In Brief:
The development of a sustainable democratic school culture requires an integrated and holistic approach. Democratic competencies are not developed through the mere transfer of knowledge, but through active participation at all levels of the school.
Sherry Arnstein’s Participation Ladder shows very clearly when participation is actually real and goes beyond symbolic gestures. Experience in many elementary schools proves that effective development of democratic values, attitudes, skills and critical understanding only succeeds when everyone in the school community is involved in decision-making.
According to William Glasser, the fulfilment of Basic Psychological Needs is an essential prerequisite for emotional access to democratic values and skills. Without a feeling of security, belonging, recognition, freedom and joy, democratic principles remain abstract and cannot be deeply internalized.
Arnstein’s Participation Ladder provides the necessary framework for action and the pedagogical structures in which these needs can be met and skills systematically developed.
Finally, the RFCDC model of the Council of Europe describes the clear target system: a young person who has deeply rooted democratic skills, takes responsibility, works constructively with others and actively advocates democratic values.
A school must be designed in such a way that school management, teachers, pupils and parents can work together on projects and have a say.
This active cooperation fulfills Glaser's basic needs and creates a democratic school culture in which everyone involved practices democratic action and experiences it as a natural part of their everyday lives.
As a “democratic experience space”, schools must enable pupils to actively live democratic and human rights values. Only through this comprehensive and genuine participation of all stakeholders can authentic democratic thinking and action be developed - a goal that goes far beyond the mere transfer of knowledge and forms the basis for active and responsible citizenship.
