Perspective Chapter: Pedagogical Approaches and Institutional Policy for Democratic Practices in Education

Abstract

Democracy is interrelated to education which has a social function by which society members are always developed and shaped through participation in the mobility and ideology of that society. Since the democratic individual is the basis of society, one’s democratic formation cannot take place unless the educational process makes him/her a focus. In addition, democratic principles, values and society progress should be a goal of that process. Moreover, democratic behavior is based on interaction and participation in an atmosphere of freedom where equality, justice, acceptance of others, work through responsibility and teamwork, as well as social understanding. This democratic behavior plays an important role in the educational process and is considered as an indicator of the mental health of principals and teachers. It also has an impact on the behavior, attitudes and achievement of learners. The purpose of democratic behavior is to provide an educational atmosphere in which the desired educational goals are achieved, and to build effective humanistic relations among the educational community members, students and their parents, based on respect, trust, self-expression and a sense of tranquility. This chapter ended with presenting some of the factors helping to activate democratic practices in the educational institution, by stating the role played by each element of the educational system in the school.

1. Introduction

The process of socialization is the cornerstone in shaping the behavior of individuals and the formation of their feelings and attitudes towards the lofty and noble values upon which their actual lives are to be based. It impresses in them the belief in human humanity, establishes in themselves the values of freedom, justice, dignity, and equality, and instills in them the principles of human rights until it becomes a stable nature for them.

If democracy is related to all areas of life, then its connection with the field of education is more severe so that democracy cannot be achieved in any society unless education prevails, opportunities are spread among all its members, and the right to education is confirmed for all, just as the democratic life of nations depends on its dimensions and backgrounds. Educational; This is because the presence and integration of democracy in the life of nations depend on the extent to which democratic values are rooted in the minds and consciences of individuals, and the educational movement always represents a necessary link for democratic formation.

Today’s societies are going through many great challenges, which require a decisive confrontation that puts us in front of the challenge of confrontation, either to be or not to be, which made all those interested in the affairs of the country stress the importance of education; To face all challenges and achieve comprehensive development [1]. As we are witnessing a world of rapid development in various fields of knowledge, which has made education a major role in meeting the needs of those societies and making progress for them in facing these challenges [2].

Achieving progress in facing these challenges Which showed many of the social and economic changes that have occurred in our societies, and put our educational institutions, especially the school, in front of a great task in order to develop the educational process and improve its effectiveness and efficiency through administrative reform, and raise the level of performance of educational institutions management; To shift from the rigid bureaucratic patterns of democratic practices that support collective participation in decision-making, and to look deeply into improving school performance, and raising the efficiency of the educational product [3].

Where the school represents the social environment capable of producing a democratic human being and creating habits that are capable of; To achieve the goals of peace, democracy and economic stability, however, not every educational system is capable of producing a new individuality, which gives rise to the urgent need to bring about a radical and sufficient educational change by making education more capable of leading society, directing its developments and solving its dilemmas that have arisen as a result of scientific and technical progress. Accordingly, the educational process must abandon the educational system, curricula, and educational contents that preceded the data of science and technology, and instead take the systematic use of the scientific method as a model and an example for intelligent exploration and investment in the potential energies of individuals [4].

Man acquires himself through socialization; because it is the process that develops the building of the human personality and makes it a participating member of society. Accordingly, socialization is what confers social dimensions on the human personality, those dimensions that are considered one of the drivers of behavior in different social situations during the stages of personality development and growth. Education is the process that uses all necessary means to ensure the preparation and upbringing of a person [5].

2. Key concepts

Democracy is a system that establishes the relationship between members of society and the state in accordance with the principle of equality between citizens in the rights and duties of citizenship, and their participation in making legislation that regulates their lives. The authority in a democratic system is for the people through the people, to achieve the people’s sovereignty, purposes, and interests [6].

The understanding and practice of democracy is characterized by three elements: First, democracy is an institutional arrangement upon which to reach political decisions where citizens hold power through elections. Second, democracy is a system of government in which rulers are held accountable for their actions in public affairs by citizens. And third, democracy is a political principle based on equality and justice [7].

