John Dewey (1951) conceptualizes democracy as a lived experience, transcending political and economic structures to shape how we interact and organize. Expanding on this, this paper introduces the concept of "democracy-as-becoming," drawing on Jacques Derrida’s ontological approach to unpredictability and emergence (Dick & Ziering Kofman, 2005). This perspective reframes democracy not as a fixed goal but as a continuous, relational process embedded in organizational practices that shape the present while informing future-oriented action. Central to this discussion is the integration of care ethics within organizational education. The Cycles of Care framework (Fisher & Tronto, 1990; Tronto, 2013, 2017) provides a structured approach to embedding democratic potentials into organizational education through the formulation of cycles: caring about, taking care of, caregiving, care receiving, and caring with. By positioning care as an inquiry-driven, embodied, and relational practice, this paper highlights its transformative potential in fostering democratic organizations capable of navigating complexity and uncertainty. Care is inherently political, shaped by power relations, societal values, and institutional structures (Mouffe, 2000, 2005). This paper adopts an intersectional lens (Collins, 1990, 2000) to critically examine how care work is racialized, gendered, and undervalued, often depoliticized within neoliberal frameworks. Drawing on feminist political theory, it argues that reclaiming care as a collective and political practice can foster inclusive, participatory, and ethical organizational structures. As Tronto (2023) asserts, care is both a moral value and a foundation for constructing just societies, offering a paradigm shift beyond market-driven individualism (Parra Jounou & Tronto, 2024). By linking care ethics with pragmatist philosophy, this paper proposes a model for caring democratic practices within organizational practices. It explores how caring inquiry that rooted in attentiveness, responsibility, and relationality can transform tensions and uncertainties into opportunities for organizational education. This approach challenges traditional models, advocating instead for participatory, care-centered practices that promote social interdependence and ethical transformation. Ultimately, this paper argues that embedding care into organizational education fosters democratic processes that are dynamic, inclusive, and future-oriented. By centering care as a political and relational practice, it contributes to broader discussions on how organizations can cultivate ethical and just futures.

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