DEMOCRATIC SCHOOL MODEL: HISTORICAL, PHILOSOPHICAL, AND PRACTICAL PERSPECTIVESv
Abstract. This article examines the democratic school model based on philosophical and practical foundations developed through various stages of pedagogical thought history. The principles of democratic schooling—freedom, participation, equality, and responsibility—are analyzed in the context of ideas put forth by pedagogues such as Rousseau, Pestalozzi, Dewey, Tolstoy, A.S. Neill, and Yaacov Hecht. Grounded in a qualitative methodology, the study highlights the innovations democratic education introduces to school management and the teaching-learning process. Furthermore, the article provides scientifically substantiated perspectives on the potential implementation of the democratic education model within the Azerbaijani educational system. In addition, pedagogical, institutional, and social limitations encountered in the practical application of the democratic school model are critically evaluated. Internal and external factors influencing the formation of democratic governance mechanisms in the school environment are examined in detail. The findings indicate that the democratic school model represents an effective alternative educational approach that sup ports not only students’ academic achievement but also their personal and social development. The article provides a theoretical foundation for future research in the field of democratic education and offers guidance for practical applications.
Keywords: democratic education, democratic school environment, democratic principles, characteristics of democratic schools, philosophy of education, his torical-pedagogical context
