In defence of democracy Part II

The role of the school evolved against that European factory model where workers had little rights to make demands or impose conditionalities on their labour trade. This model is ideally suited to the capitalist system where personal profit, exclusion, and greed are the main driving forces.

Schools thus evolved elaborate systems to ensure that potential workers are passive, obedient, can follow instructions, and are unable to think or question; fulfilling such criteria makes one a ‘good’ worker.

This overall objective is evident in the structure and functioning of schools. By their very nature schools are not ideal examples of democracy in action. The living model that students are forced to observe are not ideal democracies, some schools being virtual military style operations. Students are not encouraged to express their views openly and freely and even when they do they are seen as rude and disrespectful. Comply and then complain is imbibed into the minds of potential workers from a tender age.

A functioning and effective democracy requires citizens to think critically and analytically and to challenge/question. They must know the importance of being able to hold others to account as well as be held accountable for their actions or inactions. These are fundamental traits that must be instilled into all citizens from a tender age.

This education is done both formally via the schools, as well as, informally in terms of seeing democracy in action in the institutions of state. Organizations such as trade unions, media houses and even the judiciary must be seen as beacons of democracy, not only defending, but modelling it.

The current model of schooling does not promote democracy; rather it serves to undermine it.

Schools are thus unwittingly contributing to the gradual demise of our democracy to the point where the average citizen has relegated his/her role in democracy to the casting of a ballot periodically.

Under such an atmosphere of complacency, corruption is poised to flourish since the citizenry is incapable of differentiating between true and false leaders, or holding leaders accountable. It is amazing how willing persons are to abdicate responsibility for their own future into the hands of others.

The strength of our democracy is a function of our individual and collective responsibility and consciousness.

How then do we turn this school system into one that promotes democracy? We must be able to recognise the symptoms of its dysfunction – marginalized masses, widening wealth gap, blue and white collar crime, disunited trade unions, and corrupt/immoral persons becoming leaders and a media and judiciary that are falling short of their own standards.

These deficiencies are an outcome of our antiquated model of education where the focus is still on the production of workers.

Our teachers must realign their dispositions and approach to teaching, encouraging children to question with a discerning mind.

They must see all students as potential leaders, innovators, inventors and problem solvers. Teaching them from that perspective will encourage them to think they can make a significant contribution to society