Letter to Students 
UNPACKING DEMOCRACY: AN INTRODUCTION
The collection of twelve essays contained in the dialogue monograph is meant to initiate and inform the 2007-2008 University Dialogue. "Democracy" is a complex concept in contemporary American culture for a variety of reasons. While it is a term used by citizens of all political persuasions, ethnic identities, social classes, and geographic locales, its meanings have varied over time and place, and interpretations of the ideals connoted by "democracy" seem to be as much a function of the speaker as of a common, shared set of understandings. The authors of the essays offer several interesting and thought provoking insights into democracy, each of which deserves careful thought and reflection. In an effort to help structure some of your own interpretations and to provoke new insights, we offer a brief guide intended to stimulate not only personal reflection but also discussion with your peers, family, and faculty. With the upcoming presidential primary elections and New Hampshire's status as "First in the Nation," these conversations are especially relevant and important.
As we read the essays, we identified five main organizing themes that constituted the authors' areas of focus and interest. You might find different key themes, depending on your own past experiences with this thing called "democracy." But here is a starting point.
Definitions/Conceptions of Democracy
As simple as the question might seem, "What does democracy mean?" is perhaps the most important starting point for your journey through this monograph. Several authors offer definitions that they have either researched or constructed to suit the needs of their argument. This multitude of definitions is perhaps the most important thing to contemplate. Why are there so many divergent, even competing, definitions of this term in our culture and others? Do the terms traditionally associated with American democracy (equality, majority rule, fairness, citizenship, participation) mean the same thing to everyone in our culture? How are these concepts expressed and understood in other cultures? What, in fact, does democracy mean to you?
Ideals and Challenges to Achieving Democracy
We often hear ideals of democracy being championed in an effort to promote one point of view over another. In recent times it has become increasingly difficult to discern who is in fact a greater champion of these "democratic ideals." The idea that one group, be it the majority or not, has a monopoly on being "democratic" is perhaps the furthest thing from democracy. Ideals are difficult to define and even more difficult to achieve, especially in a pluralistic culture that may seem to pit subgroups against one another. Articulating and examining ideals require analyses of history, culture, economics, society and other factors far beyond the scope of these papers. However, asking questions and engaging others helps to defend against two very powerful enemies of democracy: indifference and intolerance. Does everyone have equal access to democracy? Do some votes carry more weight than others? Are voters who are uninformed about the issues a detriment to democracy? Should money be able to buy influence in a democracy?
Cultural Variations
A number of the essays address the idea of democracy and its role in parts of the world other than the United States. As we noted earlier, democracy, even within the essays you are about to read, can be interpreted and applied in myriad ways, all of which are not culturally congruent or appropriate in all settings. That is, democracy may be less pan-cultural than some would assert. As a world leader and arguably the most famous (or infamous) democracy in the world, the United States occupies a particular (some might say peculiar) place on the world stage. Some might look to us as an example of democracy (making us the ideal); others might view our efforts to "export" democracy as a sign of aggression or even oppression; a kind of ideological colonialism that smacks of earlier efforts to create empires. Throughout American history we can see both successful and failed attempts by our government to export democracy. Each of these instances should be carefully examined to gain a better understanding of the processes and practices of democracy. As you read these essays, you might ask yourself questions such as: Is "American" democracy appropriate for everyone? What motivates us to export democracy? Profit? Idealism? A sense of sacred calling? Noblesse oblige? What "ideals" are we really wanting to export and why? Ultimately, examining our attempts to export democracy can be a valuable way to better understand our own democracy here at home.
The Theory and Practice of Democracy, or Practicing What We Preach
Another important consideration in your thinking about democracy is the distinction between theory and practice. Defining ideals, instituting institutional structures to carry out those ideals, and establishing laws are all ways in which we realize the aims of democracy. The structures that we institute are meant to create a stable reality in which our "ideals" can flourish. We make provisions in our structures to protect minorities, protect Constitutional freedoms (speech, religion, assembly, etc.), level the playing field by assuring more equal access, and create a society in which citizens can feel safe. The "reality" which manifests itself in our behaviors (within our defined structures) is oftentimes very different. We know that our society and the world are hardly safe. We know that money does buy influence in our democracy. We know that dissent is rarely embraced as an integral part of democracy. Why is there such a gap between the theory and the practice? Can that gap be narrowed? How?
The Role of the University in Teaching, Fostering, and Practicing Democracy
For several centuries democracy and education have been understood as interdependent. Since the time of Socrates education has been seen as necessary for a democracy to thrive and approach its ideal. In the American context we can review the writings of some of our most influential founders (Jefferson, Franklin) to see that the American democratic "experiment" was predicated on an educated and informed citizenry participating in creating a course for the nation. Over the course of history in this country education has come to be seen as a fundamental right which every citizen is entitled to (even though the term "education" does not appear in the Constitution). In the United States, education is seen as a tool to create a more equitable society, that is to equalize opportunity if not achievement. Perhaps ironically, the meritocratic nature of our school system, especially in higher education, works against the notion that simple effort is the key to full participation in our society. The premise that it is effort that matters most, rather than intrinsic talent, is a democratic ideal but one that is hard to reconcile with selective admission processes, comparative grading practices (such as class rank), and other characteristics of our competitive educational system. Other ironies can be found in the ways in which colleges and universities are organized. Do students have an equal voice in university policy-making? Do staff and faculty vis a vis administration? How representative is the Student Senate and Faculty Senate?
What is Your Role?
So, as the fortunate ones who are attending a selective university, who have been given access to great resources (professors, libraries, laboratories, peers, etc.), do you have any responsibility in this democracy? As a member of a fairly small percentage of the American population, for that matter the world population, that enjoys this privilege, what if anything should you be doing? We encourage you to read these essays with a critical eye, keeping in mind some of the questions and ideas that we have put forward here. Perhaps most importantly, we urge you to actively engage the questions we have raised and to formulate your own questions as well. To aid in your thinking, this monograph is accompanied by a pocket guide to the US Constitution, the fundamental expression of how democracy should work in these United States. Does the Constitution help us to answer the question, "What is democracy?" Does it help us to practice what we preach? Does it apply equally to all members of our pluralistic society? If you were to modify the Constitution, what ideals and commitments would you be sure to include? If there were a Constitution for the University of New Hampshire, what might it say?
Happy reading.
Bruce L. Mallory, Ph.D.
Provost and Executive Vice President
Professor of Education
Taras Ferencevych, M.S.
Residence Hall Director
Doctoral Student, Dept. of Education