The purpose of the study is twofold: (I) To select procedures based on principles of cooperation implies in American democracy; and (2) To apply these democratic procedures to the supervisory practices in secondary schools.

Thesis (M.Ed.) -- University of Limpopo, 2021 / This study investigated how educators apply democratic principles and values in their practice after two decades of democracy in South Africa. It dwells on how democratic principles and values are infused into teaching, learning and assessment in the classroom. The study followed an interpretive paradigm using the qualitative approach through a descriptive case study design. Data collection methods used included semi structured interviews, focus group interviews, classroom observations and document analysis. Purposive sampling was used with focus on Grade 10-12 educators and learners from two secondary schools in Mogoshi Circuit of Limpopo Province of South Africa. The theoretical frameworks of the study drew from the Child-Friendly Schools and Social Reconstructionism approach. Emphasis is on the upholding of children‟s rights, and the, re-dress of educational imbalances. The frameworks also recommend the promotion and integration of democratic principles and values in schools. The study concludes that educators do incorporate democratic principles and values in their teaching, learning and assessment with the promotion of attributes such as participation (dialogue), respect, equity and inclusion which impact greatly on learners‟ daily lives. However, it is not without fault that certain activities which are not child-friendly are still practised by some educators in some schools as they do not promote democratic principles and values, while some educators do. It was found that democratic principles and values are embedded in schools. However, not all educators are doing this. The study recommends further investigation on the implementation of democratic principles and values for reflection and improvement. / EDTP SETA

The United Nation has declared a number of articles that protect human rights and with those articles imposing special obligations on the state to enforce these requirements. With this in mind it's not too hard to understand the democratic triumph over other regimes. The democratic regime has great theoretical and empirical support for its ability to bring higher levels of human development to citizens. This could be one of the reasons why democracy has spread over the world since the 19th century. But in recent years the importance of democracy has been questioned. The purpose of this paper is therefore to examine the connection of various democratic principles to human development. We are particularly interested in analyzing 1) if dissimilar democratic principle have any relation to human development and 2) if there are any democratic principles that tends to have a distinguishable relation to human development over recent decades. In this paper we use correlation- and regression analysis to analyze this relationship. The democratic principles are measured with the democratic components created by the V-Dem institute while human development is measured with the Human Development Index. Our findings give support to the existence of a relation between all measured democratic principles and human development. According to our findings, the democratic principle of equality has a distinguishable relationship to human development that runs over recent decades. This paper concludes the several shapes of relationships that occur between democratic principles and human development.

Este trabalho se constitui em um estudo de caso sobre as possibilidades e os limites da assunção de princípios democráticos na gestão escolar, tendo como cenário uma escola estadual situada no Município de Duque de Caxias. Nele, descreve-se e analisa-se a gestão escolar, considerando-se as interferências advindas da estrutura gestionária de ensino; além disso, apresenta-se um resgate sócio-histórico do processo que resultou na mudança de enfoque do termo administração para o termmo gestão escolar, aborda-se, ainda, a eestrutura e a organização da Secretaria Estadual de Educação do Rio de Janeiro e sua interferência na prática da gestão escolar. A metodologia utilizada lançou mão dos seguintes instrumentos: pesquisa bibliográfica, observação, análise documental e entrevistas semiestruturadas. Tais instrumentos possibilitaram identificar que: a gestão educacional da Rede Estadual de Ensino, do Rio de Janeiro, desenvolve uma prática pautada na concepção técnico -científica; a gestão da escola onde se realizou a pesquisa enfrenta limitações decorrentes das interferências da Rede de Ensino a que ela pertence e, a prática da gestão escolar apresenta alguns dos elementos essenciais para a assunção dos princípios democráticos. / The present work constitutes itself on a case study on the possibilities and limits of the assumption of democratic principles in school management, having as backdrop a state school situated in the city of Duque de Caxias. It describes and analyzes the practice of the school management at the investigated school, considering interference from the managerial presented a socio -historical process that resulted in the change of focus of the term school administration to the term school management; it is approached, still, the structure and the organization of the State Board of Education of Rio de Janeiro and its interference in the practice of school management. The used methodology was comprised by bibliographical research, observation, analysis of do cuments and semi- structured interviews. Those tools allowed to identify that: the educational management of the State Schools of Rio de Janeiro develops a practice based in the technical-scientific conception; the management of the school where it was mad e the survey has been facing limitation caused by the Education Network that it belongs, and the practice of school management presents some of the essential elements for the assumption of democratic principles.

