In 20th century's European theory of education there was little interest in philosophy of democracy. John Dewey's Democracy and Education was translated in nearly everyEuropean language but did not become the center of discussion.Even ``radical education'' was much more child-centered thanopen to radical questions of political democracy. This articlediscusses the problem in two respects, first the tension betweenneo-liberalism's concept of individuality and public education,and second the future problems of a theory of ``democraticeducation'' after Dewey. The aim is to overcome traditionalEuropean (...) dualisms like that of ``citizen'' or ``man''i.e. to pave the way for a post-Rousseauian theory of education. (shrink)