Teachers' Democracy Practices in the Point of View of High School Students in Jordan

By Abu-Nair, Natheer Sihan | Education, Summer 2011 | Go to article overview

Teachers' Democracy Practices in the Point of View of High School Students in Jordan


Abu-Nair, Natheer Sihan, Education


Importance and background of the study

The Information and communications' revolution the world has witnessed by the end of the last century caused an accelerating changes and challenges in the culture and values which has been increasing on daily bases and affecting all the world's communities. By which may form one of the most important changes and transfers that influenced the formation and orientation of the educational institutions. As a result of all such changes, the society shall focus on the principle of "education for all", improving the education's quality and ensuring the application of democratic principles at the educational institutions, especially that the democratic environment emanates from democratic elements in consciousness and behavior alike.

The essence of democracy is represented in justice and equality among the society members. Thus Democracy also represents the individual's freedom and the governed interest (Jaradat 1995). Democracy is defined as a set of social thoughts and political systems, which means that democracy connects between the social and organizational views together, it also assures that the strength and power within the democratic regime shall be in the hands of the public (Sills 1972). Democracy also means the others freedom in expressing their opinions and thoughts concerning the public affairs, sharing in the decisions making process, as well as not to monopolize the truth (Al Rabei'a 1992).

By which Democracy includes several principles such as: governance for the majority and not the minority, equality before the law, fair distribution of positions in public affairs upon qualification without any discrimination or bias.(Roger, 1996).

Democracy also embraces a set of general bases, belief in the human value and dignity regardless of the race, color, or title, in addition to the belief in the human main rights, such as right of living, safety, and fair treatment, belief in equality of all the individuals in rights and duties, belief in the individual variations among people, adoption of scientific methods in thinking and solving problems, respecting the importance of education and its role in human societies' development, creating balance among the interests of each individual and group, and considering the human being as a high purpose and not a way to grasp benefits, as well as providing people with decent lives (Al Sheibani 1986).

The link between education and democracy is considered a serious and mutual relation, by which each one of them depends on and effects of the other. True democracy can only grow in an educated society; education can develop and expand in a democratic atmosphere. It is worth noting that educational democracy is represented in fair distribution of the educational resources between the community members; therefore, the philosophy of education's democracy depends on the fact that democracy cannot be realized in education unless the social fife enjoys a democratic context (Ja'nini 2004).

The relation between democracy and education engages some values, namely,: equal education opportunities, which can be considered as an equal accomplishment and achievement not only equal admission in the educational levels, this principle is to be realized by not discriminating between people in rights and duties, and in gaining education. This principle opens the way before everyone according to their ability to learn and resume education. Focus on this idea started after the United Nations' adoption of the international human rights declaration which states that every individual shall have the right of free education, at least during the primary education levels, as well as the individual's right to liberally participate in her/his community's culture. Many obstacles appeared nowadays, banning the principle of equal opportunities of education, some of these obstacles are economical, social, racialist, or ideological (Al Tel, 1993).

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