Young Citizens: Sidebar 1

John P. Terry
Editor-in-Chief

Fall 1998, v.14-3 In This Issue

With elections upon us, the theme of democracy is a timely one. The topic sparks discussion that ranges from cynical to optimistic. Yet no form of governance has better served the human will to be free. Millions around the world have suffered indignities, prison, and death in their efforts to install or preserve liberty through democracy. At home in North America, we sometimes forget that democracy was fought for passionately and achieved at a great cost in suffering and death.

Just what is democracy? The nature of democracy, and what it requires of its citizens, has been debated since the ancient Greek Republics. Certainly, democracy is more than an economic system: while capitalism may flourish in a democratic society, the latter is the requisite for the former rather than vice versa. Similarly, socialistic economies are present in democratic countries--the Scandinavian countries are obvious examples. Democracy goes beyond the documents it has inspired: it is more than the Magna Carta, the Declaration of Independence, or the Constitution. When Hiawatha and Deganwiah formed the League of the Iroquois in the late 15th century, they penned no written constitution. Yet that League, under the Grand Council, united five Indian nations--the Mohawk, Onondaga, Seneca, Onieda, and Cayuga--in common governance. The League lasted hundreds of years, until the tribes finally fell to the onslaught of the white man.

It is convenient to confuse democracy with the simple act of voting, or to blame bad government on politicians. That is not enough. John Dewey said, "We naturally associate democracy with freedom of action, but freedom of action without freed capacity of thought behind it is only chaos." Dewey understood democracy to be a way of life requiring civic virtue--the ability to compromise and to place the public good above personal self-interest--as well as a system of government. Dewey also recognized the need to educate youth for democracy, and the best education for democracy is the act of doing it.

"Doing it" is what this issue is about. Youth contributing to communities and thus influencing the political process. Adults working with youth, mentoring and encouraging them to learn the values and processes of democracy. Educators passing the arts of listening, negotiation, and evaluation on to our students. Marvin Rosenblum of KIDS Consortium calls this "apprentice citizenship"; whatever the term, the result is a culture that allows democracy to flourish and youth to be politically and socially heard.

The movements of this last half century--civil rights, women's rights, gay and lesbian rights--speak to the power of the democratic process. The next great movement, already emerging, is the liberation of children and youth from economic, political, social, and sexual oppression. The articles in this issue demonstrate how, when liberated from the oppressive expectation that they have little to offer, young people demonstrate remarkable capacities and enviable enthusiasm in "doing it." In so doing, the whole community gains. This is the perhaps the best form of prevention and marvelous training for the political work ahead.

Before closing, let me draw your attention to several new developments at New Designs, which we hope you will take advantage of. Check out our Web site (www.newdesigns.org) as we increase our capacity to inform and engage you. Leave us a message; write us a letter. Tell us what you think. Respond to our ad for "CYD Exchange" articles: share your stories and views. Finally, be tuned in for the next issue, which focuses on youth leadership.

John P. Terry, Editor-in-Chief

NEW DESIGNS FOR YOUTH DEVELOPMENT © 1998



	John P. Terry Editor-in-Chief
Fall 1998, v.14-3	In This Issue
	With elections upon us, the theme of democracy is a timely one. The topic sparks discussion that ranges from cynical to optimistic. Yet no form of governance has better served the human will to be free. Millions around the world have suffered indignities, prison, and death in their efforts to install or preserve liberty through democracy. At home in North America, we sometimes forget that democracy was fought for passionately and achieved at a great cost in suffering and death. Just what is democracy? The nature of democracy, and what it requires of its citizens, has been debated since the ancient Greek Republics. Certainly, democracy is more than an economic system: while capitalism may flourish in a democratic society, the latter is the requisite for the former rather than vice versa. Similarly, socialistic economies are present in democratic countries--the Scandinavian countries are obvious examples. Democracy goes beyond the documents it has inspired: it is more than the Magna Carta, the Declaration of Independence, or the Constitution. When Hiawatha and Deganwiah formed the League of the Iroquois in the late 15th century, they penned no written constitution. Yet that League, under the Grand Council, united five Indian nations--the Mohawk, Onondaga, Seneca, Onieda, and Cayuga--in common governance. The League lasted hundreds of years, until the tribes finally fell to the onslaught of the white man. It is convenient to confuse democracy with the simple act of voting, or to blame bad government on politicians. That is not enough. John Dewey said, "We naturally associate democracy with freedom of action, but freedom of action without freed capacity of thought behind it is only chaos." Dewey understood democracy to be a way of life requiring civic virtue--the ability to compromise and to place the public good above personal self-interest--as well as a system of government. Dewey also recognized the need to educate youth for democracy, and the best education for democracy is the act of doing it. "Doing it" is what this issue is about. Youth contributing to communities and thus influencing the political process. Adults working with youth, mentoring and encouraging them to learn the values and processes of democracy. Educators passing the arts of listening, negotiation, and evaluation on to our students. Marvin Rosenblum of KIDS Consortium calls this "apprentice citizenship"; whatever the term, the result is a culture that allows democracy to flourish and youth to be politically and socially heard. The movements of this last half century--civil rights, women's rights, gay and lesbian rights--speak to the power of the democratic process. The next great movement, already emerging, is the liberation of children and youth from economic, political, social, and sexual oppression. The articles in this issue demonstrate how, when liberated from the oppressive expectation that they have little to offer, young people demonstrate remarkable capacities and enviable enthusiasm in "doing it." In so doing, the whole community gains. This is the perhaps the best form of prevention and marvelous training for the political work ahead. Before closing, let me draw your attention to several new developments at New Designs, which we hope you will take advantage of. Check out our Web site (www.newdesigns.org) as we increase our capacity to inform and engage you. Leave us a message; write us a letter. Tell us what you think. Respond to our ad for "CYD Exchange" articles: share your stories and views. Finally, be tuned in for the next issue, which focuses on youth leadership. John P. Terry, Editor-in-Chief

	NEW DESIGNS FOR YOUTH DEVELOPMENT © 1998