ABSTRACT
This chapter examines the origins and development of children’s and adolescents’ understanding of democracy and civil liberties. The research described in this chapter suggests that a variety of democratic concepts emerge in childhood and develop throughout adolescence. These include conceptions of personal choice and autonomy, which serve as a foundation for civil liberties, such as freedom of expression and religion, and democratic forms of group decision-making based on voice, majority rule, and representation. Children apply these concepts to evaluate social organization both in proximal social contexts, such as the peer group or family, and in larger social organizations, such as the school or society at large, including the realm of government. Democratic concepts are found even in nondemocratic countries, such as Mainland China, and in those with diverse cultural and historical traditions. Although individuals affirm these basic rights and democratic principles, they sometimes subordinate them to other social considerations, such as maintaining authority, social organizational goals, or group identity or when in conflict with other moral principles, such as prevention of harm or injustice. Further, participation in social environments that enhance civil liberties and that are democratically structured is an important source of psychological well-being and flourishing.
