Majority rule – a fair rule?
Introduction for teachers
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In democracy, the majority decides, and the minority must accept this decision. Because decisions in democratic systems are temporary and open for revision, the minority can accept being outvoted. But what happens if the minority becomes a “persistent minority” – if it is permanently outvoted? Critics call this situation the “tyranny by the majority”. The unit focuses on this problem, which is a key issue in democracies. It demands a solution, as social cohesion is endangered if groups in society have the impression that their interests are consistently being ignored. The students analyse a model case story about a sports club in which two groups, a large one and a small one, argue about how the club budget is to be spent. The problem is less complex than in real society, but the core issue is the same. The students try to solve the problem by designing a statute. Different approaches are possible, and these are also used in designing constitutions – giving minorities rights of autonomy (a federal or cantonal model), and by establishing standards of human dignity and mutual recognition, human rights limit the scope of majority decisions. However, no set of rules will ensure that minorities are treated fairly and that the will of the majority is respected. Democracies depend on a culture of responsibility and mutual respect, that is, on how citizens treat one another of their own free will. Therefore the tools that the students have developed give them the competence to better understand how the majority/minority issue is addressed in their country. A research task is suggested as an extension and application. |
Competence development: links to other units in this volume
What this table shows
The title of this manual, Taking part in democracy, focuses on the competences of the active citizen in democracy. This matrix shows the potential for synergy effects between the units in this manual. The matrix shows what competences are developed in unit 7 (the shaded row in the table). The strongly framed column shows the competences of political decision making and action – strongly framed because of their close links to taking part in democracy. The rows below indicate links to other units in this manual: what competences are developed in these units that support the students in unit 7?
How this matrix can be used
Teachers can use this matrix as a tool for planning their EDC/HRE classes in different ways.
- This matrix helps teachers who have only a few lessons to devote to EDC/HRE: a teacher can select only this unit and omit the others, as he/she knows that some key competences are also developed, to a certain extent, in this unit – for example, taking responsibility, problem analysis, negotiation skills.
- The matrix helps teachers make use of the synergy effects that help the students to be trained in important competences repeatedly, in different contexts that are linked in many ways. In this case the teacher selects and combines several units.
| Units | Dimensions of competence development | Attitudes and values | ||
| Political analysis and judgment | Methods and skills | Political decision making and action | ||
| 7 Equality | The key issue of how to balance the rights of majority and minority groups in democracy. Human rights protect minorities and individuals. Federal and cantonal institutional designs protect minority rights. |
Analysing and solving a political problem. | Presenting and arguing for ideas and solutions Making a decision. |
Mutual recognition. |
| 2 Responsibility | Mutual recognition.. | |||
| 1 Identity | Making choices and defining priorities. | |||
| 4 Conflict | Conflict of interests. | |||
| 5 Rules and law | Institutional frameworks in democracy support non-violent conflict resolution. | Designing an institutional framework to resolve conflict in society. | Appreciation of peaceful means to resolve conflict. | |
| 3 Diversity and pluralism | Pluralist society consists of minority groups with different interests. | Negotiating. | ||
UNIT 7: Equality – Majority rule – a fair rule?
How can we settle the majority/minority issue in democracy?
| Lesson topic | Competence training/learning objectives |
Student tasks | Materials and resources | Method |
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Lesson 1 The majority always rules – ok? |
Analysing a problem. The problem of the “persistent majority”. |
The students identify the problem of the “persistent majority” and suggest solutions. | Student handout 7.1 (model case story), markers, flipchart. | Individual work, group work, plenary discussion. |
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Lesson 2 How can we balance majority and minority interests? |
Working in a team, time management; solving a problem. Rules, laws and constitutions are tools to solve problems and deal with sources of conflict in society. This is the justification for government and authority. However, they may also serve certain interests. |
The students draft a statute to deal with the majority/ minority issue in a micro-community. | Student handouts 7.1-7.3. Flipcharts and markers. |
Group work. |
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Lesson 3 Draft statutes |
Giving brief presentations, comparing and judging ideas and reasoning. Institutional design involves criteria such as feasibility, fairness and stability. |
The students explore criteria of institutional design. They give presentations and compare their ideas. | Student handout 7.4 Matrix for the students’ presentations (blackboard or flipcharts). Flipcharts. A4 sheets. Markers. Glue stick or tape. |
Group presentations, plenary discussion. |
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Lesson 4 What is a good way to govern a democratic community? |
Judgment: balancing criteria. Dialectics between democracy, fairness and efficiency. |
The students judge the draft statutes and explain their reasoning. | Blackboard or flipchart. | Presentations, discussion. |
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Extension: Research task |
Working. | Research task: 1. Examples of minorities being overruled. 2. Minority protection in our constitution. |
Constitution; additional materials (print media, statistics, Internet). | Individual work, group work.Project presentations. |
- Lesson 1: The majority always rules?
A model case story This matrix sums up the information a teacher needs to plan and deliver the lesson. Competence training refers...
- Lesson 2: How can we balance majority and minority interests?
Drafting a statute for a micro-community This matrix sums up the information a teacher needs to plan and deliver the lesson. Competence...
- Lesson 3: Draft statutes
Comparing ideas in institutional design to solve the majority/minority issue This matrix sums up the information a teacher needs to plan and...
- Lesson 4: What is a good way to govern a democratic community?
What is fair, and what works? This matrix sums up the information a teacher needs to plan and deliver the lesson. Competence...
