Main Article Content
This article poses as a theoretical and practical problem a particular aspect of democratic values: its quality as a historical occurrence. Valorizing the non-essential character of democracy, its “foundational void,” should be a common part of any democratic culture. The values that inform democracy also share this historical quality; they cannot be established outside of personal and institutional biographies. This article explores the consequences that such principles have for democratic values education in schools. The article describes the general traits of an educational policy and practice that might be understood as a form of democratic narration.