The democratic school as a conceptual school that establishes aspects of democracy as its name implies differs from the regular forms of education. The main differences are apparent in the goals that such educational system has set to achieve. One of the goals that could be outlined for the democratic school is that “children should be accorded the same human rights and freedoms as adults; they should be granted responsibility for the conduct of their affairs; and they should be full participants in the life of their community”.
The principle of democracy is set as the goal in the process itself as it is the right to choose; therefore this goal is implied in giving the children the right to choose what to do with their time. Furthermore, the goal is also to familiarize the children with the world of adults in adapting them to the state’s system in making decisions and choices. The children who participate in all the activities in school will be able to fully participate in the future, in the life of the community whether socially or politically.
In analyzing the reasonability of these goals the main question should be asked why there is a need for a democratic school. Mainly because teacher educators need to cultivate students’ respect for diversity and understand their responsibilities as members of a pluralistic democracy. In such aspect the teacher’s also have a concern in that issue as multicultural education must address the social, political, and economic realities related to schooling and, consequently, to teacher preparation.
Democracy is not created in the offices of ministries, it is born in our families and school classes. Educating our children, we are building their own future. And our common task – to do everything possible to ensure that the school release future citizens of a democratic society, people with active attitudes and belief in democratic ideals. Thus the children are the main instrument in building the democracy, and at the same time preserving their rights, and this is no easy task to ” examine their motives and activities thoroughly and continually, regardless of what particular thing they are doing, and they are not afraid of obstacles or failure.”
There are various steps to achieve these goals which are a collaborative work for many participants. One of the steps is creating “conditions for teachers to work collectively and collaboratively and openly”. Other factor that should be embedded is reforming the vision of the lesson in the class. In other words, it is in changing the stereotypes of the traditional relation of the teacher student. The possibility to select a chosen form of activity, theme, question, problem, or the complexity and deepness of the studied material is one of the reformations.
The possibility to express his position and to defend it, herewith the teacher is not the carrier of the absolute truth in the last instance, but only a companion. At the democratic lesson the teacher and the student collaborate, in a way that the change of roles is possible. The psychological comfort and an individual approach could be considered as a requirement. Student not only can pose questions, but also depart from the lesson with questions. The student has the right to make mistakes. Additionally it is important that the student knows the plan of the lesson, and can make his corrections accordingly.