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Content and Process in Education for Democracy

机译：民主教育的内容和过程

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Simultaneous development of intellectual and social capital among students and citizens is connected closely to overarching purposes and standards of good government in a democracy, such as protection of individual rights, promotion of the common good, and government by consent of the governed. The political rights of free speech, press, assembly and association mean little unless citizens have the intellectual and social capital to use them responsibly in their civil society and government Further, the citizen's rights to vote and otherwise participate in public elections are diminished if she or he lacks the intellectual and social capital to use these rights intelligently and responsibly. Through vibrant civic and political organizations, citizens may effectively and responsibly express interests to government officials and hold them accountable to their constituents. They may, when necessary, protect their rights to liberty by using the collective power of individuals in civic and political organizations as countervailing forces against encroachments by overbearing government officials. Through an education for democracy in schools, based on the model in Table 1, students can learn that the future success of their government and civil society depends ultimately on citizens, persons who are just like them. However, unless they achieve in common a basic knowledge of democracy, skills of cognition and participation in democracy, and civic virtues of dispositions that buttress democracy, then individuals cannot form and maintain a community of citizens to sustain and improve their democratic institutions. Indeed, unless citizens possess in common essential knowledge, skills and, and virtues, they cannot create a civic community and are citizens in name only, because they lack the capacity and power to make good decisions in response to public issues, to carry out their decisions, and to influence their government, as citizens in a democracy should do. So, civic educators and leaders must resolve to do what it takes to provide our students with a good education for democracy that conjoins core content with intellectual and participatory processes to produce citizens capable of sustaining and improving their civil society and government.
机译：学生和公民之间智力和社会资本的同时发展与民主国家善政的总体目标和标准密切相关，例如保护个人权利，促进共同利益和经被统治者同意的政府。言论自由，新闻发布，集会和结社的政治权利意义不大，除非公民拥有在其公民社会和政府中负责任地使用它们的知识和社会资本。此外，如果公民具有以下权利，则公民的投票权或参加公开选举的权利将被削弱：他缺乏智能和负责任地使用这些权利的知识和社会资本。通过活跃的公民和政治组织，公民可以有效和负责地向政府官员表达利益，并使他们对选民负责。在必要时，他们可以通过利用公民和政治组织中个人的集体力量作为反抗势力来抵制因公职人员的侵略而保护自己的自由权。通过根据表1中的模型在学校进行的民主教育，学生可以了解政府和公民社会的未来成功最终取决于公民，即与他们一样的人。但是，除非他们共同拥有民主的基本知识，认知和参与民主的技能以及支持民主的性格的公民美德，否则个人就无法形成和维持公民社区来维持和改善其民主体制。的确，除非公民拥有共同的基本知识，技能和美德，否则他们将无法建立公民社会，仅是名义上的公民，因为他们缺乏应对公共问题做出良好决策，执行自己的决定的能力和权力。决策，并影响政府，就像民主国家的公民应该做的那样。因此，公民教育者和领导者必须下定决心，为学生提供良好的民主教育，使核心内容与知识​​和参与过程结合起来，培养出能够维持和改善公民社会和政府的公民。

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