Learning the Language of Democracy took the concepts and principles of democracy and gave a new relevance to it by applying these concepts to the workings of a small group. Instead of only talking about the theories of equality, freedom, inclusion, Learning the Language of Democracy let participants reflect on whether their actions reflect their theories. Through interactive activities combined with reflection sessions, participants gained a deeper understanding of themselves and a greater awareness of their effect on others. They learned to recognize their own needs and how to express these needs in a group, as well as what to do when there are conflicting needs in a group. Through a given conflict management strategy, participants learned to deal with conflict through a reflection and awareness of the a decision making process. The ultimate goal is the recognition that while one person’s freedom can step over another’s, every individual has an equal right to freedom. This goal was achieved through an experiential learning process, shaped by the naturally existing dynamics of the group. Learning the Language of Democracy consisted of the coordinator, Kreisau-Initiative, with seven partner organizations from Denmark, Poland, Ukraine, Croatia, Moldova, Georgia and Armenia. These organizations represented the many shades of democracy that exist across Europe, each country coming with its own challenges in how to create change in that society. Each of the partner organization sent two to four participants. In total, there were be 26 participants, representing different countries, different socio-economic levels and different educational needs. They ranged in age and professional background, in order to create a diverse, as well as gender-balanced group. Learning the Language of Democracy consisted of interactive activities, each with a task followed by a reflection session. Based on the five themes of Equality & Freedom, Principles of Democracy, Fundamental Rights, Majorities/Minorities and Democratic Decision Making, activities allow for an analysis of the difference between what people say and how they behave. This brought out the participant’s internal dilemmas, allowing people to be more aware of themselves and how they affect others. As an example, a dilemma could be wanting equality but not acting equally, or wanting everyone to be free but also needing everyone to participate in order for the group to work at its best. Participants realized these dilemmas, through a reflection on both the process and the result of the activity, and this realization allows them to face their responsibility towards the group and gives them a space in which they can figure out how implement this responsibility. The result, in the short and longer term, is a greater sense of responsibility that comes from the bottom-up. Instead of being told what to do or simply following rules, participants will begin to take initiative in their actions in order to create the kind of society that they want to live in.