Este trabalho se constitui em um estudo de caso sobre as possibilidades e os limites da assunção de princípios democráticos na gestão escolar, tendo como cenário uma escola estadual situada no Município de Duque de Caxias. Nele, descreve-se e analisa-se a gestão escolar, considerando-se as interferências advindas da estrutura gestionária de ensino; além disso, apresenta-se um resgate sócio-histórico do processo que resultou na mudança de enfoque do termo administração para o termmo gestão escolar, aborda-se, ainda, a eestrutura e a organização da Secretaria Estadual de Educação do Rio de Janeiro e sua interferência na prática da gestão escolar. A metodologia utilizada lançou mão dos seguintes instrumentos: pesquisa bibliográfica, observação, análise documental e entrevistas semiestruturadas. Tais instrumentos possibilitaram identificar que: a gestão educacional da Rede Estadual de Ensino, do Rio de Janeiro, desenvolve uma prática pautada na concepção técnico -científica; a gestão da escola onde se realizou a pesquisa enfrenta limitações decorrentes das interferências da Rede de Ensino a que ela pertence e, a prática da gestão escolar apresenta alguns dos elementos essenciais para a assunção dos princípios democráticos. / The present work constitutes itself on a case study on the possibilities and limits of the assumption of democratic principles in school management, having as backdrop a state school situated in the city of Duque de Caxias. It describes and analyzes the practice of the school management at the investigated school, considering interference from the managerial presented a socio -historical process that resulted in the change of focus of the term school administration to the term school management; it is approached, still, the structure and the organization of the State Board of Education of Rio de Janeiro and its interference in the practice of school management. The used methodology was comprised by bibliographical research, observation, analysis of do cuments and semi- structured interviews. Those tools allowed to identify that: the educational management of the State Schools of Rio de Janeiro develops a practice based in the technical-scientific conception; the management of the school where it was mad e the survey has been facing limitation caused by the Education Network that it belongs, and the practice of school management presents some of the essential elements for the assumption of democratic principles.

This study deals with the impact of the legislative bill that enabled the creation of a regulated cannabis market in Uruguay as a means to combat organized crime in the country. This study will also explore the hypothesis that this legislative bill changed the legal character of criminality as well as reformulating narcotic issues from being a criminal issue into a public health issue. Analyzing the very specific case of Uruguay’s current narcotic policies becomes a means to explore the ideas that constitute Law Nr 19.172 “Marijuana and its derivatives” which might be indicative of the attitudes in society regarding criminality. This ties into the new iteration of the dichotomy between law and democracy as a result of this legislative reform in Uruguay and the possible new role of legal theory in a democratic country which is discussed in this article.

On the threshold of the 21st century (in the 1990s), public organizations of European and other countries focused their attention on the problems, the solution of which could help improve standards of living in the cities and towns. Theoretical propositions about the citizens’ right to protection from aggression, environmental pollution and aggressive urban environment as well as the rights to shelter, health care, cultural life, mobility, democratic control of authorities and participation in the development of democratic principles have been analyzed in the great number of documents and in this investigation from various perspectives. The aim is to describe the process of society participation in the development of urban architecture showing the main trends, principles and methods, and to optimize, rationalize the process of developing urban architecture on the principles of sustainable development.