Democracy, in its deep essence, is a daily practice that affects all aspects of life, and it is a way of thinking, behavior, and dealing, and not just an appearance on everyone without discrimination [8].

Education is linked to democracy just as democracy is linked to education. Education is an important tool for democracy, and democracy is a tool of education in building a democratic society, and the relationship between them is a dialectical and reciprocal relationship that depends on and is affected by the other, and since true democracy does not flourish except in an educated society, education does not take place and does not develop and for equality in education does not expand except in a democratic atmosphere. The philosophy of educational democracy lies in the fact that democracy can only be achieved in the field of education in a democratic context of social life [9].

Participation in the democratic process is the practical translation of good education and good awareness. Therefore, educators paid great attention to deepening democracy in school educational situations and worked to develop educational programs that integrate theory in the field of democracy with its practical reality, as it appears in educational and learning classroom situations. The educators also worked on studying the social patterns that work to achieve democracy within student societies in educational situations, and this would facilitate the achievement of the democratic class during which the individual learns the practice of democracy to apply it in his general social reality. The importance of democracy in the educational context as it is in the social context is highlighted by the fact that it is the mechanism through which individuals deal with different orientations and interests and seek to form common visions in many aspects of life. and their perceptions without the domination of a particular opinion over the opinions of others as a result of the authority that supports it, or other support mechanisms that are inconsistent with democratic frameworks in decision-making [10].

The learners exercise of their human rights within their educational institutions is the only guarantee of their conviction, defense, and practice in their public lives inside and outside the school. Therefore, education as a whole must convey this message, and that an appropriate climate prevails at the institutional level for the application of democracy, as should teaching and learning methods and working methods. And institutional policy directives to make peace, human rights and democracy daily practices and knowledge acquisitions at the same time [11]. Hence, removing the sources of fear, repression and violence in the educational process was a necessary condition for the positive creative interaction between the learner and the teacher, whether the process of teaching and learning is through the education system or through interaction with the sources of societal culture in the school of life [12].

The demand for the expansion of democratic practices has increased due to technological progress, which has allowed many new forms of political participation, as Internet users are able to be content producers, avoid formal dialog, and transform or ridicule them through remix practices and simple creative works [13]. Until it came to the emergence of digital democracy based on the use of digital information and communication technology tools in the generation, collection, classification, analysis, processing, and circulation of all data, information, and knowledge related to the exercise of the values of democracy and its various mechanisms [14].

Educators emphasize that developing citizenship among learners is one of the most important ways to face challenges and future developments; As the real progress of the homeland in light of global developments is made by the hands and minds of citizens, so providing them with the values and skills of citizenship in general and democratic practices, in particular, is the main pillar for positive participation in social, political and economic development [15].

The exercise of human rights and freedoms in society is not achieved by merely stipulating them in the state’s constitution and laws, or by the state’s ratification of international agreements and charters on those rights and freedoms. Freedom in all its forms is the right of the citizen in a system in which the authority of governance is not the will of a person, but rather the will of a people within a framework in the legal and political organization, this organization is the democratic state [16]. The exercise of the right to freedom of opinion and expression goes beyond the narrow scope of the concept of right, which indicates that it is an authority for its owner to exercise it and to waive it, rising to the rank of duty that must be fulfilled [17].

The human experience, through its historical course, confirms that the democratic life of any nation is dependent on its educational dimensions and backgrounds. This is because the presence and consumption of democracy in the life of a nation depends on the extent to which democratic values are rooted in people’s minds and consciences. The educational act has always been one of the most important episodes of democratic development in the various historical experiences of human society. The educational process constitutes the gateway to the necessity for every democrat. This means that a democratic life cycle cannot take place unless it takes its course deep within the educational cycle of particular societies. If democratic awareness constitutes a condition of historical necessity to ensure the continuity of democratic existence in a society, then educational institutions constitute the centerpiece of the process of building and forming this awareness [18].

