The three basics of Demographic living:

• Human affairs are best conducted through intelligence rather than through either habit or force.
•  To educate for demographic living requires teachers to cultivate their students’ capacities to engage in “intelligent” learning activities.
•  Humans must use their intellect for generative purposes (creativity).                   >To be generative is to embrace the love of human growth.
• Humans must use their intellect for generous purposes.

The three basics of democratic living can be directly applied to student learning.

• Valuing intelligence over habit or force= thoughtful subject matter learning.
• Valuing generativity = students should learn to see themselves as life long learners.
• Valuing generosity = importance of respecting human diversity.

Personal note: I am not sure I can see how these are equal to one another yet?

These three student learning considerations can be characterized by the 3 S’s:
The 3 S’s of teaching democratic living.

• Subject: Thinking centred lessons and performance based activities
• Self: Self learning requires:
  >Freedom to choose
  >Open-ended exploration
  >Freedom from judgement
  >Honouring of every students experience
  >Belief in every students genius
•  Social Learning

Equity, diversity and Civility issues:

•  Equity: address fundamental questionings of fairness and justice; particularly with reference to class, race, gender, and sexual orientation.
• Diversity: focus on the awareness, acceptance, and appreciation of human differences, with a sensitivity to democratic traditions and ideals.
• Civility: Focus is on helping students understand that the right to dissent in a pluralistic society with democratic ideals .

Craft Reflection
Is defined as a teachers thinking during recurring cycles of instructional study, application, observation and reflection.
Teachers must engage recurring cycles of:

• Instrumental study
• Application
• Observation
• Reflection

Educators who integrate the 5 forms of inquiry into continuing reflections are developing their ability to teach for democratic living.

• Public moral inquiry: Ethics, mores, values, and virtues of democracy as a way of living. Helps educators think about the big picture of their professional
  commitments.
• Multiperspective inquiry: Diverse perspectives on the democracy and education relationship .Teachers explore the complexities of the democracy and education relationship.
• Deliberative inquiry: How to respond to children’s learning problems in creative and personally caring ways.  Teachers cultivate their capacity to respond creatively to these complexities.
• Autobiographical inquiry: Teaching as a personal calling to a caring vocation. How to construct your own “voice from the heart. Helps teachers become attuned to the aesthetic and spiritual dimensions of their professional calling.
• Critical inquiry “Praxis”: Able to cultivate your awareness of social, economical, and political inequities. Teachers investigations come “full circle” as they explore the ethical and political implications of their moral visions.