It would be hard not to describe our world as chaotic at the moment, salted with a fair amount of uncertainty and fear. As educators we have the enormous responsibility of helping to prepare young people for their lives in this complicated environment. Most Australians, I would think, would have an appreciation of a belief in Democracy, though it would seem that most is not all.

To deal with our Democracy effectively requires good critical thinking, recognising that one’s opinion does matter and is important in order to map one’s thoughts through the maze of uncertainty presented on a daily basis. Schools have that vital responsibility in developing the ability of students to effectively read, understand, analyse, develop opinions, write with knowledge and to be able to express themselves effectively with their own opinions that really do matter. Mathematics also matters; to not be able to manipulate numbers and undertake relevant calculations can leave a person vulnerable. As educators, we do know that whilst this is important one size doesn’t fit all, and the progress of each student is important.

But schools have a complicated job helping prepare students for their life ahead. I occasionally attend the assemblies at my grandchildren’s school and am impressed as the sixth-grade students help run them. I’m sure this takes place in most schools, which wasn’t the case when I was at Primary School. This responsibility builds confidence and understanding. There are so many enlightened things that schools do today which assist in student development, preparing them for an effective, useful life in a democracy such as ours.

Having been confronted by the world news during the evening TV sitting, I grabbed a piece of paper and listed some of the really positive things I know our schools believe in and do at this time of our existence. Most of which will enable students to be effective members of our democracy.

So here is the list of important skills that we set out to develop in our students:

1. Decision Making: Encouraging students to have good, well considered reasons for a decision they make. Being a thoughtless follower will not be helpful to them or our Democracy. Being incapable of not making a decision is also unhelpful. Fence sitting should be avoided.
2. Good Debate: Students benefit from being able to constructively and thoughtfully debate. Considered opinion and the ability to express it, rather than following something blindly, is valuable in a Democracy.
3. Problem solving: Students should be practiced and confident in problem solving rather than blindly accepting another’s opinion. A year 10 student I knew was on a ten-week exchange to a boarding school in Scotland. Mid-term holiday came up and she decided to take the train to London to visit a Gap student she had become friendly with when they were working at St Philips. It was a good trip and terrific weekend. She arrived elated back to her village in Scotland to find that she had returned a day too early and the school was still closed. However, she was not helpless, she had the confidence to use her initiative and booked herself into the local Youth Hostel, something she had not done before. Travel is riddled with the need to problem solve and the experience is invaluable.
4. Ask the Question: As educators it is so important that we teach students to ask wise questions, to help develop opinion and understanding.

Some people are confident leaders, and some are not; but students can learn to be. Experience is the best way for someone to develop leadership skills. Some confident leaders may not be good listeners or be reluctant to invite opinion. They can recognise this and so become better, more confident leaders.

Outdoor Ed is a good place to develop effective leadership skills. A common expedition model is to appoint a couple of new group leaders each day. They will learn from the example of others and reflect on how to make decisions effectively. Obviously, mistakes can be made, but this gives the instructor a good teaching moment which is likely to be remembered. One of the lessons that I liked to promote was that the loudest voice didn’t always produce the best solution. There is also no future in being a lazy group member which results in a loss of control. (There is no value in being a lazy voter at an election - one’s opinion does matter).

On a Duke of ED 5-day hike on which I was the instructor, I recall the group coming to a fork in the track. Discussion commenced on which way to go. The loudest voice (I think he later became a politician) quickly won the day. The other students were tired after a hard day's walking and really didn’t care. I knew the hut we were going to was along the left fork whilst the right one disappeared 500 steep meters down into the river valley. I gave the group the right direction, probably when I shouldn’t have. However, the lesson of “the loudest is not always right” was nevertheless well learnt.

I’ve written about Socrates before, but it is worth mentioning him again, as his method of thinking is as relevant today as it was 470-399 BC when he lived. I’m always amazed at this. I was introduced to his thinking by a friend who was a Business Board coach. Boards have to make the best decisions, and it is incredible that Socrates can still help them do this!

My friend presented six considerations promoted by Socrates that can be still used to arrive at a good decision and the also to test it.

1. Please can you explain more.
2. Why do you think this assumption is true?
3. Is this evidence full proof?
4. Is there another way of looking at this?
5. What would be the result if X happened?
6. Which is the most helpful question?

As educators we have the privilege and challenge of walking with our students for part of their journey in becoming thinking members of our Australian Democracy knowing that if they are this, they will make a difference.