The intent of this bulletin is to involve social studies educators, as implementers of citizenship education, in re-examining the assumptions underlying their curricular choices and teaching methods. This subject is addressed because presently little evidence exists to indicate that the schools' efforts have affected the quantity or quality of adult citizen participation. Separate chapters were written by invitation by persons who have been working on potentially productive elements of citizenship education. Chapter one raises questions and issues concerning the reconceptualization of citizenship education. Chapters two through four examine a radical critique of the purpose of citizenship education in a democratic society, reasons for and forms of social participation as a part of schooling, and involvement of slow learners in controversial community problems. Chapter five returns to the subject of the importance and legitimacy of educators creating a rationale for citizenship education. The major objective of this chapter is to clarify the dimensions of the problem so that social studies programs will be more responsive to the needs of a democratic society and more beneficial to the young people who inhabit it. (KC)