c e p s Journal | Vol.11 | N o 2 | Year 2021 97 Citizenship, Social Change, and Education Mitja Sardoč 1 • In recent decades, discussions regarding citizenship and citizenship education have evolved from a marginal issue in political philosophy and the philosophy of education to one of the most pressing topics in contemporary discussions about the civic aims of public schooling. Te place and contribution of citizenship education in public schools have become central points of discussion and debate in terms of theory, re- search, policy, and practice. Yet, existing conceptions of citizenship edu- cation difer considerably over various issues, including the basic moti- vational impulses associated with the civic aims of public education. In particular, the recent upsurge of phenomena as diverse as hate speech, populism, the shrinking civic space, radicalisation, and violent extrem- ism have shifed the main justifcatory impulse from consequentialist to urgency-based arguments. Tis shif of emphasis has had some unre- fected consequences related to the justifcation for citizenship education in public schools. Te central purpose of this article is to expound on the two main impulses associated with the civic aims of public schools and their interrelationship with social changes. Te main part contrasts these two opposing motivational impulses associated with the justifca- tion of citizenship education. Each of the two impulses is presented and then clarifed with an example to shed light on the basic justifcatory procedure associated with it. Te concluding part of this paper sketches the most distinctive challenges of the alternative conception of justifying citizenship education and its interplay with social change. Keywords: citizenship education, social change, education reform, radicalisation, violent extremism 1 Educational Research Institute, Slovenia; mitja.sardoc@guest.arnes.si. doi: 10.26529/cepsj.1093