Democratic Schools Research Papers - Academia.edu (original) (raw)

- by and +1
- •
- Sociology of Education, Educational Leadership, Critical Pedagogy, Progressive Education

Democratic schooling in Israel is one of the most challenging systems confronting nation-centered education. It is one of the most significant approaches of counter-education. It clearly expresses the criticism of conservative education that focuses on curriculum and the testing achievements policy.
This suggested article seeks to contribute to the discussion about the place of democratic schooling in Israel today, and its opportunities to children empowerment. It combines the history of this approach and the philosophy underlying the contribution of dialogue toward the development of students.
The article will discuss these issues: Democratic Education in Global Perspective, The dialogical dimensions of the Democratic Education, Dialogue in Group Learning, Democratic Schools as a Pluralistic Space, Democratic School as an Organization.
The article will introduce the opportunities of democratic schools in Israel and will present the dialogical philosophy of those schools. Those opportunities offers their students empowerment through community of learners and learning; pluralistic learning commitment to constant self-examination and change; creation of democratic structures and processes in schools; curriculum that suggests democratic experiences; cooperative learning process involving the student-teachers; learning community that acknowledges the uniqueness of the student and is based on the equal right of every person to express this uniqueness.

- by Arie Kizel
- •
- Democratic Education, Israel Studies, Democratic Schools

The aim of the present study was to explore how teenagers explain why bullying takes place at school, and whether there were any differences in explaining bullying due to gender and prior bullying experiences. One hundred and seventy-six Swedish students in Grade 9 responded to a questionnaire. Mixed methods (qualitative and quantitative methods) were used to analyze data. The grounded theory analysis generated five main categories and 26 sub categories regarding accounts of bullying causes. Results indicated that youth tended to explain bullying in terms of individualistic reasons (bully attributing and victim attributing) than in terms of peer group, school setting, or human nature/society reasons. Girls were more likely to attribute bullying causes to the bully and much less to the victim, compared to boys. Moreover, youth classified as bullies were more likely to attribute the reason for bullying to the victim and much less to the bully, compared to victims, bystanders, and victims/bullies.

- by Robert Thornberg
- •
- Sociology, Psychology, Behavioural Science, Cognitive Psychology
- by Gianluca Gini
- •
- Cognitive Psychology, Moral Psychology, Philosophy of Education, Social Cognition

The aim of the present study was to investigate how basic moral sensitivity in bullying, moral disengagement in bullying and defender self-efficacy were related to different bystander behaviors in bullying. Therefore, we examined pathways that linked students' basic moral sensitivity, moral disengagement, and defender self-efficacy to different bystander behaviors in bullying situations. Three hundred and forty-seven teenagers completed a bullying survey. Findings indicated that compared with boys, girls expressed higher basic moral sensitivity in bullying, lower defender self-efficacy and moral disengagement in bullying. Results from the SEM showed that basic moral sensitivity in bullying was negatively related to pro-bully behavior and positively related to outsider and defender behavior, mediated by moral disengagement in bullying, which in turn was positively related to pro-bully behavior and negatively related to outsider and defender behavior. What differed in the relations between outsider and defender behaviors was the degree of defender self-efficacy.

- by Robert Thornberg
- •
- Criminology, Psychology, Behavioural Science, Cognitive Psychology

By using the voices from the reports of the annual New Ideals in Education Conferences, born in 1914 from a Montessori Conference in East Runton, Norfolk, we can start to build a cultural history of the fight for children's rights in schools in England. This history, these voices of teachers and their schools and institutions will empower present teachers and their students to look at developing rights within schools. A much needed human rights struggle that will help to strengthen the justice, equality and democracy of our society.

- by Michael Newman
- •
- Education, Teacher Education, Education for Citizenship, First World War

Two part article in response to request to present seminar and respond to presentations by Year 2 Architect students at Kingston School of Art, on their designs for a 'democratic' school. Explores from a personal angle of working at Summerhill School and researching New Ideals in Education conferences (1914-37), the concepts of identity, boundaries, power and learning in education institutions.

