Democracy is a broad, far-reaching idea with a specific set of relatively vague values. This becomes particularly evident when attempting to transform ever-broader interpretations of democracy into real, tangible practice. An idea – even if it is widely admired in theory – remains as effective and representative as the mechanisms and beliefs in place to put it into practice. How people interpret an idea and manipulate its undefined principles – whether selfish at times or benevolent at others – will determine subsequent outcomes. The otherwise seemingly rigid and authoritarian value structure with which our culture tends to associate democracy – underpinned by notions of freedom. and freedom - is on the contrary, and opposite, an evolving entity intertwined in perpetual transformation, by means of endless reinterpretation. A likely reason for this is the fact that values ​​– like freedom – generally revolve around the unique conception of fairness, closely followed by the unique conception of how justice is best done. Thus, given that a number of socio-economic, spiritual and cultural factors can shape a wide range of opinions about what is right and what is wrong, it becomes less certain that there is an ideal democratically accepted nationally. A stronger consensus on the ideals of democracy is more likely to emerge from the process in which these myriad interpretations are reconciled. Yet even our country's early leaders demonstrated fundamental differences in their understanding of the ideal democratic process. A key example can be found in education. In American Education, historian Joel Sp...... middle of article....... As an educator, I will strive to cultivate in my students qualities that strengthen both their role as a member of an economy and their civic role. participants. Respectively, these are roles that can serve to strengthen America's economic vitality and resilience, reconcile inevitable injustices, and reward those that result from economic dynamism. Our nation's ability to sustain the will depends on the ability of our citizens to effectively fulfill each of these complementary roles. Works Cited Spring, JH (2008). American Education (13th ed.). Boston: McGraw-Hill.PBS Online: Only One Teacher: School Pioneers. PBS: public broadcasting service. Retrieved April 11, 2011 from http://www.pbs.org/onlyateacher/horace.htmlSleeter, C. (2008). Teaching for Democracy in the Age of Corporatocracy. Teachers' college file, 110(1), 139-159.