Democracy is closely related to education, as education is a social function that shapes and develops the individual through his or her participation in the life and ideology of society, Its goal, This confirms the extent of the close interrelationship between democracy and education, which society is always keen on in order to ensure its continued existence in a progressive and constantly evolving manner [19].

Education that is based on violence, oppression and confiscation of freedom is the shortest way to destroy the individual and destroy society. Authoritarianism is one of the most important diseases that Arab education suffers from. Because most Arab educational problems, challenges and crises are nothing but symptoms of that disease or its consequences, and authoritarianism is the opposite of education. Education seeks to explode energies, while oppression kills it. Education aims to build the human personality in a comprehensive and integrated manner, while oppression produces a weak, distorted and turbulent personality [20].

It is not possible to build democracy in any society without spreading a democratic culture that deepens the values guiding the behavior of citizens, and democracy cannot be achieved without the existence of institutions through which democracy is practiced [21]. It has become agreed that the dissemination and consolidation of a culture of human rights is one of the most important pillars of democracy, as a mode of governance and a way of life, because human beings are the ones who make and practice democracy, and they will not improve that unless they are citizens armed with democratic culture [22].

In light of the foregoing, the current chapter deals with the most important points related to the nature of the relationship between the democratic process and education by showing: the institutions of political education, the dimensions of democratic education, and the elements of democracy in education, the mechanisms of democratic practice in the school.

3. Political education institutions

The process of political education is the process by which an individual learns social norms through institutions accordingly, the different society’s political education, which helps it to live behaviorally with this society. In this sense, it is an advanced part of social upbringing, which is a process that the individual undergoes throughout his life, and it is filled with values. That intertwines and forms a social network of values ​​that affect the behavior and attitudes of the individual. Also, political education is an evolutionary process through which an individual can achieve social and political maturity. The citizen has various information, feelings and beliefs that help him understand and evaluate general conditions and relate to the environment surrounding politics, and the citizen’s political orientation is Part of his general social orientation [23].

From this perspective, political education includes all forms of formal and non-formal, planned political education and unplanned, at every stage of human life. Several sources are integrated to carry out the political education process for the individual, these sources include: the family, the educational institution, places of worship, the media, Political parties and civil society institutions. Given the scope of our interest, the focus will be on the role of the school in the political education process. The school is a distinct source of political education, and what distinguishes it from others is that it is a mandatory medium, as well as being the first official educational institution to which the individual relates in his life. The school plays a large and influential role in shaping the lifestyle of individuals through its functions, including: deepening the sense of belonging to the community, building the national personality that interacts with the environment in which you live, promoting and instilling positive values, trends and political ideas, nurturing the political behavior of the individual after the family, Developing the student’s abilities to think and the ability to dialog in order to achieve credibility, and make the individual a positively participating member in society [24].

The contemplator of these jobs finds that the school needs an atmosphere full of freedom and democracy as a prerequisite and necessary for the development of these abilities among students. The mind grows, innovates and thinks where there is an atmosphere of freedom and democracy, suffocates and dies in an atmosphere of oppression and confiscation of opinion. The school accomplishes this task by relying on several variables, namely: curricula and materials, the teacher who serves as a role model for the learner, and finally the nature of the prevailing climate in the school. The experience that the learner acquires in school affects his future perception of political authority. The teacher who encourages students to participate, cooperate, express their opinions and respect the other opinion depending on democratic political behavior in the hearts of his students and makes them more able to express their opinions and take positions on various issues, and the opposite happens if the teacher has a dictator or authoritarian tendency.

4. Dimensions of democratic education

The concept of citizenship is the real entrance to understanding what democracy is and how to practice it. At the same time, education for democracy must be based on a clear concept of citizenship, and how it is acquired according to a political system that has certain peculiarities and defines what rights and duties are within its framework. Hence, citizenship determines the individual’s behavior in his relationship with his environment, society and system as the real entrance to urge the citizen to adhere to the spirit of responsibility and belonging, and it is the other side of the nation’s sovereignty, so that national sovereignty is not complete without citizenship [25].

