Learning citizenship with pleasure in the Democracy Factory
interactive exhibition
Backgrounds, objectives and principles of an interactive methodology
By Jan Durk Tuinier and Geu Visser
Diversity and equality
A democratic society has two main characteristics (Savater, 2009). The first characteristic is
diversity, as a fact and we can experience this every day. People are all different with their own
history and future perspectives but also own opinions, religions, cultures, interests and ambitions.
The second characteristic is Equality by law. This is not a fact but a democratic choice. In the
development and history of democracy in Europe, this last choice was one of the most important
steps. The government, as representative of the citizens, makes no distinctions between people
on basis of race, ethnic background, gender, physical appearance, religion, values or on any
other characteristic. The principle of equality also implies the prohibition of discrimination.
Tolerance
Tolerance is in a lot of democratic societies seen as one of the most important values for citizens
to live in peace. The diversity between people produces a pluralistic and exiting society but
delivers also a lot of conflicts. Contrary opinions, conflicts of interests, cultures and life styles and
even clashes of civilizations, demand a tolerant attitude of citizens.
Tolerance does not appear from itself, it needs to be discovered and exercised by people.
Tolerance means the preparedness to live in harmony with people who have completely other
opinions, religions, values and worldviews. We can even be tolerant towards people who have
contrary values or show disgusting behavior, but it is clear that this is not unlimited (Tuinier,
Visser 2010). Tolerance is phenomenon which includes the relation between people and is
always aimed at a certain opinion or behavior of someone in a specific situation. Tolerance does
not mean that citizens don’t criticize each other. Also exaggerated care for not to hurt the values
and views of other people, does not suit the term tolerance. Tolerance is reciprocal: I offer room
to other people to live their lives from their own perspective and at the same time I expect room to
do the same in my personal situation. The core of tolerance is that every human being has to be
respected, but certainly not every opinion of every behavior (Savater, 2009).
Backgrounds, objectives and principles of the Interactive Methodology
The interactive exhibitions The Democracy Factory (Brussels 2012) and the Democracy
LAB (The Hague 2013) are not traditional exhibitions made through the encyclopedic
model. These kind of exhibitions are characterized by panels with texts, photos and
graphics and probably some artifacts, where visitors can consume information. Visitors of
the interactive exhibitions work with their head, hearts and hands in a lively surroundings
in which exchange and discussions are desired to complete a successful visit. Both
models, the encyclopedic and the interactive model have specific objectives and means
and at the same time specific chances and restrictions. In this article our ambitions
towards the interactive methodology will be described and discussed.
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It’s all about you
At first sight, our interactive exhibitions show all kind of social problems, but soon the visitors will
discover that the themes and missions are all concerning themselves. They will dive in a dialogue
about their own world views, doubts, opinions, prejudices and ambitions. In our exhibitions we are
not supporters of a showcase approach. A way of looking in which the visitor walks around and
around amazed and surprised about the curiosity or rarity of an object. The democracy factory is
not about objects or objectivity but about the visitors themselves who are subject of a process of
investigation in relation to democratic values.
Learning is bridging a gab
Although we don’t want to underestimate the importance of gaining knowledge, we choose for a
different approach in the Democracy Factory, the DemocracyLAB and other exhibitions. In our
view learning is bridging a ravine or gap between the own biography and a new experience
(Jarvis 1987, 2007). It is our task and the mission of all educators, to organize in a didactical
approach the gap between the existing and the new situation.
The art of education
We know from experience and research, that if we make the gap between biography and the new
experience to wide, a lot of young people fear to leap from one side to the other. They will be
despondent and dispirited or even afraid of failure and this will not give any perspective to
education. It is called non learning (Jarvis 2007). At the contrary perspective there is another
example of non learning. When the gap is too little, there is no challenge to jump. Boring will be
the result and this is not a desirable situation in school of museum as well. It is the art of
education to find a balance in managing the gap. We need to know our students very well to
discuss and observe the learning process.
