ABSTRACT
This chapter looks at the various points of view as to the task of the educational system with respect to citizenship. Educationalists such as Kohnstamm and Langeveld considered education for citizenship to be a major aim of education. In the context of education for citizenship many educational reformers, such as Dewey, Freinet and Boeke conducted experiments in school democratization. The major principles of the policy proposed for educational reform were: combating the inequality in educational and thus career opportunities, broadening the school curriculum, and promoting consultation and participation in decision-making. The psychologist Hofstee maintains that in regard to citizenship the educational system should restrict itself to the teaching of the essential cognitive skills, for instance in the shape of 'social science'. By definition, education, like local youth policy, is an educational context for citizenship. The chapter examines to what extent present education shapes the pupils' social commitment and participation.