Nous avons constaté une absence de dialogue entre trois philosophies politiques états-uniennes duXXe siècle, celles de John Rawls, de Richard Rorty et de Leo Strauss. Nous avons donc voulu pallierce manque en les faisant dialoguer sur les grands thèmes de la vérité, de l’histoire, des dimensions del’homme et des principes démocratiques, et les avons rapprochés davantage en montrant le rapportde chacun à onze dualismes classiques liés à ces quatre thèmes. Ces dualismes sont des oppositionsbinaires habituellement vénérables qui classent et divisent deux ordres de réalité. Ce langagecommun des dualismes classiques a permis des rapprochements étroits. Si aucun vainqueur clair neressort de notre confrontation, il y a néanmoins moyen de porter un jugement sur les trois auteurs enfonction de critères non controversés (cohérence, complexité ou nuances, capacité à réfuter les deuxautres). Ensuite, une confrontation et un dialogue directs des trois positions permettent de dégagerdes conclusions d’intérêt général. Celles-ci montrent quel genre de compromis peut être trouvé entreles principes de vérité et d’histoire, approuvent le projet de résoudre les tensions dans la vision del’homme, surtout entre privé et public, tout en rappelant l’importance du point de vue ancien sur lesprincipes repris par la démocratie (liberté, égalité, justice). En dernier lieu, nous montrons comment leprogramme d’une philosophie politique qui vit d’une tension féconde entre critique (prémoderne) etconfiance (moderne) peut se dégager de cette confrontation, ainsi que la nécessité de poursuivre lesefforts de dialogue pour rendre notre pensée digne de l’idée de la démocratie libérale. / Having noticed a lack of dialogue between three American political philosophies, those of John Rawls,Richard Rorty, and Leo Strauss, we attempt to remedy the situation by confronting their ideas onmatters concerning truth, history, the dimensions of man, and democratic principles. We examine themfurther by highlighting the opinion of each on eleven classical dualisms related to these four matters.These dualisms are binary oppositions, generally venerable, which classify and divide two orders ofreality. This common language of classical dualisms enables us to compare our thinkers more closely.If no real victor emerges from our confrontation, it is possible to judge each of the thinkers according tonon contentious criteria (consistency, complexity or subtlety, capacity to refute the other positions). Wethen illustrate that the direct confrontation through dialogue leads one to conclusions regarding mattersbeyond simple exegetic analysis. These conclusions show what kind of compromise is possiblebetween the principles of truth and history, they support the project of resolving the tensions in ourunderstanding of man, in particular, between the public and private spheres, all the while reminding usof the importance of the ancient view of democratic principles (freedom, equality, justice). Ultimately,we explain how this confrontation can lead to a program for a political philosophy which balances theclaims of (premodern) criticism and (modern) confidence, as well as restates the importance ofcontinuing the dialogue in order that our thought be worthy of the idea of liberal democracy.

The emergence of the African Union (AU) is seen as an effort to reposition Africa for the challenges of contemporary global realpolitik and, in particular, it provides a road map towards the attainment of a political union. The institutional architecture of the AU, modelled after the European Union (EU), indicates an intention on the part of the architects of the AU to endow the organisation with supranational attributes. However, none of its institutions has as yet started to exercise supranational powers. It is against this background that this thesis explores the feasibility of transforming the AU from a mere intergovernmental organisation into a supranational entity. In the course of the investigation, it was found that a major obstacle to realising this is the absence of shared democratic norms and standards, a consequence of the unconditional membership ideology of the AU. This thesis argues that the starting point of closer integration in Africa should be the cultivation and adoption of shared norms and values. To address this, the study proposes that the AU design an institutional mechanism for regulating its membership. Using the African Peer Review Mechanism (APRM) as a case study, this study shows that it is possible to establish a regulatory regime based on strict adherence to shared fundamental norms and values. A major recommendation is the transformation of the APRM into a legally binding instrument for setting continental democratic standards, assessing whether member states fulfil these standards and ultimately determining which member states are qualified, based on objective standards, to be part of a democratic AU. / Thesis (LLD)--University of Pretoria, 2010. / Public Law / unrestricted