Backgrounds, objectives and principles of the Interactive Methodology
Learning and gaining knowledge
There a different implicit learning theories which support the mentioned pledge of interactive
learning. Most ways of learning in regular education are aimed at learning by heart, gaining
knowledge and facts in order to reproduce it. This way of learning is most suitable for young
people who have good or excellent cognitive capabilities like language skills and a good memory.
Young people who don’t have these skills in that degree, this method of gaining knowledge,
memorizing and reproducing during exams, is far from easy. We conclude that this particular
group of young people will be bored very soon in an exhibition by the encyclopedic approach. By
the way, this does not mean that the investigational way of experiential leaning, like in our
interactive exhibitions, are not meant for cognitive talented youngsters.
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Learning is to uncertain and unsettling pupils
In the Democracy exhibitions we can understand learning also as a way “to uncertain”
(Imelman, 1982) pupils by raising questions. By many confrontations in short time we make
young people uncertain. We ask questions, challenge them to investigate themselves, dilemma’s
in nowadays society and history. We confront them with controversial cases and challenge them
to form an opinion. By these confrontations, defined as “codifications” by Paolo Freire, we insist
young people to leave their comfort zone and challenge them step by step to create new
opinions, exercise skills and behavioral alternatives.
Pressure cooker of learning
This process of gaining knowledge by experience, and link these new insights directly upon the
own social context and perception of the pupils, and finally enter a process of modification of
attitudes at the same time, create a special learning experience. We sometimes speak of a
pressure cooker of learning. In the exhibitions young people surf and zap in an interactive way
through the exhibition and create dozens of links and relations between us and them, here and
elsewhere and now and then. Existing knowledge, new insights, sleeping facts and opinions and
new experiences and behavior alternatives create something new. This creates a cyclical process
of reflection in which is alternately room for knowledge, skills and attitudes.
Cycle of dialogue
The core of the interactive methodology is dialogue, in which listening and investigating is more
important than arguing with an outcome with winners and losers (Freire, Araujo Freire, 1997).
That’s why the pupils work with a booklet with assignments and problems to solve. They can
make notes and write down their opinions and answers. At the end of the program, participants fill
in about twenty answers and observations into an internet application to print a certificate with a
personalized comment on their opinions and conclusions. The teacher is advised to ask the
pupils to reflect on the contents of the certificate, to strengthen the cycle of learning and dialogue.
Backgrounds, objectives and principles of the Interactive Methodology
Experiential learning
When education is called experiential learning, we know the pupils are challenged to experience
and relate the study subject instead of reading about it or take part in a lecture. Pupils play an
important role in the learning process and in the cycle of experience and reflection. They are for
their part responsible for the learning process, which is very motivating. Of course a challenging
subject, climate and assignments to reflect are necessary to make the learning process to a
success. The contents of the learning process is subjectivity of the learner through experience
(Freire,1993) in a continuous cycle of reflection (Kolb 2001).
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Assignments as sandpaper
The assignments and themes need to contain a certain surprise. In a lot of cases however, the
assignments are uncomfortable and even sometimes irritating. We work with these on purpose to
challenge young people, who by the way seldom have the tendency to hide their opinions, to
learn and to experience themselves as subject of the learning process. Very seldom, a participant
has the opinion that a theme or mission are indecent, but this situation is also an important
experience to share and to comment in the exhibition. Working in the “Democracy Factory”
means investigating limits or opinions and questioning young people to form own opinions. Not
the facts or the basic characteristics of democracy are at stake, but the liquid limits which move
constantly in a democracy. In this sense young people “produce” democracy. They internalize the
characteristics of being a citizen in a democratic society by doing. The nature and interactive
methodology of the “Democracy Factory” does not exclude gaining knowledge, learning,
reproducing and rehearsel completely, although we can say that the approach of leaning is
complementary.