- by Michael Newman
- •
- History, Education, Democratic Education, Architecture

The paper explores educational ideas and practical issues within democratic schools in Poland. A recent development that started in 2013, democratic schools are set up by parents dissatisfied with the country's mainstream education system, as an alternative learning environment free from the perceived shortcomings of public schooling. The major question addressed is: How are these schools innovative? The notion of educational innovation is analyzed in terms of educational ideology and of practice, including organization and pedagogy. The authors argue that while the founders and the staff of democratic schools are driven by and preoccupied with the fundamental problems of learning, upbringing, and child development, they are more dedicated to rethinking or redefining them and less engrossed by devising pedagogical solutions or didactic techniques. Central aspects of democratic schools' ideology of education are identified, such as taking children's interests as the starting point in designing educational processes and prioritizing children's well-being and the development of their social competences over academic skills. Practical innovations include approaching education as a matter of debate and experimentation, organizational modifications of everyday practice, in particular involving children in decision-making processes on school matters, and respectful, equality-based child-adult relationships. The article concludes with an account of controversies around the sustainability and the potential impact of democratic schools.

O IV Seminário de Inovação Pedagógica é uma ação interinstitucional do Grupo de Pesquisa em Inovação Pedagógica na Formação Acadêmico-profissional de Profissionais da Educação (GRUPI). Projeto de extensão registrado na UNIPAMPA, desde 2017, nesta quarta edição traz o texto de abertura “Inovação Pedagógica: contribuições para uma perspectiva crítica”, produzido pelo educador Celso Vasconcellos, além de 56 trabalhos socializados no evento, organizados pelas temáticas: Metodologia, Currículo, Artefatos e Ferramentas Pedagógicas, Formação Docente e Inter-relação na Gestão da Educação.

- by Pimenta Cultural and +1
- •
- Learning and Teaching, Curriculum Inovation, Pedagogic Inovations, Democratic Schools

The aim of this paper is to investigate children's views and experiences of democracy and pupil participation in relation to everyday school life, and to let their voices be heard on these issues. The data for this paper was derived from two ethnographic research projects conducted in three elementary schools in Sweden. In the classes investigated at two of the three schools, the adults are those who make decisions about school and classroom rules. Pupils are seldom given any opportunity to create, modify or repeal formal rules through open negotiations. In contrast, at the third school, children's influence and their ability to have a say are an important explicit goal for the teachers. Nevertheless, as well as in the two other schools, even in this school with the declared goal of working with democracy in this way, we found obstacles and limitations that counteracted school democracy: (a) discontinuity, (b) the long-term interaction pattern of teacher power and pupil subordination in the school organisation, which in turned encouraged and educated compliance with authority rather than deliberative democratic participation, (c) naive trust in teachers, (d) the school process of suppressing children's voices, and (e) unfair inconsistencies constructed by teachers.

- by Joe Lockard
- •
- Education, Instructional Design, Educational Technology, Educational Leadership
- by Ronald Zigler
- •
- Cognitive Psychology, Philosophy of Education, Mind, Civic and Moral Education

The article studies in a theoretical approach the student governments (or student councils, as they are named in Romania), a particular form of self-organization of high school students. In Hungarian high schools of Romania the student movement has a history of more than 25 years, the national organization of the Hungarian high school students in the present has 72 member organizations. However very little research has been done on student councils despite the fact that they are very common in high schools and they are the first direct experience that youth have of representative government.
The goal of the present article is to draw attention to the important role of student councils in society (mostly in the democratic socialization of youths) and the importance of social research on this form of youth self-organization.
At first the author reviews the interpretations of the high school student councils as they are defined by law in Hungary and in Romania, the common and different attributions they have in the two educational systems. Second, it presents the role of student councils in society: as they are an important framework for learning democracy (an important field of democratic political socialization), as they help the formation of self-motivated, autonomous adults, and they give the opportunity to learn how to organize themselves to act together in order to solve community problems. Finally, in the last part of the article, the author discusses the threats and negative effects that a dysfunctional school democracy can have on the political socialization of youth.

