Deliberative Democracy in the Classroom: A Sociological View

Abstract

Contemporary philosophical and political theories place high hopes on the concept of deliberative democracy. Within educational research, there seems to be widespread agreement that if students are to be educated for deliberative democracy, actual classroom deliberation constitutes an indispensable educational tool. From the standpoint of sociology and social psychology, this assumption seems plausible but unnecessarily vague. In this essay, Wendelin Reich suggests a comprehensive list of educational aims that may be associated with deliberation before reviewing research on the concept of communicative interaction in order to evaluate how deliberation, seen as a specific form of communicative interaction, could live up to its educational aims. From this evaluation Reich deduces that the aims stand in complex and sometimes even contradictory relation to the means for achieving them and to each other. Reich concludes that more empirical research is needed to determine in which forms and contexts deliberation can best contribute to fulfilling the goal of educating democratic citizens.

Secondary Preservice Teachers' Perspectives on Teacher Self-Disclosure as Citizenship Curriculum

“…Indeed, in a democratic society, people have the right to develop their political perspectives and religious beliefs based on their exploration. Teachers are in an undoubtedly powerful position and may impose their attitudes and values on their students (Reich, 2007). Admittedly, this power relationship provides the possibility for teachers to abuse their power and exert forceful influences on their students.…”

Ripped from the Headlines: Using Current Events and Deliberative Democracy to Improve Student Performance in and Perceptions of Nonmajors Biology Courses

“…During this dialogue, participants gather and discuss information to reach a consensus concerning a problem that affects each participant in the deliberation (7). As a tool in the classroom, DD calls on students to actively participate in a decision-making process where the decision to be made has a broad and collective impact (19). DD has almost exclusively been used in the humanities, where it has been shown to improve various student learning outcomes and develop important interpersonal skills such as verbal communication and reasoned decision making (4, 5, 19, 23).…”

“…As a tool in the classroom, DD calls on students to actively participate in a decision-making process where the decision to be made has a broad and collective impact (19). DD has almost exclusively been used in the humanities, where it has been shown to improve various student learning outcomes and develop important interpersonal skills such as verbal communication and reasoned decision making (4, 5, 19, 23). Additionally, DD promotes an appreciation for diverse perspectives and models the democratic process to foster civic-mindedness, a characteristic that has been waning in recent decades (5, 12, 15).…”

Proposta de uma configuração para o ensino de Ciências comprometido com a ação política democrática

“…Da questão da promoção de valores e atitudes, o foco passa a ser a motivação e o ensino sobre a participação ativa dos alunos, de forma construtiva e competente, no processo democrático. Isto, por sua vez, vem sendo impulsionado pelo conceito de democracia deliberativai (REICH, 2007). Embora existam diferentes definições e justificativas filosóficas deste conceito, todas enfatizam a ideia de que as democracias estáveis exigem que seus membros façam mais do que apenas participar do processo formal de sufrágio.…”

“…Embora existam diferentes definições e justificativas filosóficas deste conceito, todas enfatizam a ideia de que as democracias estáveis exigem que seus membros façam mais do que apenas participar do processo formal de sufrágio. Os cidadãos também devem participar ativamente nos discursos públicos por meio dos quais argumentos e opiniões sobre temas da atualidade política são debatidos, consequências de decisões anteriores são avaliadas e novos tópicos são introduzidos (REICH, 2007). Enquanto filósofos e cientistas políticos trabalham em problemas como a adequação normativa ou a articulação real da deliberação democrática, pesquisadores educacionais são confrontados com o problema de promover nos alunos a competência e a vontade de participar (REICH, 2007).…”