Eclectic learning theory
Our theoretical notions upon learning and education are eclectic. By evaluating and monitoring
the interactive exhibitions in Belgium, the Netherlands and other countries, and relate the
outcome with relevant learning theories, the interactive methodology got more and more valid. In
this process we are of course tributary to all kind of scientists and pedagogues but we learned the
most by experiential learning from young people. They showed us that it is possible to discuss
and investigate serious social dilemmas and relate them to our own biography. And most of all,
we learn with pleasure and experience the joy of being a democratic citizen.
Backgrounds, objectives and principles of the Interactive Methodology
Learning styles and talents
To challenge young people with different learning styles and talents, the interactive methodology
contains as much different didactical assignments as possible (Pohl, 2000). The basic idea,
developed by Benjamin Bloom, concerns cognitive, affective an psychomotor assignments. To
challenge all pupils, including the ones who are less motivated to learn, we use the interactive
exhibitions a lot of different didactical hands on means like images, devices, machines, masks,
riddles, mirrors, dilemma’s, analysis, research and investigation design and questioning. In the
exhibitions, the positive curriculum objectives are starting point, combined with self directing and
self correcting assignments.
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The teacher learns
The learning process in the interactive exhibitions has large consequences for the relation
between the teacher and the pupil. The teacher has to discover and admit that the learning
process is not totally under control. The teacher is not the all knowing oracle, but partner in the
learning process. The teacher listens, asks questions and summarizes answers and observations
to let the pupils draw new conclusions and question other dilemmas. It is clear that the interactive
approach is very motivating for the pupils. Challenged in the described way, young people
appreciate the methodology to investigate opinions and personal values. Finally, we learned in
this process that there is now greater satisfaction for teachers than working with pupils who learn
with pleasure, watching out a new interactive project.
Dealing with history
It is of great importance that people in general feel themselves at home in the world they live in.
Therefore communities are necessary to store and exercise a collective memory. Because
people deduce an important part of their identity out of the family and national history, it is
necessary that they learn to deal with history. That is the reason that we pay attention to the
period that democracy was put down and restored in Europe during World War II.
War is a condensation of human history. Everything in normal life, we can recognize extremely
during war time. War shows humanity in real extreme way. We observe examples of hatred,
treasury, distrust and prosecution, but also examples of love, civil courage, trust and resistance.
Because life can be observed in extreme forms during wartime, it is very informative, instructive
and teachable for children and young people nowadays. Indeed the circumstances change in
time but people in principal remain the same and react in critical situations in which violence
occur not different from the past. In our exhibitions, history is a part and we think it can play an
important role to empower pupils by relating themselves to democracy.
Backgrounds, objectives and principles of the Interactive Methodology
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Clarification of values
In the Democracy Factory pupil’s own and other values are clarified in an process of
communication and exchanging opinions. There is no transfer of values to avoid any moralism.
This does not mean that the learning process is without values at all, but we have to admit that
religions and philosophies only have significance for the people who are convinced of them.
However, in our society citizens have agreed upon equal rights, equality of chances and they
have written down these right in a constitution, together with other rights as freedom of religion
and political conviction. These rights and values, which are the basis if these fundamental rights,
are a moral touchstone for the learning process and make people responsible for each other.
Nevertheless, in our exhibitions is even room for pupils who want to discuss the fundamental
rights. That is how democracy works.
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Peace Education Projects
The Dutch foundation for Peace Education has a lot of experiences with innovating educational
projects. The foundation manages Remembrance Center Fortress De Bilt. In the last decade
about 50.000 pupils in the age of 10 to 14 years old, took part in an educational project about
prejudices and the scapegoat phenomenon. On grounds of evaluations the interactive
assignments are refined and improved to realize sustainable learning effects.