- by Botond Dániel
- •
- Youth Organizations, Democratic Schools, Student Councils
- by Aníbal Ferraz
- •
- Cognitive Psychology, Public Finance, Philosophy of Education, Taxation

Demokrasinin ilkelerinin gelecek nesillere benimsetilmesinde eğitim kurumlarının önemli rolleri vardır. Üniversitelerin demokratik toplumların sürdürülmesi ve geliştirilmesindeki etkisi bilindiğinden, üniversitelerde demokrasinin ilkelerinin ne kadar farkında olunduğunun ve bu ilkelerinin benimsenip benimsenmediğinin ortaya çıkarılması gerekmektedir. Bu araştırmanın amacı “demokratik eğitimci” , “demokratik sınıf” ve “demokratik okul” gibi kavramların üniversite öğrencileri tarafından nasıl algılandığının ortaya çıkarılmasıdır. Nitel araştırma desenlerinden olgu bilim deseninin kullanıldığı bu araştırmanın verileri, açık-uçlu sorulardan oluşan bir anket ve odak grup görüşmesi aracılığıyla toplanmıştır. Araştırmaya Çankırı Karatekin Üniversitesi’nde öğrenim gören 72 öğrenci katılmıştır. Araştırma verileri 2012/13 eğitim-öğretim yılı güz döneminde toplanmıştır. Elde edilen veriler betimsel analiz ve içerik analizi kullanılarak çözümlenmiştir. Bulgulara göre, üniversite öğrencileri, tüm bireylere eşit davranan, öğrencilerin akademik başarılarına ve sosyo-ekonomik düzeylerine göre ayrımcılık yapmayan eğitimciyi demokratik olarak tanımlamaktadır. Benzer şekilde öğrenciler demokratik sınıf ve okulun en önemli özelliğinin eşitlik, ayrımcılık yapmama, ifade özgürlüğü, hoşgörü, saygı ve adalet olduğunu belirtmişlerdir. Öğrencilerin bazıları ise demokratik okulun sadece bir ideal olduğunu, gerçekleştirilmesinin mümkün olmadığını ifade etmişlerdir.
Abstract: Educational institutions have significant roles to adopt the next generation to the principles of democracy. It is known that universities have a role in the maintenance and development of democratic societies, thus it is necessary to reveal whether the principles of democracy adopted by universities or not.
The purpose of this research is to explore the perceptions of university students on the concepts like “democratic educator”, “democratic classroom”, and “democratic school”. Phenomenological approach one of the qualitative research design was used in the research. Data were collected through a questionnaire composed of open-ended questions and focus group interviews. Seventy-two university students from Cankiri Karatekin University were participated in this study. The data were collected during the fall semester of 2012/13 academic year. The data were analyzed through descriptive analysis and content analysis. According to the findings, the university students describe democratic educator as an educator who behaves all individuals equally, does not make discrimination in relation to academic success and socio-economic status of students. Similarly, the students claimed that the most important characteristics of democratic school and democratic classroom are equality, indiscrimination, freedom of expression, tolerance, respect, and justice. Some of the university students stated that democratic school is only an ideal; it is not possible to realize.

Principles of freedom, independence and differentiation are shaping a new education landscape that includes new schools like free, charter and academy schools. Paradoxically, the reforms are justified on the basis of a rights and equalities discourse, yet they lead to greater competition through increased involvement of private interests. Critics of privatised schooling highlight its effects upon social inequalities. Looking to schooling in the fee-paying private sector reveals that there are a few schools whose strong ideological drivers resist competitive social relations. The ideas of Durkheim and Dewey on developing individuality in relation to a social good suggest it is theoretically possible that some of the new state-funded schools will also operate from their own social values to further social equity and make contributions to a more just society. This paper explores such a possibility by comparing newly established free schools in England with existing cases of democratic schooling to theorise how in a deregulated market a school might act upon the social field of schooling to promote social responsibility and minimise commitments to economic drivers, showing also the challenges a school might face in so doing.

