An Intro to Democratizing Education
Through understanding the means of storytelling, educating and record keeping, an evolutionary modern society highlights the ability to adapt, learn and preserve. Tracing back to ancient Egypt, hieroglyphs laid critical framework for cohesive ideological alignment and community development. Shifting toward the advancement of solidarity and social change, the invention of the printing press during the 15th century resulted in the transformational shift of knowledge dissemination.
Emphasizing the progression from a traditional way of life, the Industrial Revolution provided a pivotal shift among modern societies access to knowledge and education. Led by internal societal cooperation, a multifaceted approach is unraveled by the democratization of education. Honing in on macro-level social issues, Max Weber (1922) established foundational framework identifying the need for bureaucratic structures, contribution of individual motivation and its direct effects on social actions. Though differing from Weber, Milton Friedman’s (1955) philosophy highlighted the need for competition and the impact of limiting “the dead hand of bureaucracy.” Dating back to the 20th century, Friedman advocated for the widening of educational opportunities whilst promoting free market competition. In further outlining the school-choice theory, “freedom to choose” inherently represents a democratic facade by diminishing the equitable process central to democratic design. Though education eloquently reinforces a democratic society, realistic principles of equity, freedom, diversity and democracy lay second to none when faced with the looming concept of privatization among the public sector.
In the same vein, many scholars argue the central importance of valuing freedom and participation rather than cohesion and segregation ultimately leading to devolution. Moreso, foundational philosophies by scholar John Dewy (2001) support individual competence by promoting the “learning by doing” theory. Actively gaining experience aids in the prominent skills of civic engagement, problem solving and social communication. Much of how classrooms are led today can be supported by Deweys innovative encouragement of meaningful experiences and progressive experimentation. Through promoting democratic values and encouraging a sense of civic duty, the prescriptive task of coupling education and democracy wields the fight against conformity. Luke Zaphir (2018) indicates “The citizens’ engagement (or lack thereof) makes ‘a significant difference between a deliberative society and an electoral oligarchy.” Inherently relying on ethical values, key constructs of individualism in modern democratic societies include character and quality.
It is my contention that individual democratic citizens hold the foundational responsibility to share information, knowledge and education as it related to the efficiency of contemporary communities. Promoting individualism inherently rejects the phenomenon groupthink which can be attributed to the conflict-avoidance and the innate lack of innovation.
Ultimately, books have remained knowledge filled capsules passed through generations, aiding in the progessive evolution of societies as we know. Through shaping class structure, influence and public discourse, knowledge dissemination remains an essential foundation in unveiling conformity, complacency and incompetency.
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