Analysis 

Schools play major roles in enlightening the life of a student and helping the local communities to great extent within the democratic institutions. It is the case where internal as well as external organizational realities help or guide in shaping the core values that pertains towards educational experiences of the students. Most important of them is the educational curriculum.

It is not unknown that there is a close association between
democracy and education. Within this democratic world, education is given utmost importance for the survival and its success. There is also a democratic anger found within the minds of people. Some of the these democratic values that should be taken into consideration are liberty, justice, cooperation among individuals as well as equality and dignity that should be present in education field so that education becomes effective, relevant useful and meaningful to the students (Swartz 2017).

Presently, Democracy and a new way of living need to be initiated from the initial stage of the educational journey and the values should to be applied in the educational institutions. There also needs to be a systematic debate on the absolute connection that is prevalent or present between the concept of democracy as well as system of education or teaching and these particular aspects is crucial to understand and even need to be clarified properly for getting proper insights of information about the term democracy (Moran and Parry 2015).

Democracy is one type of governmental rule where there is prevailing sense of majority rule. It is the people’s government and everything is for their benefit itself. This can be referred is known as “democracy”. Democracy can be defined or is one of the system every single individual has the right to speak or has a opinion regarding any particular aspect or activity or event and these individuals are guaranteed to have fair living standard based on democratic society. The rule believes in giving an equal opportunity for work for the workers based on the abilities and the capacities where the financial organisation is based on the combined or the supportive basis. There is not much regard to the interruption based on the class, caste, creed, birth, religion as well as the possession of money.

According to John Dewey, “A democracy is more than a form of a government; it is basically a mode of living which is associated and related to conjoint communicated experiences”. There is a prevalent sense of collaboration, fraternity, freedom, accountability and understanding along with fairness (Apple 2012).

On analysis, it is found out that democracy is one of the ruling system where emphasis has been given to solve the problem by proper discussion, conversation, argument, and putting forward various views to get final results out of it. Furthermore, democracy is a system where individuals have the right to speak, believes in maintaining communal relationships, and altogether help in supporting the well-being or interests. Every individual is provided with limitless opportunities to blossom according to their potential. In this situation, the power and responsibilities are pooled mutually without any sort of conflict and confrontation. Therefore, democracy is one of the types or form is organizational aspect where every single individual has a share (Biesta 2015).

In addition, it is found that there is indivisible association or relationship that is present between democracy as well as education. Here, the main concept of democracy cannot be properly judged based on the wide range of field in eduaction (Csikszentmihalyi 2014). The concept of John Dewey, who is considered to be the votary of democratic teaching, states clearly that, the devotion to democracy is a fact which is quite familiar. A government, which rests on the popular suffering, cannot be thriving unless the people who rule and obey the governors are educated. Education is the enormous mechanism of social liberation by which social equality set up, defends and maintains the strength of fairness among the members (Chomsky 2012).

Thus, it can be said that democracy can work in a proper manner, only if all the citizens are educated in a proper manner. It should provide aims to the education and to the main beliefs of democracy as a reflection of the methods of teaching and administration.  Therefore, Education is a way where individual can learn something systematically; it is beneficial for a majority of people (Dewey 2013).

Certain aims of democratic education have been discussed in order to contribute towards a successful democracy. The first and foremost is that of democratic citizenship. The democratic citizenship in order to be fostered requires the help of proper education for teaching the importance of clear thinking which assists the power of discrimination. There should also be a certain amount of clarity in the speech and writing. The practice of living with the community needs to be encouraged. The qualities like discipline, cooperation, social sensitivity and tolerance need to be advocated (Tarrow 2014).

In addition to this, there should also be a sense of true patriotism, which comprises of a genuine admiration of the cultural and social accomplishment of one’s country, a willingness to identify the weaknesses honestly, to decide upon certain situations or circumstances (Swartz 2017). Education helps individuals, students and people to have a sense of togetherness within their society, environment and community. Children after getting education become more responsible and think to serve the country as a whole.

Another important purpose of our instructive arrangement is the development of professional competence that takes into account about the creation of the correct attitude to work, support of technological skills, and competence. The next aim is that of personality development that takes into account discovering concealed talents, humanizing rich interests in art, creative writing, and society, which are crucial for expressiveness and assigning a place of honour to the subjects like art, craft, music, dance and other hobbies in the set of courses (Lee 2013).

A democracy cannot run effortlessly without effective and efficient management. In this connection, it can be said that democratic education should teach or coach an army of individuals who will be able to suppose the accountability of management in communal, political, financial, business or educational fields. It is also needed to attain skills in the art of leading and following others to release their duties economically. The objectives of self-realization, human relationships, financial competence and community accountability are important. Self-realization is important in the context of obtaining an inquisitive mind, proper abilities in speech and reading, writing, arithmetic, arrangement of healthy habits, healthy means of leisure, use of leisure hours, developing visual taste and personality (Biesta 2015).