- by Ruth Boyask
- •
- Education, Sociology of Education, Democratic Education, Democratization

This study uses the National Longitudinal Survey of Adolescent Health dataset to evaluate the long-term influence of school discipline and security on political and civic participation. We find that young adults with a history of school suspension are less likely than others to vote and volunteer in civic activities years later, suggesting that suspension negatively impacts the likelihood that youth engage in future political and civic activities. These findings are consistent with prior theory and research highlighting the long-term negative implications of punitive disciplinary policies and the role schools play in preparing youth to participate in a democratic polity. We conclude that suspension undermines the development of the individual skills and capacities necessary for a democratic society by substituting collaborative problem-solving for the exclusion and physical removal of students. The research lends empirical grounds for recommending the reform of school governance and the implementation of more constructive models of discipline.

- by Thomas Catlaw
- •
- Education, Political Participation, Educational Research, Youth Civic Engagement

Civic engagement, defined as involvement in
community life, is influenced by reciprocal relationships
between individuals and contexts and is a key factor that
contributes to positive youth development. The present
study evaluates a theoretical model linking perceived
democratic school climate with adolescent civic engagement
(operationalized as civic responsibility and intentions
for future participation), taking into account the mediating
role of civic discussions and perceived fairness at school.
Participants were 403 adolescents (47.9 % male) ranging in
age from 11 to 15 years old (mean age = 13.6). Path
analysis results partially validated the proposed theoretical
model. Higher levels of democratic school climate were
associated with higher levels of adolescent civic responsibility;
the association was fully mediated by civic discussions
and perceived fairness at school. Adolescents’ civic
responsibility, then, was positively associated with a
stronger intention to participate in the civic domain in the
future.

- by Michela Lenzi and +1
- •
- Youth Civic Engagement, Civic Engagement, Democratic Schools

A library pathfinder serves to assist researchers on a particular topic - in this case, the topic is "Democratic Education." This pathfinder will probably be a good primer for doing literature review on this or related topics such as: de-schooling, alternative education, public good, civil society, social capital, the purpose of education, issues related to learning, critical pedagogy, school reform, etc.

- by Matt Barker
- •
- Psychology, Cognitive Psychology, Cognitive Science, Computer Science

Alternatives to mainstream schooling and education are becoming increasingly recognised as pertinent and urgent to better understand. We need to know what really works in successfully educating children and adults today. This is not just important but a duty. This duty comes especially in light of the dominating performance driven and managerially organised economic modelling of education. This Handbook seeks to explore the vast range of educational alternatives—from appreciating just why we don’t like changing our mind about education to knowing more about the value of forest schools; to “seeing” home education properly to learning the value of solitude in schools; to hearing about new technological attitudes to education to understanding why order at home meets educational goals; to feeling our way through heterotopic education spaces to learning about practical new alternative school models. The Handbook maps the current and future terrain of the educational landscape. Global in ...

- by Nicola Kemp
- •
- Education, Educational Technology, Educational Leadership, Alternative Education