Réalisé en cotutelle avec l'Université de Paris-Sorbonne (Paris IV). / Nos recherches ont pour point de départ le constat d’un manque de dialogue entre trois philosophies politiques du XXe siècle nous provenant des États-Unis alors même que cet État devrait être le chef de file et un modèle d’ouverture en matière de réflexion sur la démocratie libérale. Les trois philosophies politiques en question sont celles de John Rawls, de Richard Rorty et de Leo Strauss. Nous avons donc procédé à l’amorce d’un dialogue en mettant en relation les idées des trois auteurs sur les grands thèmes de la vérité, de l’histoire, des dimensions de l’homme et des principes démocratiques, et avons fait un effort supplémentaire de rapprochement en montrant le rapport de chacun à onze dualismes classiques liés à ces quatre thèmes. Ces dualismes sont des oppositions binaires habituellement vénérables qui classent et divisent deux ordres de réalité. Avec ce langage commun des dualismes classiques, les obstacles aux rapprochements dus aux jeux de langage ou aux vocabulaires trop particuliers des trois auteurs sont tombés. Nous montrons d’abord qu’aucun vainqueur clair ne ressort de notre confrontation, mais qu’il y a moyen de porter un jugement sur les trois auteurs en fonction de critères non controversés (cohérence, complexité ou nuances, capacité à réfuter les deux autres). Ensuite, une confrontation et un dialogue directs des trois positions permettent de les faire s’exprimer sur les mêmes enjeux et de dégager des conclusions d’intérêt général dépassant le débat d’auteurs. Ces conclusions montrent quel genre de compromis peut être trouvé entre les principes de vérité et d’histoire, approuvent le projet de résoudre les tensions dans la vision de l’homme, en particulier entre les sphères publiques et privées, mais rappellent l’importance du point de vue ancien sur les principes repris par la démocratie (liberté, égalité, justice), ne serait-ce que pour faire contrepoids à la tendance générale. Ultimement, nous montrons comment de cette confrontation peut se dégager le programme pour la philosophie politique de vivre dans une tension féconde entre critique (prémoderne) et confiance (moderne), ainsi que la nécessité réaffirmée de poursuivre les efforts de dialogue pour rendre notre pensée digne de l’idée de la démocratie libérale. / Our study stems from the awareness that three twentieth-century political philosophies emanating from the United States have not partaken in any serious dialogue, even though this country should be a leader and model of openness regarding the topic of liberal democracy. The three political philosophies in question are those of John Rawls, Richard Rorty and Leo Strauss. Consequently, we have initiated a dialogue by confronting the ideas of these three thinkers on matters concerning truth, history, the dimensions of man, and democratic principles, having furthered this effort by highlighting the opinion of each on eleven classical dualisms related to these four matters. These dualisms are binary oppositions, generally venerable, which classify and divide two orders of reality. Using the common language of classical dualisms allowed us to overcome the obstacles due to the particular language game or vocabulary of each. In the first place, we show that if no real victor emerges from our confrontation, it is possible to judge each of the thinkers according to non contentious criteria (consistency, complexity or subtlety, capacity to refute the other positions). Then we illustrate that the direct confrontation through dialogue allows each of the three positions to express itself on the same issues and leads one to conclusions regarding matters beyond simple exegetic analysis. These conclusions show what kind of compromise is possible between the principles of truth and history. They support the project of resolving the tensions in our understanding of man, in particular, between the public and private spheres. Finally, they remind us of the importance of the ancient view of democratic principles (freedom, equality, justice), if only to counterbalance the current overwhelming trend. Ultimately, we explain how this confrontation can lead to a program for a political philosophy which balances the claims of (premodern) criticism and (modern) confidence, as well as restates the importance of continuing the dialogue in order that our thought be worthy of the idea of liberal democracy.