Hugur - 01.01.2013, Page 92

 Ingimar Ólafsson Waage, Kristján Kristjánsson og Amalía Björnsdóttir
their attitudes to democracy in education appeared in their work with students.
Oe survey instrument was based on four different perspectives: an analysis of
how the participants comprehend the concept of democracy, perceived opportu-
nities of students to exert influence in school settings, teachers’ observations of
students’ democratic attitudes and how teachers promote students’ democratic
growth.
Oe theoretical background of the project lies in the writings of John Dewey;
more specifically, his ideas concerning the democratic human being and the im-
portance of education in the development of democracy, ideas that happen to
fit well with the new National Curriculum Guide for Compulsory Schools. Oe
new National Curriculum Guide reflects paradigms of deliberative democracy,
presupposing an active role of citizens in dialogue and policy making in the com-
munity.
Oe study shows that teachers’ understanding of democracy is more geared to-
wards the abstract ideals of democracy than its manifestations in personal charac-
teristics and encounters such as critical discussion, argumentation or listening. In
addition, the results indicate that teachers’ avoidance of discussing controversial
and sensitive subjects makes students less likely to exhibit democratic activity,
initiative, tolerance and reciprocity. Ous, the attitudes of the teachers directly
influence the potential of schools for democratic education.
Oe results have practical value for education in Social Sciences, Life Skills
and for the general implementation of the fundamental pillar of Democracy and
Human Rights in education. In addition, the findings emphasize the importance
of democratic education for sustaining democracy.
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