Η εκπαίδευση για τη δημοκρατία παραμένει πάντα ένα επίκαιρο θέμα. Το σχολείο οφείλει να παρέχει ένα πλαίσιο ώστε οι μαθητές να διαπαιδαγωγούνται με την ανάπτυξη πολιτικών δεξιοτήτων για να ενταχθούν σε μία ελεύθερη πολιτεία. Ο παιδαγωγικός θεσμός των μαθητικών συμβουλίων λειτουργεί προς εκπλήρωση του παραπάνω σκοπού. Η παρούσα έρευνα θέλησε να διερευνήσει τις απόψεις των μαθητών, ως μέλη της σχολικής κοινότητας που πρωταγωνιστούν στη λειτουργία του θεσμού, για τον ρόλο της σχολικής ηγεσίας. Μελετήθηκε ο ρόλος του εκπαιδευτικού και του διευθυντή εξαιτίας της σχολικής ηγεσίας που δύναται να ασκήσουν, στη λειτουργία του 15μελούς μαθητικού συμβουλίου. Η ερευνητική μέθοδος που επιλέχθηκε ήταν ο συνδυασμός ποσοτικής και ποιοτικής με εργαλεία έρευνας το ερωτηματολόγιο και τη συνέντευξη. Τα ευρήματα της έρευνας έδειξαν πως εκπαιδευτικοί μπορούν να στηρίξουν τη λειτουργία του μαθητικού συμβουλίου κυρίως μέσω της προτροπής έκφρασης γνώμης των μελών του 15μελούς συμβουλίου στις συνεδριάσεις του σχολείου και ο διευθυντής μέσω της διάθεσης χώρου για τις συνεδριάσεις και πραγματοποίησης τακτικών συναντήσεων με το συμβούλιο. Επίσης το επικρατέστερο μοντέλο ηγεσίας που αξιολογούν οι μαθητές ότι μπορεί να στηρίξει το μαθητικό συμβούλιο, όσο αφορά την υιοθέτησή του από τον διευθυντή, είναι η διαπροσωπική ηγεσία. Τέλος από τα ευρήματα παρατηρήθηκε πολύ μεγαλύτερο ποσοστό συμμετοχής στα συμβούλια αγοριών έναντι κοριτσιών.
Education for democracy remains always a topical theme. School ought to develop political skills in students so they can be incorporated in a free state. The educational institution of the students’ councils acts to achieve the above purpose. The present research wants to investigate students’ views, as members of school society that are main characters of the function of the institution, for the role of the school leadership. The role of both the teacher and the director was studied due to school leadership that they can exercise on the operation of the 15member student council. The searching method that was chosen was the conjunction of both quantity and quality research with tools of the questionnaire and the interview. The research findings showed that teachers can support the operation of the student council mainly through promotion of members’ expression of the 15member council opinion at the school meetings and the principal through providing room for the student meetings and accomplishment of regular meetings with the council. Also the most preponderant model of leadership that students evaluate that can support the student council, has to do with the principal’s adoption, is the interpersonal leadership. Finally according to the findings a much bigger percentage of attendance to the 15member student council were found in boys than in girls.

- by Evdoxia Karadoulama
- •
- Democratic Schools

The key educational issue is how to get people to go off the rails. If a formal curriculum is imagined as being like a chariot race where competitors go round and round in circles until some arbitrary finishing point is reached, then deliberate crashes, de-railings, or simply stopping and not playing the game become the only real challenges to the system. I want to explore a paradoxical view of education which is founded upon not playing the game; or at least, in playing it by rules other than those officially sanctioned and hence de-railing the players.

- by John Schostak
- •
- Critical Theory, Sociology, Political Sociology, Social Theory

This study investigated 202 elementary school children’s judgements and reasoning about transgressions when school rules regulating these transgressions have been removed in hypothetical school situations. As expected, moral transgressions were judged as more wrong and less accepted than structuring, protecting and etiquette transgressions. In turn, etiquette transgressions were judged as less wrong and more accepted than moral, structuring and protecting transgressions. Structuring transgressions were judged beyond expectations as more wrong and less accepted than protecting transgressions. Judgements and justifications made by the children showed that they discriminated between transgressions as a function of school‐rule category (relational/moral rules, structuring rules, protecting rules and etiquette rules). The findings confirm as well as extend previous social‐cognitive domain theory research on children’s socio‐moral reasoning.

- by Robert Thornberg
- •
- Psychology, Behavioural Science, Cognitive Psychology, Cognitive Science

Key points:
• Inequalities in society are increasing, and education is often presented as the means to overcome such inequalities, with increasing privatisation in education we need a better understanding of how well equipped privatised schools are to address inequalities;
• Privatisation is increasingly normalised in the state-funded schooling sector; privately-funded schooling provides an established context in which we can see how the public interest is transformed when it comes into contact with private and commercial interests;
• Only 3.3% or 64 of the almost 2000 privately-funded schools in England openly express a commitment to equality on their school websites in one or more of the following areas: governance, pedagogy, curriculum, intake and outcomes;
• Compared with Dewey’s democratic ideal, the 64 schools included in this study tend to promote free and equal interactions in relationships between members of the school community, and less so interactions with different communities outside the school, particularly communities considerably different from their own.

