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Is voting our right or is it a priviledge?

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Is voting our right or is it a priviledge?

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Popular control over collective decision-making

Equality of political rights

Direct vs representative democracy

Importance of human rights and freedoms (speech, association, etc.)

Free and fair elections

Open and accountable government

Role of political parties and media

Civil society and citizen participation

Protection against majority tyranny

Importance of a liberal constitutional framework

Rule of law

Journalism as “watchdog”

Independence of media

Good and bad examples:

Russia!!!

Ancient Athens – voters voted directly on policies but not women and slaves etc

In countries like the U.S., rights like free speech are protected by the Constitution, preventing government overreach, but it’s debatable right now.

Finland – very transparent government, high levels of press freedom, active civic participation

Australia/Brazil/Singapore/Lichtenstein/Peru /Argentina/Belgium?/Austria some regions!!??– mandatory voting – debatable – voting is a right/privilege and what is it if it becomes mandatory – overfocus on voting

Elections, lobbying, civic participation, and public opinion polls help keep governments accountable. Voter apathy and elite capture are real threats, efforts like citizens' assemblies are attempts to fix this.

Political parties in some cases can fund media outlets from public money and this leads to misinformation and bad management of the public funds.

Hungary – free elections but the ruling party controls much of the media

OPEN AND ACCOUNTABLE GOVERNMENT

Loss of public trust. Weakened participation (citizens feel powerless). Corruption or abuse of power. Government decisions might be made secretly.

WAVES OF DEMOCRACY

The countries will stay in their authoritarian regimes. Loss of public trust. Social unrest. Probably culminates in a civil war where the old regime is replaced by a new authoritarian leader (OR A DICTATOR!!!!!).

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Hal Koch, a Danish historian, theologian, and influential thinker, had a unique and deeply human perspective on what democracy really means. Unlike the common understanding of democracy as simply a system of government where people vote for leaders every few years, Koch believed that democracy is much more than elections—it is a way of living together.

For Koch, the essence of democracy lies in dialogue. He believed that real democracy happens not just in parliaments or polling stations, but in everyday conversations—in classrooms, workplaces, families, and communities. In his view, democracy is about the ability to listen to others, express your own views, and search together for common ground, even when people disagree. This kind of respectful, open dialogue is what holds democratic societies together.

Koch argued that democracy requires active and informed citizens, not just people who vote. He placed a strong emphasis on education, especially in schools, which he saw as essential spaces for learning democratic values. According to him, students should not only learn about democratic institutions and laws, but also about how to participate in discussions, how to respect others’ opinions, and how to take responsibility for their community.

Another important part of Koch’s thinking is the idea of tolerance and trust. In a democracy, people will always have different views, backgrounds, and beliefs. That’s not a weakness—it’s a strength. But for such diversity to work, people need to trust each other and be willing to accept differences without trying to silence or dominate one another. This makes dialogue not just a method, but a core democratic value.

In summary, Hal Koch saw democracy as something deeply human—a daily practice of living with others, grounded in respect, openness, and shared responsibility. His ideas remind us that democracy isn’t something that just “happens” in government buildings; it’s something we build together, through every conversation and every act of listening and speaking with care.

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In this lesson, we explored basic human rights. 

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In this lesson, we explored basic human rights. 

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In this lesson, we explored basic human rights through a hands-on and reflective activity. We began by discussing the fundamental rights every person should have and how they impact our daily lives. We then took part in the Balloon Ride activity, where we imagined we were in a hot air balloon carrying several human rights. As the balloon approached the mountains, we were forced to "drop" some rights to avoid crashing. This sparked a deep discussion about which rights we found most essential and why. The difficult choices highlighted how interconnected and vital each right is, and how sacrificing one can affect others.

To personalize the discussion, we connected these rights to our own experiences, reflecting on how they shape our lives, communities, and the opportunities we have.

Finally, we focused on the idea of Education for All, as promoted by the Compass manual (Council of Europe), and talked about how access to education is a foundation for many other rights and freedoms.

Overall, the lesson helped us understand the complexity, value, and fragility of human rights, and encouraged us to think critically about justice, equality, and what kind of world we want to live in.

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In this lesson, we reflected on and wrapped up the work we did the previous week, continuing our focus on human rights and their interconnectedness. We discussed how each right supports and reinforces the others, and how the absence of one can affect many aspects of a person’s life.

We then turned our attention to local issues, identifying problems within our own communities. As a group, we chose to focus on the Roma (Gypsy) community in Romania, recognizing the ongoing discrimination and inequalities they face in areas such as education, housing, and employment.

Using this real-world example, we began working on a project called “Path to Equality Land,” where we explored what steps would need to be taken to create a society where everyone, including marginalized groups, has equal access to their rights. We brainstormed ideas and discussed what changes in attitudes, policies, and systems are necessary for true inclusion and justice.

The lesson encouraged us to think critically and empathetically, apply human rights concepts to real-life situations, and imagine concrete actions toward building a fairer world.

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Human rights education and children's rights

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Human rights education and children's rights

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In this lesson, we focused on viewing and reflecting on our "Path to Equality Land" projects. We discussed how building a fair and inclusive society requires understanding not just individual rights, but also how these rights are influenced by intersectionality—the way different aspects of a person’s identity (such as race, gender, class, ethnicity, or ability) combine to affect their experiences and access to rights.

We carried out both an intersectional analysis and a human rights analysis of real-world situations and challenges, deepening our understanding of how multiple forms of discrimination can overlap and reinforce inequality.

We also revisited the idea of education for human rights, exploring how schools and communities can empower individuals to know and claim their rights, and to respect the rights of others.

