Purpose of study was to investigate results of an intervention of developing “Democracy Learning” in a German Primary school. This school has developed the educational model more than ten years with pupils, teachers, parents...“Democracy-Learning” is considered as a part of “Citizenship Education”. Main-point of “Democracy Learning” should be to help youngsters/adolescent to live responsibly and ethically, to reach different „methodical repertoire“. Massing (2002/114) explains the theoretical and normative basics of Citizenship Education as follows: “Citizenship Education is always anchored in the condition and the movements of the society.” Children – living in the 21st century have to solve other problems and challenges than in centuries before. Another handling (with own freedom, accepting rules, being an emancipated partner, overprotected/social neglected, knowing about wars/unsolved problems in the world, information about violence in media, familial problems of separation/divorce, social differences in society… need another knowledge and skills for solving problems. Participation, responsibility, values of human rights, human dignity, meaning and living values of life, one’s own contributions for peace in the world .…) must be discussed. “Democracy-Learning” means participation of all citizens (all social classes and age group) should be included in school-life and reached in school. Citizens in modern democracies need to be politically engaged, have own initiatives, self-responsibility. They need to be critical thinkers, socially responsible, live their own values and those of larger society. It is evident that everybody has to work on democratic stability by one’s own responsible democratic behaviour and that democracy has to be acquired by every generation (Henkenborg 2005/263). With knowledge of living together in different social structures with included rules, advantages, problems, possibilities of solving difficulties or participation … knowledge about different hierarchic structures, state laws, rules… pupils, students, active participating citizens receive understanding in social processes. Responsible citizens experience necessary conditions for common welfare, learn strategies of own acting. They learn active attendance/participation in all areas of living together (small/great social unity) and how great influence could be by acting. Aims of “Citizenship Education” are transported, discussed, established, practised and evaluated in all educational institutions like kindergarten, school, universities, in-service-institutions. Our society is developing from an information society into a society of knowledge demanding life-long learning. Emerging nationalism, xenophobia, aggressiveness and violence, dissatisfaction with politics and the abandoning of democratic processes…. can be counteracted by deliberate political and educational-political actions and increased information (Schiele 2004/3)

Data were collected by both quantitative and qualitative methods. Questionnaires and observations were used. School observers observed schools during the last two years. Subjects (n=) were teachers, professors, parents, and students. Open questions were formulated to receive open and individual views of democracy and individual perceptions of “democracy learning” . School observation were also used to collect data on democratic practices and education in the school. Results were analyzed qualitatively.

Engrained impression, one result of study indicate was school-atmosphere. This was noticed through esteemed interactions, respectful talkings, advices, no indoctrination but assistance and support. Observers noticed that teachers knew debilities/strength of children, remarkable was esteemed common work, teamwork, “culture” of talks, responsibility... were high. Children have “a voice”, (actively participation during circle/planning-discussions, class-/school-parliament, children chaired meetings, found consensus…) Detailed results of empirical part will be reported in final paper Dewey (1993/121) said: “Democracy is …a way of living together, a form of common and shared experience.” Therefore class-/school culture, democratic cooperation between pupils can be experienced as a way of life. “Learning democracy” in everyday life at school is experienced as a culture worth living and will be integrated in one’s wealth of experience. Social competences can be implemented when teachers use democratic form of in “Everydays-school-culture”, children gain different communicative, social, interpersonal, methodical competences.