The advent of new political forces in most Western countries is a reality that has come to stay. The strategy of using schools as a governmental instrument of indoctrination has proven to be not only unethical, since it deprives the students of using their own judgement, but also inefficient as means to overcome division and a growing polarization. A lack of academic freedom at the tertiary level, the imposition of ideological content on open and hidden curricula, e.g. feminism, and the certification of teachers based on whether they conform to the political ideology borne by the government and not knowledge, skills and competencies have had dire consequences for students, countries and communities. The author has been subjected to bullying because her views did not conform to the politically correct views of the institution she worked for, although the institution advertises itself as open and tolerant.

The aims of this paper are in the first place to define what education for democracy means; to propose new approaches to the problem of polarization (particularly among students), to redefine diversity in terms of a pluralism of ideas and not of race, ethnicity or sexual orientation, and to prove that while conflict is inevitable violence is not. Another important aim is to analyze the critical role academic freedom plays in countries which call themselves democracies, but which discourage pluralism. Respecting differences and solving conflicts peacefully is indispensable not only to avoid conflict at the national level, but also to preserve peace at the international level.

The paper begins by defining fundamental concepts, like ideology, education and democracy, which are widely used, but understood very differently by different individuals. The author then will analyse the impact of political events on education and on the pupils being educated, and whether the political education offered has proven useful as a means to preserve peace and foster understanding, or if to the contrary, it has galvanized feelings of hostility due to differing political views. The degree of academic freedom in different countries which call themselves democratic will be analysed. Finally, the author will propose changes in political education curricula, which might not be liked by the elite, but which may make sense if education aims to foster tolerance and peace among individuals and nations.

Keywords: Democracy, diversity, pluralism, tolerance.