In general, citizenship education includes four main dimensions:

1. Knowing the rights and duties: It includes the legislative aspects that regulate the relationship of the citizen with the government, his relationship with its institutions, and the rights he obtains, which are multiple rights: political, economic, social, and cultural, in return for the duties he is committed to, building a healthy relationship between the individual and the authority It requires the definition of the individual’s rights in full so that everyone enjoys all their rights, and they exercise them in a framework based on awareness and responsibility and realize the importance of these rights in their lives, and their impact on the stability of their society, and the methods and methods that they can use if these rights are violated, and the institutions that supervise them. Citizenship is not just a connection to land, but rather a social contract between a person and his country. And the more his contract is just and balanced, and according to which the citizen actually enjoys his rights and the due respect for his freedoms, at the same time fulfills his duties, the greater the individual’s sense of his citizenship, the stronger his connection and his desire to dedicate to his service.

2. Understanding the national identity: every society has its national identity, which consists of a multiplicity of material and moral elements, and from these elements emerge customs and traditions, mechanisms of interaction between people, and the values that govern this interaction, and therefore citizens need to study how this identity develops The national, its features and values that they are obligated to preserve, and the role of state authorities and citizens in preserving this identity.

3. Enhancing affiliation: where any society is characterized by the multiplicity of its members’ affiliations and the role of state institutions lies in transferring the individual from subsidiary affiliations to national affiliation, when the relationship of state authorities with citizens is based on equality and justice. National affiliation is at the top of these affiliations. Institutions of upbringing play an important role in clarifying the importance of national affiliation, the foundations on which it is based, and the role of state authorities and agencies in preserving the right of citizens to retain their affiliations, and clarifying the negative effects on society when these affiliations take precedence over national affiliation.

4. Enhancing participation: it is considered as one of the duties of the citizen that contributes to preserving his rights and gives him a role in making decisions related to him. The role of educational institutions lies in informing citizens of the types of political participation and its importance, the laws that regulate it, the councils through which it takes place and the conditions governing it.

   In this context, citizenship education targets four basic levels, which are [26]:

• The national level: It is concerned with strengthening belonging to the homeland, preserving its gains and achievements, realizing the nature of the political system, respecting the laws and legislation in the state, appreciating the importance of preserving national unity, love of the public interest, attention to public issues, and the values of political participation.

• Social level: It aims to understand the nature of the social and cultural systems of different groups in society, awareness of the customs, traditions, issues and problems prevailing in society, learning the peaceful management of conflicts and differences resulting from the diversity of these systems, and realizing the meaning of sound social responsibility.

• The personal level: It aims to build individuals’ capacities for self-control, tolerance at the level of thought and behavior, self-confidence, responsibility, awareness of personal rights, and the ability to integrate into society, including the required attitudes and behaviors that open to the cultures of different societies.

• Skilled level: It is concerned with training in scientific thinking skills, problem-solving, decision-making, constructive dialog, accepting criticism of others, self-learning, negotiation, forming coalitions, and employing acquired knowledge and skills in new situations.

5. Elements of democracy in education

There are a set of basic components of the democratic trend in education, including [27]:

• Dissemination of knowledge and science among people: democracy allows people to make good use of the talents and abilities they possess that enable them to work and produce. Rejection of single-class control: that is, political democracy is based on the principle of the authority and sovereignty of a group of people, and this is not achieved through the control of a single class.

• Participation in decision-making: This decision must be subject to a collective discussion, which took place among the members of the group, and the value of participation in opinion is that one individual cannot encompass all aspects of the private issue.

• Stay away from indoctrination: indoctrination does not teach individuals how to think and criticize, so democracy must create an atmosphere that allows the learner to be free from the teacher’s control over his thinking, and not to force them to accept his ideas without persuasion or thinking, and to stay away from blind fanaticism.

• Responsible freedom: The teacher must work to raise free individuals who are able to use their freedoms efficiently and who are able to assume individual and collective responsibility.

• Integration of personality: Education should be concerned with the development of esthetic and moral values to ensure that each person will be able to develop his full potential as a distinct individual personality.