- by Ruth Boyask
- •
- Education, Education Policy, Public Sphere, Politics Of Education

The aim of this qualitative case study is to investigate how learning in “democratic participation” is constituted by the social interaction and conversation pattern in school democratic meetings in a Swedish primary school. According to the findings, a pupil control discourse and the Initiation-Response-Evaluation pattern dominates the conversations. The teacher initiates by asking a question, the pupils respond by answering the question, and then the teacher evaluates that response. The findings show no discursive shift from traditional classroom talk to democratic deliberative talk. Instead there is an emphasis on the “right answers” and subordinating authorities rather than deliberative dialogue and democratic participation, which influences pupils to adopt a naïve or a cynical attitude to democracy.

- by Robert Thornberg
- •
- Critical Theory, Sociology, Interactionism, Political Sociology

The author is a certified practitioner of Le Jeu De Peindre, trained by its originator Arno Stern. Le Jeu De Peindre is multi-age, non-judgemental Painting-Play in a safe space studio. Interviews with 8 Painting-Play participants indicated that 1) Non-judgement can increase self-confidence, self-knowledge and self-expression.
2) Non-judgement can engender feelings of freedom, relaxation and wellbeing.
3) Non-judgement can be challenging.
4) Understanding of non-judgement can be applied to life outside the Closlieu

- by Lucy Shaw
- •
- Play Therapy, Arts Education, Painting, Well-Being

Education and ‘radicality’ is explored to discuss issues of risk, inclusion and exclusion in relation to ‘emancipation’, ‘empowerment’, social justice and ‘action’. Education, we argue, is fundamentally political in a sense intended by Rancière, particularly in ‘Le maître ignorant’ (1987, Fayard). Education, we contend, paves the way for the emergence of the political as described by Rancière and developed in the radical democratic perspectives of Laclau and Mouffe. Moreover, ‘schooling’ is employed here as the process through which the political is tamed to become what Rancière calls the ‘policed’. Education becomes a process of opening up possibilities for including the excluded by transforming the given, in contrast to the process of schooling which closes them down, moulding minds and behaviours to fit the prevailing status quo. The process of education, we argue, occurs not under conditions
of consensus but rather under conditions of dissensus where ‘disagreements’ are irresolvable, but yet, are considered to be a fundamental condition of possibility for ‘freedom’, ‘emancipation’, and the ‘inclusion’ of the ‘excluded’, the ‘abject’ (Kristeva). Hence education risks including that which is excluded by the
normalising processes of schooling that are undertaken to fit people to what Rancière calls the ‘police’ order. That which does not fit is rendered invisible, abject. Education risks rendering the excluded visible. We concretely illustrate these ideas from data drawn from research projects involving the UK, France, Spain, Portugal,
Canada, Finland and from .our theoretical innovations currently being written for a book commissioned by Routledge on ‘radical research’. Now published. See:
http://www.routledge.com/books/details/9780415399289/

- by John Schostak
- •
- Critical Theory, Sociology, Cultural Studies, Political Sociology
- by eladio hernandez
- •
- Cognitive Psychology, Ethics, Moral Psychology, Philosophy of Education

- by Nicola Kemp
- •
- Education, Educational Technology, Educational Leadership, Alternative Education

Using data from a case-study school as a springboard, this article explores how enactments of democratic education might both problematise and illuminate new possibilities for the way we conceptualise social justice in education. Nancy Fraser’s tripartite framework of social justice is used to analyse in-depth interviews with students aged 14–16 from a democratic school in the United Kingdom. The article makes two key arguments: first, it highlights the interdependence of ‘recognition’ and ‘representation’ and, consequently, calls on mainstream policy and practice to make a substantive commitment to participatory democracy as part of the ‘inclusive education’ agenda. Second, it points to the tensions between ‘redistributive’ justice and other social justice aims which may be particularly stark in democratic education (and other progressive education) spaces. The article suggests that a strengthened relationship between democratic schools and research communities would offer a crucia...

