Democratic education beyond constructive discussion?

Curricula and social studies textbooks in the light of the critical discussion on the theories of deliberative democracy

Authors

• Sonja Helkala Tampereen yliopisto https://orcid.org/0000-0003-1676-3523
• Tuukka Tomperi Tampereen yliopisto

DOI: https://doi.org/10.33350/ka.107866

Keywords:

democratic education, curriculum, social studies, theories of democracy, deliberative theory

Abstract

This article looks at education for democracy by analyzing the Finnish primary and secondary school core curricula and social studies textbooks from the perspective of discussions on democratic theory. We presume that the deliberative ideals of discussion and reflection are valuable in democratic education. However, some of their features have been strongly challenged in the theoretical discussion. In particular, the overemphasis of consensus-aiming argumentation and the disregard for contradictions and feelings have been criticized. We apply these critical points of view to education by analyzing curricula and study materials, asking whether criticism also pertains to their depictions of democracy. Our analysis shows a prevailing conception of the importance of constructive discussion in democratic education. However, the forms of political communication are not reduced to rational argumentation alone. Value conflicts ​​and social tensions are presented as basic political phenomena, although their significance is discussed only superficially. On the other hand, political emotions are not mentioned at all in the curricula, and textbooks rarely refer to the emotional aspects of social issues. Finally, we consider the prospects of democratic education based on our observations.