Experience and expertise
Because the great interests in the Netherlands for our interactive exhibitions, some travelling
exhibitions are developed for instance the Peace Factory in 2004 (150.000 participants) and the
World Express about international cooperation and development issues in 2007 (30.000 visitors).
Besides Peace Education Projects developed interactive exhibitions in about ten different
countries, from the same concept and adapted contents: Russia, Germany, Spain, France,
Switzerland, Belgium, Turkey and Israel. These projects are executed in close cooperation with
museums, educational institutions, private foundations and companies. The interactive
methodology of the Peace Factory is published as “good practice” by the Human Rights
Education Association (HREA) en Unesco.
Bronnen
- Bloom, B.S. (1956). Taxonomy of Educational Objectives, Handbook. David McKay Co Inc, New York.
- Council of Europe. (2008). White Paper on Intercultural Dialogue “Living together as equals in dignity”.
www.coe.int/dialogue
- EHRA (2009) Human Rights Education in the school system of Europe, Central Asia and North America: Good
Practice. EHRA-OSCE/Unesco. www.hrea.org
- Freire, P. (1985). The politics of education : culture, power, and liberation. South Hadley, Mass.: Bergin & Garvey.
- Freire, Paulo, and Ana Maria Araújo Freire. (1997). Pedagogy of the heart. New York: Continuum.
- Imelman, J.D. (1985) Inleiding in de pedagogiek. Noordhoff, Groningen
- Ooijen, I. van. en Tuinier, J.D. et al (2011). Het Fort van de Democratie WERKT! Samenvatting onderzoek naar
leereffecten. Vredeseducatie, Utrecht.
- Pohl, M. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of
Thinking. Brownlow Education, Chelenham.
- Savater, Fernando. (2009). Vrijheid, Gelijkheid, Burgerschap: zakwoordenboek voor mensen van morgen. Bijleveld,
Backgrounds, objectives and principles of the Interactive Methodology
Research interactive methodology
The interactive methodology is thoroughly tested in the Fortress of Democracy in Utrecht, which
is a project of Peace Education Projects. In spring 2011 and 2012 an investigation is performed in
by the Social Psychology department of the Amsterdam University. In this investigation is shown
that young people in general, aged 16 – 18 years old in Vocational Training Colleges, gain more
knowledge about democracy and realize more democratic opinions. It is remarkable that young
male visitors learn more that the young women. The young women enter the exhibition with a
higher level of democratic awareness, which is understandable from the perspective of social and
psychological maturity of girls in general. It is interesting that the young men leave the program
on the same level as young women. Young men catch up finally and show less radical opinions
and views. Finally these outcomes cannot be generalized to other exhibitions, although we can
establish that it can be justified that other interactive methodology exhibitions can make similar
expectations come true.
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© 2013 Stichting Vredeseducatie/Peace Education Projects, Utrecht
Jan Durk Tuinier (1958) is a generalist in the field of education, social welfare and development of innovative learning
strategies. He studied social education science at the University of Amsterdam and Nijmegen. Peace Education is a key
word in his career. He worked in the peace movement and in the international youth work in the Netherlands and Surinam
(YMCA). Since 1992 he worked together with Geu Visser (1953) in Peace Education Projects in Utrecht, a foundation that
they both established. Visser worked as a teacher in primary school and is a well known peace education expert. In
foundation Peace Education Projects they developed a lot of national and international projects in the field of interactive
learning, human rights, commemoration of World War II and various peace matters. For some of their projects they
received national and international awards.
Backgrounds, objectives and principles of the Interactive Methodology
Utrecht.
- Tuinier, J.D. en Visser, G. (2003). Learning for change: interactive exhibition Fortress De Bilt. Vredeseducatie,
Utrecht.
- Tuinier, J.D. en Visser, G. (2009). Jongeren maken democratie. Vredeseducatie, Utrecht.
- Tuinier, J.D. en Visser, G. (2010). De Tolerantietest www.tolerantietest.eu Vredeseducatie, Utrecht.
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