Through the research model of Didactic Reconstruction, existing ways of understanding in political didactics are effectively "turned upside down." Everyday and scientific concepts of political judgment formation are taken seriously as productive starting points for subject-specific didactic thinking and integrated into theory development. The urgency of this approach is highlighted by the study's finding that the core competency of judgment formation, considered central in scientific discourse, is marginal in the everyday teaching of politics and even partly promotes a depoliticization of the subject. The discussion about the connection between theory and practice in political education needs to be revitalized and, above all, grounded in empirical evidence. This book makes an important contribution to this.