• Productive Citizen: Education should aim at developing effective citizens who work actively to find solutions to social problems at all levels.

• Belief in the value of the human person, emphasizing his importance and dignity, respecting his humanity, regardless of his gender, color, and social and economic status, and recognizing his effective role in making progress and facing challenges.

• Belief that the individual has basic rights that must be preserved and not violated, and among these rights are the right to life, which is the highest of rights, to provide personal security, protection and fair treatment, the right to defend himself, his right to personal freedom, freedom to think and express his opinion in various matters, and that any attack on these freedoms is an attack on democracy.

• Belief in the need to view man as an end in itself and not as a means to achieve other unrelated goals, and in the need to take into account his interests and demands in a dignified life.

• Belief in the intelligence of the individual, in the ability of his mind to be creative and to overcome the problems facing him in this life, and in his ability to govern himself by himself and to participate actively in the affairs of his society.

• Belief in the equal rights and duties of all individuals and citizens, and the necessity of equal opportunities for all citizens.

• Belief in individual differences between people, which can be a source of progress and prosperity for both the individual and society if they are well directed and benefited from, and it is the duty of society to provide each individual with the appropriate opportunity for growth according to his capabilities and capabilities and to put him in the appropriate place for his abilities, characteristics and desires.

6. Mechanisms of democratic practice in the school

In order for the democratic climate to be achieved in the educational institution, it is necessary to think about administrative practices, since management under democracy becomes a humane, social and educational process, concerned with the individual and respecting his personality. Democratic management is based on the following foundations [28]:

• Recognizing the individual differences between students and allowing each student to develop his abilities, preparations and tendencies within the framework of the educational philosophy of the educational institution.

• Coordinating efforts between staff and students so that the school becomes one cooperative family in order to achieve its goals, instead of working as individuals who lack coordination and direction.

• Extensive participation of students and employees in defining policies and programs, which increases the morale of individuals and their level of motivation towards work.

• Establishing sound human relations between students, workers and the community, based on respect for the personality and ideas of the individual, and creating a sense of belonging, loyalty and mutual trust among the group.

The social and political democratic education of students in the school can be done through the practice of the following mechanisms [29].

• Develop students’ commitment to the values ​​of freedom and the individual’s responsibility to achieve the interests of others.

• Focus on developing students’ communication skills.

• Develop students’ ability to participate effectively in diverse decision-making groups.

• Develop students’ ability to participate in conflict resolution in a scientific way.

• Develop students’ understanding of the importance of free and open dialog.

• Educators cooperate in decision-making.

• The school acts as a model that guides students towards the practice of democratic ideals and principles in the school.

• Encouraging students to exercise the democratic right to dissent in accordance with their personal conscience.

• Emphasis on the basic elements of education for democracy.

• Continuous and systematic focus on teaching and learning the concepts of democracy, democratic government and democratic society, and the criteria in light of which a distinction is made between governments and democratic societies and others.

• Knowledge of the constitution, institutions of democratic government, and the civil society in which students live.

• Develop students’ ability to apply and use knowledge in thinking and participating effectively in democracy.

• Developing the civil virtues and behavioral behaviors of the good citizen in the shadow of democracy.

• Linking and orderly integration of basic knowledge, skills, and tendencies in the curriculum and learning provided to students.

• Teaching knowledge, skills and democratic trends through the curriculum offered in the school.

• Involve students in extra-curricular activities and link them to the formal teaching and learning experiences required in the curriculum and managed by teachers in the classroom.

• Spreading awareness among decision-makers of the importance of democratic practices in educational institutions in promoting citizenship behaviors, through audio-visual media, and preparing conferences, seminars and workshops.

• Strengthening cooperation between schools and educational administrations, organizing periodic meetings to coordinate work, and working on developing a unified regulation of democratic behavior within public education schools.

• Doubling the state’s efforts towards administrative reform, working on decentralization, delegating authority and involving subordinates in decision-making.

• Having effective educational leadership, focusing on academic aspects, continuous monitoring of students’ progress, facilitating the school for professional development opportunities, and providing a positive school climate.

