ASSIGNMENT NO.

3
Democracy

By classical definition, democracy refers to an institutional arrangement for arriving at political

decisions which realizes the common good by making the people itself decide issues through the
election of individuals who are to assemble in order to carry out its will (Schumpeter, 1947, p.
250).
Democracy is based on freedom and equality between all people. It’s often described as the
‘rule of the majority’, as important decisions are based on the votes of the people.
Democracies should protect the best interests of the people, regardless of their race, gender,
sexuality, religion or political opinion.  
For young people, democracy can seem like a great system where anyone’s voice can be heard,
though it might be frustrating if you’re not yet of voting age. Democracy has played a vital role
in the story of civilization, helping transform the world from power structures of monarchy,
empire, and conquest into popular rule, self-determination, and peaceful co-existence.
Living in a democratic country is an awesome privilege. Of course not everyone agrees on
everything in democratic communities. Where freedom of speech exists, differing opinions and
absurd contradictions frequently arise.
First of all, in addition to democratically competent citizens and interculturalism, a democracy
needs democratic political and legal institutions. Such institutions must provide citizens with
opportunities for active involvement. Institutions that refuse such opportunities are not
democratic. For example, opportunities for citizens to engage in democratic activities and
participation are denied if there are no institutional advisory bodies through which citizens can
share their views with politicians. In this situation, citizens must use alternative forms of
democratic action if they wish to make his voice heard. Similarly, if there are no institutional
structures to supports intercultural dialogue, the likelihood of citizens becoming involved in such
a thing dialogue is smaller. However, if governments provide the right places and spaces (eg
cultural and social centers, youth clubs, education centers, other recreational facilities or virtual
spaces) and promotes the use of these facilities for intercultural activities, then the likelihood of
citizens getting involved in intercultural dialogue is greater.
In other words, while democratic institutions are not viable without a culture of Democracy
and intercultural dialogue are not associated with democracy viable in the absence of properly
configured institutions. Institutions and actions and citizens' skills are interdependent. Also,
where there are systematic patterns of disadvantage and discrimination and where there are
differences in the allocation of resources at the societal level, people can be discourage them
from participating on an equal footing. For example, if citizens do not have sufficient material or
financial resources to access information on political or societal issues, they will be discouraged
compared to those who have such resources. In this case, their participation skills are lacking
relevant, because there is no opportunity to use them.
These inequalities and disadvantages are often exacerbated by institutional preferences and the
differences in power that lead to the domination of structures and opportunities democratic and
intercultural by those in privileged positions. Citizens disadvantaged people can be excluded
from participation as equals through the language and actions of those who hold the privileges
associated for example with a high level of education, a status superior due to the profession or
networks of influential relationships. There is a danger that those who they are marginalized or
excluded from democratic processes and intercultural exchanges become uninvolved in civic life
and removed from participation and debate. For these reasons, it is necessary to adopt special
measures for ensure that members of disadvantaged groups enjoy equal opportunities genuine
involvement in democratic action. It is not enough only that the citizens be endowed with the
competencies that are specified in the framework of reference, but it is also necessary to change
inequalities and disadvantages structural.
Therefore, the frame of reference assumes that for participation in the processes democratic
and intercultural dialogue, democratic and intercultural competences are necessary but not
sufficient to ensure such participation. She must have always taking into account the need for
appropriate institutional structures and of measures where there are inequalities and
disadvantages. In recent years, there has been an increasing emphasis on education as a central
element of the Council of Europe's efforts to promote and defend human rights, democracy and
the rule of law. Although these principles represented the stones of foundation of European
societies and political systems for decades, they must to be permanently supported and
encouraged. In times of economic and political crisis, it becomes even more obvious that citizens
need to be able and willing to get involved active in defending these values and principles.
Acquiring and maintaining the capacity of Active participation in democratic processes begins in
early childhood and continues throughout life. The process of acquiring skills is a dynamic one
and it never ends. Situations are changing and people need to develop existing skills and acquire
new ones in response to changes in the environment in which they live.
Educational institutions have an important role to play in this far-reaching process throughout
life. Most children come into contact with the environment for the first time public school, and
schools must be the places where democratic education begins. Other educational institutions,
including post-secondary educational institutions and those higher education, must take on this
role in ways that are appropriate the age and degree of maturity of the students.
The issue of democracy and human rights is very important complex in the contemporary
world. In many parts of the world enhanced the security of people's daily lives; relations between
state authorities and citizens are regulated; a man's life become the most precious value; the
struggle for political power It now takes place at the polls where citizens cast their votes what
expresses their political choices; those defeated in these "battles" Electoralists are no longer
afraid for their lives. To get to this required a constant effort that lasted a long time much, since
the appearance of the first written codes of laws and to the "invention" by the ancient Greeks of
the concept of democracy. Although the twentieth century represents the period in human history
în which principles related to democracy and respect for rights imposed on man in much of the
world, the same age of known numerous human rights violations. They have were committed in
the countries where the regimes were established totalitarian. On the contrary, in states where
democracy is liberal It has also been imposed that human rights are protected by law and
enforced by the authorities, increased the prosperity of the citizens as well and their degree of
participation in solving community problems.
Therefore, in our approach we approached the topic “Democracy liberalism and totalitarism ”.
In a large part of the world, certain categories of population, disadvantaged in terms of rights and
their social status, they have improved their status. Between These include women. If at the
beginning of the last century women did not even have the right to vote, today they play a role
increasingly important in political, economic, social, cultural. However, a problem that society
Modern has not fully solved it is the one related to equality between men and women. One
concept used lately is gender equality. The term “gender” refers to differences between women
and men who are educated and changing in time.