associations, interest groups and political parties as
the mediating bodies between the individual and the democratic state.
• The democratic civic culture: A necessary condition for a
democratic government.
• Is there a democratic civic culture in Israel?
Volume II
A. Mass Media and Democracy
• Mass media — between the citizens and the government.
• Mass media and civic liberties.
• Limitations on freedom of expression and the mass media.
• The media: A looking glass or a magnifying glass?
• Political propaganda: let us read between the lines.
B. "Rule of Law" and the democratic state
• The meaning of "Rule of Law." Is a constitution a "must" for
a democratic state? An ongoing debate.
• The Rule of Law: Selected Issues.
(1) Law and national security
(2) The question of civic disobedience.
• The rule of law in the Israeli context: some problems and
dilemmas.
• Law and individual rights: civil liberties and legislation —
the current situation in Israel.
• The Israeli High Court of Justice and civil liberties.
New teachers are trained annually and the curriculum is
updated and revised within the framework of the Ministry of
Education's curriculum in civic studies.
Lessons:
Democracy should be examined from an interdisciplinary
point of view.
By stressing the themes of democracy, human rights and
coexistence it is possible to find a common denominator among
diverse groups.
Opportunities for Cooperation:
"Rules" is already based on American principles and can be
adapted for a U.S. audience. The curriculum could easily be translated
to English. The NCJW Research Institute already has experience
in adapting innovative Israeli programs to the United States,
having already exported its early-childhood education program
(HIPPY) and peer tutoring program (YACHAD).
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