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Democratic Governance Understanding Democratic Governance and its Effect on the Educational Development Policy(USE AS GUIDE ONLY)
Understanding Democratic Governance and its Effect on the Educational Development Policy
This paper offers a new perception for democratic governance social policy making.
Democratic governance theory can put into practice effective public policy solutions for
educational development. A synthesis of the theories of Madison and Rousseau demonstrates a
broad theoretical understanding of how democratic institutions govern as well as how education
inequalities are resolved. An analysis of Dewey presents the theoretical background for
comparing American education with the democratic governance theories of Madison and
Rousseau. Bertalanffy general system theory demonstrates how the new governance theory
centripetalism, Dewey’s philosophy of education, can be synthesized to become a theoretical
foundation for an education development policy. The learning objective will construct from the
broad analysis of this paper how developing nations may model a blend of the best ideas of
Madison and Rousseau democratic governance that promotes sustainable educational
In the late 20th and early 21st century, an unprecedented growth of economic and
technological globalization took place. This presented scholars and governmental leaders with
an opportunity for a new philosophical outlook that led to the expansion of the current definition
of democratic governance. This intriguing assumption that stimulated the need for a new
democratic governance hypothesis emerged from the research of Gerring, Thacker, and Moreno
(2005). The authors proposed a new theory of centripetalism for democratic governance
supporting the supposition that it is not feasible in our globalized world that a single democratic
governance theory can be effective for all policy interventions.
An analysis on democratic governance, education, human rights, and general systems
theory led to the thesis that a general systems approach is best suited to synthesize the complex
interconnections of democratic governance theory with the ideals of education and human
rights theory. An examination of the papers and books of Madison, Rousseau, Dewey and von
Bertalanffy revealed an intellectual interrelationship of a dynamic learning exchange of
knowledge and conceptual insights on democratic governance.
Particular attention in the literature was paid to Rousseau and Madison and revealed
how democratic governance ideology was synthesized into Dewey’s pragmatic and progressive
education theory. One consequence of researching Rousseau and Madison allowed future human
rights theorists to provide alternative governance policy ideas. I posit that direct and indirect
accumulated wisdom from past ages allowed our fledging United States government at the
Constitutional Convention of 1787 to adopt and administer a more equitable democratic
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