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Making Democracy an Ethic and a Pedagogy
Place of publication | Year of publication | Collation: 
Montréal | 2017 | p. 76-91
ISSN 2561-1488
Christophe Point
Corporate author: 
Éthique en éducation et en formation
Europe and North America

This article presents the argument that an ethics of democracy in the school requires an appropriate pedagogy. This pedagogy cannot be limited to theoretical content or to an assortment of civic actions because democracy is not composed either of a particular set of facts, concepts or dates, or of an undetermined social behaviour. According to the approach of John Dewey, who places inquiry at the center of his definition of democracy, we wish to demonstrate a double benefit from pragmatist thinking. For ethics, in defining democracy as a habit of collective thinking, we wish to construct values that can be shared by all participants in the school environment. For pedagogy, this habit of inquiry can lend itself to all subjects taught at school without limiting itself to a particular discipline. Finally, we will propose a modeling of this democratic education for a step-by-step didactic progression.

Resource Type: 
Journal articles
Teaching and learning materials
Civic / Citizenship / Democracy
Transformative initiatives / Transformative pedagogies
Level of education: 
Primary education
Secondary education
Higher education


Democracy; Education; Ethics; Pedagogy; John Dewey
Démocratie; Éducation; Éthique; pédagogie