• That the learner in the democratic school is characterized by the following: an increased tendency towards tolerance and forgiveness, a sense of connection with others, attention to the surrounding environment in his community, cooperation with others without expecting anything from them, a tendency to think and work in different locations, the ability to enjoy time and keep the best in experience, participation in decision making at the classroom and school level. The teacher in a democratic school should be characterized by the following: the ability to provide a good learning environment, care and care for all learners, encourage learners to think and work, employ teaching methods that depend on the learner’s activity, refine manual skills and develop creativity, preserve learners’ rights and dignity, and use thinking Academic and encourage self-learning, and self-discipline.

The following are the most important factors that help to activate democratic practices in the educational institution, by explaining the role played by each element of the educational system in the school, which are:

1. Teacher and Class Interaction:

   • Training teachers on human rights issues and how to teach them to learners, and encouraging them to understand how their behavior in school should be consistent with their respect for the rights they teach students.

   • That the teacher completely distances himself from the tendencies of insult and violence towards the learners in the educational institution, which seeks to instill tolerance, understanding and respect for others.

   • To be the role model and the ideal in the democratic behavior of the school. The learner who deals with a democratic teacher tends to practice democracy automatically.

   • To contribute to political, social and economic life, to act as a full citizen, and to contribute to the establishment of social justice.

   • To take care of himself, his family, the region in which he lives, his city, his country, and the affairs of other countries. To be familiar with other cultures and religions of peoples, as well as to respect and tolerate them.

   • Qualifying teachers in education colleges and institutes to enable them to practice democratic interaction.

   • Continuous professional preparation for the teacher in the democratic school, so that professional development includes training teachers to deal democratically with members of the school community.

   • Providing teachers with the skills of research, discussion, evaluation and cooperation to solve problems, and to take on new roles such as planning, decision-making, teaching in multi-level classes, and methods of dialog between adults and children inside and outside the classroom that facilitate the growth and learning of learners without pressure, and express their opinion without fear. And to make them independent learners who learn consciously for the sake of learning, not for the sake of getting grades.

2. The school administration:

   • To hold a general meeting for the school at the beginning of the school year, so that everyone participates in setting the school’s internal regulations and system, including reward and punishment mechanisms, and enabling any teacher or learner to submit any proposal to be voted on. Encouraging learners to engage in constructive policy practices by allowing them freedom of assembly and expression outside school times (break, end of the school day…).

   • That the school administrations recognize the right of the teacher, learner and parents to be part of the decision-making processes.

   • Emphasis on the participation of teachers and learners in setting the rules of instruction for appropriate behavior, introducing them to parents and emphasizing their support for them, and assisting the school in ensuring the learners’ commitment and commitment to those rules (monitoring their behavior).

   • Making the school a model for democratic practice that allows the learner to understand what his rights and duties are, and how the exercise of his freedoms is limited by the exercise of his rights and freedoms.

   • Preparing a school community charter, setting up parliaments for learners, simulation games for the functioning of democratic institutions, school newspapers, and non-violent conflict resolution exercises.

   • Trust between learners and teachers and emphasizing mutual respect between them.

   • Facilitating access for learners to school leaders; to express their opinions and achieve their just demands.

   • Informing the parents of the provision of the results of the tests held by the school and discussing with them the extent of their progress in the study.

   • Every school has a board of directors elected by the school community, from parents, teachers, learners, and all stakeholders and beneficiaries of the educational process.

   • That the school work to enable learners to understand and practice democratic principles such as equality, human rights, freedom, and express their opinion through different life situations.

   • Providing opportunities for learners to train them on political dialog.

   • Providing an atmosphere of tolerance and respect within the school to encourage the development of a democratic culture.

   • Providing ways for learners and encouraging them to participate in the decision-making process.

   • Activating the democratic climate in classrooms and schools, so that there is no domination and oppression on the part of the teacher or director, and leaving the freedom of choice to the student himself in what he does in the classroom and inside the school within the limits of school regulations and systems, so that he chooses the activity he wants to do, and chooses the way in which it is implemented activity.

