In the last two decades, constructivist thought patterns have stimulated discussions within sociology and psychology, as well as neurobiology and linguistics, in various ways. However, the relationship between constructivism and political education remains open to question. Does a constructivist stance, which sees knowledge as composed of subjective and social categories such as biography, experiences, and environment, not stand in direct opposition to the Enlightenment program of political education? The author attempts to clarify this relationship in this book. First and foremost, he provides the historical and argumentative foundations of constructivism as a theory of knowledge and action, which is then sharpened to focus on the area of learning from psychological and neurobiological perspectives. Subsequently, the didactic and methodological aspects are addressed.