A key part of our discussion was the UN Convention on the Rights of the Child, where we examined the specific rights all children should have, and how these rights are often denied to certain groups—especially in marginalized communities like the Roma.

Through this work, we gained a clearer picture of how human rights, equality, and identity are deeply connected, and how education plays a vital role in promoting justice and respect for all.

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In this lesson, we explored the key features of democracy and what it truly means to be an active democratic citizen in today’s world. We began by breaking down the fundamental principles of democracy, such as freedom of expression, rule of law, equality, participation, tolerance, and accountability. These principles form the foundation of democratic societies, where people have both rights and responsibilities to contribute to the common good.

We then discussed how these democratic ideals translate into real-life citizenship, and what kind of values, skills, and behaviors support a healthy democracy. This led us to explore the concept of "ideals for democratic citizenship", which include being informed, open-minded, empathetic, willing to engage in dialogue, and able to think critically about societal issues.

A significant part of the lesson focused on the attention economy—a concept that highlights how our attention is constantly being competed for, especially online. We reflected on how this affects our ability to participate in democracy. In a digital world full of distractions, clickbait, and misinformation, staying informed and thinking critically is more difficult, yet more important than ever. We discussed how awareness of the attention economy is crucial for democratic citizenship in the 21st century.

Finally, we looked inward and talked about democratic classrooms—what it means to bring the ideals of democracy into education. A democratic classroom is one where every voice is heard, where students are encouraged to take part in decision-making, and where respect, cooperation, and critical thinking are part of the learning culture. We reflected on how teachers can model democracy through the way they interact with students, encourage dialogue, and support inclusion and agency.

Through this lesson, we deepened our understanding of how democracy is not just a political system but a lived experience—one that requires conscious participation, awareness, and shared responsibility, both inside and outside the classroom.

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Democracy plays a central role in the Danish Folkeskole (public school), not just as a subject to be taught, but as a value to be lived every day in school life. The Danish school law (Folkeskoleloven) explicitly states that one of the main goals of the Folkeskole is to prepare students to become active, responsible citizens in a democratic society.

In practice, this means that democracy in the Folkeskole goes far beyond civics lessons. It is built into the school culture, the relationships between students and teachers, and the way decisions are made. Students are encouraged to express their opinions, participate in discussions, and take part in shaping their own learning. Through this, they develop a sense of ownership, responsibility, and mutual respect.

A democratic classroom in the Folkeskole is one where dialogue is encouraged, mistakes are seen as learning opportunities, and different perspectives are welcomed. Teachers aim to model democratic values like fairness, listening, and inclusion, while also giving students agency—space to make decisions, work collaboratively, and contribute meaningfully to the school community.

The Folkeskole also emphasizes critical thinking and media literacy, which are increasingly important for preparing students to navigate complex societal issues and the digital world. Students are taught to think for themselves, question information, and engage in respectful debate—skills that are essential for democratic participation.

Overall, democracy in the Folkeskole is not just a topic—it’s a practice. It prepares students not just to know about democracy, but to live it, helping them grow into reflective, engaged, and empathetic citizens.

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In this lesson, we wrapped up our work on Hal Koch’s concept of democracy, revisiting his idea that democracy is not just a political system, but a way of life. We reflected on how democracy is lived out through everyday interactions, especially through respectful dialogue, critical thinking, and the ability to disagree constructively.

A key focus of the session was the idea of learning to disagree. We explored how disagreement is not a threat to democracy, but a vital part of it—so long as it is grounded in respect, openness, and a willingness to listen. We discussed how classrooms can be places where students learn to express their views, challenge ideas, and engage in meaningful dialogue, even when opinions differ.

We then connected these ideas to our own teaching experiences, analyzing them through the lens of Education for Democratic Citizenship and Human Rights Education (EDC/HRE). We used the three dimensions of EDC/HRE as a framework:

1. Learning about democracy and human rights – the knowledge and understanding of democratic structures, rights, laws, and responsibilities.

2. Learning through democracy and human rights – the lived experience of democratic values in the classroom, such as participation, inclusion, and shared decision-making.

3. Learning for democracy and human rights – preparing students to become active, responsible citizens who are willing and able to make a difference in society.

Using this framework, we reflected critically on what we have seen or practiced during our teaching placements. We considered questions like: Did the classroom environment support participation and inclusion? Were students given a voice? Were there moments when democratic dialogue was challenged—or strengthened?

Through these reflections, we began to see how our role as educators goes beyond delivering content. We are also shaping the democratic culture of the classroom and preparing students to be engaged members of society. This lesson helped us connect theory to practice, and recognize the importance of fostering democratic habits in our everyday teaching.

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In our exploration of democracy as both a system and a way of life, we discussed the Three Golden Rules of Democracy, which serve as a practical guide for engaging in democratic dialogue and creating inclusive, respectful communities—especially in classrooms. These rules are not laws, but values-based principles that help us practice democracy in everyday interactions:

You have the right to speak – and a duty to listen.

This rule highlights that dialogue is a two-way process. In a democracy, everyone should have the opportunity to express their thoughts, experiences, and opinions. But equally important is the duty to truly listen to others, especially those with different perspectives. Listening is how we build mutual understanding and empathy, and how we make space for voices that are often marginalized.

We may disagree – but we do not exclude.

Disagreement is natural—and essential—in any democracy. But it must be done respectfully. This rule reminds us that difference and diversity are strengths, not threats. We can challenge each other’s ideas without excluding individuals. Inclusion means ensuring that everyone belongs, even if we hold different views.

We seek solutions together.

Democracy is not just about talking; it’s about collaboratively solving problems. This rule emphasizes cooperation, compromise, and shared responsibility. Whether in the classroom or in society, finding common ground—even when we disagree—is key to living together in a democratic way.