Modelling

We use modelling.

Instead of teaching about a topic, we model it. One of our prime methods is to teach through and for.

When we teach equal participation we model structures and attitudes that establish equal participation here and now within the group of participants.

Modelling is the change of one’s thoughts, beliefs or behaviours to fit those which you have just been exposed to (Schunk, 1987). We learn by copying models through what is referred to as observational learning (Haston, 2007). Typically for example, children may copy patterns of aggression after observing someone else being aggressive (Bandura, 1977).

We believe that teaching for democracy involves the action of conveying the values of human rights through actions. There are two types of modelling: implicit and explicit (Sweet, 1993). Implicit modelling refers to passive processing and is based on the premise that we model subconsciously (Haston, 2007). On the other hand, explicit modelling is the active part of processing where students are shown a task and are encouraged to imitate it (Sweet, 1993). We model implicitly through para-language such as intonation, body language, awareness of bias, and emotional regulation. We mode explicitly through language, rules of cooperation, decision making, responsibility in learning and autonomy.

If imitating a model results in success, then the process is likely to motivate us and we are more likely to use models again (Schunk & Zimmerman, 2007). L2C facilitators model democratic practices at all point of their interventions, it’s about learning through democracy more than about and for democracy.

Democratic practices in education can be conducive to the development of democratic competences.
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