Democracy education, like all organized education, is relevant in so far as it stems from reality. Human reality includes nature, from the universe to the smallest particle, from the natural as well as social habitat. Reality includes objects, events and experiences that occur in the context of time and space. School is a negative experience for many because it is an imposed series of social and economic experiences that conflict with the real needs and aspirations of significant numbers of individuals and communities.
Democracy education practices democracy. Truthfully, today in the United States, even the concept of democracy baffles many. Democracy education engages individuals in the art and science of community organizing. It provides writing, reading, computing and individual growth through engagement in civic action and other tasks that bring purpose, meaning and otherinterestedness. Democracy confronts racism by constructing interracial relationships and actions. It confronts consumerism by guiding individuals in the creative tasks of connecting to others as human minds and emotions instead of objects that are defined by what they own or wear or look like. Democracy acts against war and violence, and practices peace with justice. It constructs community and cooperative relationships. Gandhi understood education to be the collection of technical knowledge. Individuals gather technical skills of reading, writing and computing, but they do so in isolation from community and without common purpose. Therefore, knowledge can be used for good or bad; the same knowledge it takes to save lives can also take lives. Democracy education puts learning on an ethical foundation. Learning becomes the further development of serving the common good.
Democracy education is the study and practice of democracy. It concerns not only comparative democracy, but it also plays a role in constructing a popular democracy in the United States.