   • Emphasis on the symbolic aspect of democracy, which is based on human rights, the right of the learner to discover himself and his right not to be compared to others, and to choose what he wants to learn at the time and place he wants.

   • That the school emphasizes the rejection of hatred, fanaticism and hostility among the educated, and it should encourage love, understanding and concern for the interests of others.

   • That the school prevails in a positive democratic culture and climate, in which all members of the school enjoy support, motivation and belonging. Teachers in the school receive support through democratic and fair treatment, training and guidance that leads to the development of professional skills, personal refinement and satisfaction, and supports learners by helping them solve their problems and helping them discover themselves and achieve their goals.

3. Curriculum and Instruction:

   • Improving active learning methods and teamwork.

   • developing methods and curricula for learners; To learn and practice democracy.

   • Integrating human rights across the curriculum, hence the need to develop materials to assist the teacher in carrying out this work.

   • Enabling learners to gain access to the democratic experiences of other countries.

   • Strengthening the values of democracy at all societal and social levels, starting with the family, and in all stages of public education.

   • That the general education schools work to guarantee the freedom of the school press (wall newspapers - the school magazine) and give this a high degree of priority so that each learner expresses his opinion freely.

   • Include in the curricula concepts and knowledge about democracy, such as: the democratic society, the democratic school, the democratic classroom, the constitution and institutions of democratic government, the civil society in which the learner lives.

   • Intensifying the values of democracy in school curricula.

   • Teaching the constitution at school; because of its democratic values.

   • Encouraging learners to study and conduct research that explains the concepts of democracy, citizenship, learning to live together, and tolerance, and their implications for policy and practice. - Adopt the way of the role model and ideal; As the transfer of democracy requires the continuation of democratic behavior and the succession of generations to practice it. The learner who grows up in a democratic family, then deals with a democratic teacher, tends to practice democracy naturally.

   • Providing equal educational opportunities for all students in order to achieve democracy in education, in a way that achieves justice in providing educational opportunities to all.

   • Activating democratic education in the school, with the participation of all learners in making decisions and setting rules by voting on them in the general school meeting, in which all emerging issues and problems are discussed.

   • Sustainability of teaching and learning related to democratic knowledge in the school community, and the development of learners’ tendencies towards participation in decision-making, and to apply to oneself first the qualities and behavior of a thoughtful citizen.

   • Involve learners in additional activities to learn and practice democracy, and the teacher discusses with learners about current events and issues.

   • Paying attention to active and cooperative learning methods and strategies, as it achieves the practice of democracy in the classroom, where learners are accustomed to respecting the opinions of others and accepting their points of view. It also makes the school an educational environment that achieves equality and enjoys humanity because it cares for everyone at their different levels and abilities, and works to produce alternative viewpoints.

   • Training in political dialog; In order to improve the quality of education for all, encourage comprehensive, balanced and sustainable development and prepare the individual for positive citizenship open to the world. Giving increasing importance to communication, expression and the ability to listen and dialog.

7. Conclusion

The current chapter dealt with the most important points related to the nature of the relationship between the democratic process and education by addressing some points that indicate that relationship. Where several sources are integrated to carry out the process of political education for the individual, and these sources include: the family, the educational institution, places of worship, the media, political parties, and civil society institutions.

The chapter also discussed the dimensions of democratic education, which included: knowledge of rights and duties, understanding of national identity, promotion of belonging, and promotion of participation. Citizenship education takes place on four basic levels: the national level, the social level, the personal level, and the skill level.

The chapter also monitored the most important elements of democracy in education, the most important of which are: spreading knowledge and knowledge among people, rejecting the domination of one class, and participating in decision-making. With regard to the most important mechanisms of democratic practice in the school, foremost among them was the recognition of individual differences between students and allowing each student to develop his capabilities, coordinating efforts between staff and students so that the school becomes one cooperative family in order to achieve its goals, and the establishment of sound human relations between students, workers and society, from By respecting the individual’s personality and ideas.