The human relationships should also be properly understood and maintained, as humans are social beings. There should be proper admiration for humankind, companionship, collaboration, politeness, polite actions, admiration of people life, skills in family administration and starting self-governing relationships in the family. The monetary competence is also important for work-related alteration and maintaining one’s monetary system of life. The civic responsibility aims to understand diverse communal processes, to be liberal, to perform duties of a citizen, and have confidence in the communal fairness and self-governing main beliefs, abiding by the accurate judgement and the growth of world nationally (Ball 2016).

It is due to the reason why democratic education favours maximum personality growth, core curriculum in case of a democracy should be flexible to organize or understand various tastes as well as attitudes and need of the students. The local and environmental demands should also be taken into account by the curriculum. The social element is also emphasized in it. There should be a tempering of communal prospect and anger. Therefore, there is a need for identifying professional skills in the self-governing course. The course should be build based on the standard of incorporation (Ottaway 2013).

On the other hand, democratic education de-emphasizes on the extreme automation and the instruction, it support the contribution of the pupils in the coaching and culture process. There should be ample range for the students to think and replicate. The democratic movement gives a rise to several contemporary methods that relates to schooling like learning activities by adopting an approach known as heuristic approach as well as using socialized techniques like discussions, group work and problem solving. Active participation of pupils is given importance as it helps determine the power of their judgement and independent thinking. The teachers in this case only guide the students and encourage them instead of instructing them, thus helping the students in the vast area of education (Tarrow 2014).

Democracy helps in imbibing values that helps the students become responsible citizens of the society. The interaction with the society at every step is inevitable. Democracy is one of the systems or ruling disciple that being sense of cooperation among the individuals and it can be seen by the activities of children who work or think alike and at the same time has the capability to argue on a given point. Democratic education on the other hand is more about certainty that means getting the right things done in a way that is acceptable by the community as a whole.

The success of a democracy depends to a certain extent on the teacher who imparts the values to the students. The teacher instead of being an autocrat should be a friend, philosopher and guide to the pupils.

Conclusion: 

It has been concluded by several sociologists that there is a relationship between education and society and these are interrelated. There is not any line of demarcation that can be seen with the above relationship identified in entire study. Later on, it is important to understand that educational system prevailing at any country should be taking into consideration attributes such as understanding the needs as well as demands of the society as a whole. In case any of the education system fails to abide by the rules and aspirations of the society, then it becomes irrelevant and results in ultimate failure. From the above study, it is understood that education system of any nation deals with transmission of cultural values so that the students can have a better future and living as with education, they can develop or enhance their way of thinking. Education is a way by which individual can gain knowledge and have an idea on how to behave with the society and other people.

There are even other sides or aspects of relationship that can be seen between education as well as society based on social interaction. To explain the concept in detail, social interaction means embracing relationships between people and groups working together. Social interaction can be defined as a way where people start communicating with each other socially or with the help of some medium of communication. Therefore, it can be said that the role of education in the building of the personalities of the people is a crucial issue. The educational institutions and the methods of teaching help in the development of character and decision making abilities in the individuals. Thus, proper amount of understanding and correct training in the educational sphere is important for the interaction with the society.

References:

Apple, M.W., 2012. Can education change society?. Routledge.

Ball, S.J., 2016. Education, justice and democracy: The struggle over ignorance and opportunity. In Reimagining the Purpose of Schools and Educational Organisations (pp. 189-205). Springer International Publishing.

Biesta, G.J., 2015. Good education in an age of measurement: Ethics, politics, democracy. Routledge.

Biesta, G.J., 2015. Good education in an age of measurement: Ethics, politics, democracy. Routledge.

Chomsky, N., 2012. Democracy and education. Counterpoints, 422, pp.55-70.

Csikszentmihalyi, M., 2014. Society, culture, and person: A systems view of creativity. In The Systems Model of Creativity(pp. 47-61). Springer Netherlands.

Dewey, J., 2013. The school and society and the child and the curriculum. University of Chicago Press.

Hansen, D.T. ed., 2012. John Dewey and our educational prospect: A critical engagement with Dewey's democracy and education. SUNY Press.

Lee, D.K., 2013. Teacher education for democracy and social justice. Routledge.

Moran, M. and Parry, G., 2015. Democracy and democratization. Routledge.

Ottaway, A.K.C., 2013. Education and society. Routledge.

Simpson, A. and Dervin, F., 2017. ‘Democracy’in Education. Palgrave Communications.

Swartz, R., 2017. Education for Democracy. In Encouraging Openness (pp. 301-304). Springer, Cham.

Tarrow, N.B. ed., 2014. Human Rights & Education (Vol. 3). Elsevier.