- by Katarzyna Gawlicz
- •
- Democratic Education, Janusz Korczak, Democratic Schools
- by Helen E Lees
- •
- History, Education, Educational Technology, Educational Leadership

In many primary school classrooms, there exists a casual tyranny of control and separation that distorts the bodied humanity of schoolchildren. The intent of this article is to make more visible and so, more actionable, the school structures that devalue and oppress the spirited needs and desires of schoolchildren. This article is directed toward examining the nature of schooling as manifested in the day-to-day lives of children while looking askance at the under-challenged state of those school-lives. Relevant to every aspect of our lives, the potential conflict between rule-following and morally/humanly motivated disobedience is a major theme in this work, leading us to consider the spiritual aspects of childhood—such as wonder, joy, and being in the moment—and how they can be repressed, even denied, by the often arbitrary exercises of power and control inherent in schoolrooms. In this article, classroom-based narratives will rhizomatically meander and intersect with/in a diverse range of texts (including George Leonard’s discussion of the rogue, Hesse’s poetry, Batman Begins, and lyrics of Tupac Shakur) in ways that resist the structures of schooling that serve to assimilate us into a collective consciousness of docility.

- by Sheri Leafgren
- •
- Diversity, Democratic Theory, Early Childhood Education, Compliance
- by Massimo Santinello
- •
- Psychology, Organizational Culture, Youth Civic Engagement, Democracy

Resumen: Postconvencionales es una revista electrónica gratuita, de acceso abierto, para divulgar y promover investigaciones sobre el desarrollo moral y sus interrelaciones con la ética, educación universitaria y democracia. Considera temas de la ética contemporánea, profesional y aplicada, de la educación, la psicología moral, la filosofía, el derecho y la ética política. Procurando favorecer diálogos multi-inter- o transdisciplinarios, sobre la búsqueda o mejores formas de organizar los saberes de la ética. En esta ponencia, se presentar la revista, y analizan los autores, universidades, año de publicación y palabras clave que ha publicado la revista hasta la actualidad, usando la técnica bibliométrica. Palabras Clave: Publicaciones periódicas, Bibliometría, Revistas electrónicas, psicología moral. Abstract: Postconvencionales is a free electronic journal, with open access, to disseminate and promote research of moral development and its relationship with ethics, higher education ...

Teacher education at both pre-service and in-service levels is a crucial factor in terms of developing democratic schools. Pre-service education is the first step in the professional development of teachers. Perhaps democratic education should commence at this stage. For this reason it is important to know pre-service teachers’ opinions about democratic education and the characteristics of democratic schools. This study aims to investigate pre-service primary teachers’ perceptions about democratic education and the main characteristics of democratic schools. The study was designed within basic qualitative research approach. The study group consists of six primary pre-service teachers who attend the 4th year of teacher education programme at a faculty of education. A semi-structured interview form was used for data gathering. Data were analysed using the “content analysis” method. The findings of the study illustrate that pre-service teachers conceptualize the term of democracy with different words based on their experiences; what is more, pre-service teachers have not fully internalized the concept of democracy. The results of the study show that according to pre service teachers, democracy education can be realized through thematic learning and hands-on activities. It is recommended that policy makers should be aware of the atmosphere of democratic schools and that a curriculum should be designed thematically, which includes democracy in all attainment targets.

- by Aybüke Baştürk and +1
- •
- Democratic Education, Alternative Education, Democratic Schools, Democratic Education, Democratic Schools
- by Diana Gumiel
- •
- Cognitive Psychology, Education, Philosophy of Education, Phenomenology
- by Matt Barker
- •
- Cognitive Psychology, Cognitive Science, Philosophy of Mind, Epistemology