In recent decades the concept of active citizenship has become increasingly influential throughout Europe. For many years the thoughts of President Theodor-Heuss on the active citizen were considered progressive: “Running and organising the nation on the basis of multiple acts of self-governance not only establishes a system for promoting a sense of community, in which people are connected to the local area and the smaller things in life, to influence the greater good, but it is also a form of selection which pushes people up from the grassroots and strengthens and maintains communities by providing continuously renewable resources.“[Theodor Heuss: Staat and Volk; Betrachtungen über Wirtschaft, Politik and Kultur (Nation and people: Observations on the economy, politics and culture); Berlin 1926; p. 146].

Civil society is said to exist within a system that develops “community spirit”. It gives the political system the “new energy” it needs and maintains the democratic community by providing enough raw material to help establish trust in institutions and drive innovation. However, the result is often a type of democratic oligarchy consisting partly of politics and partly of the significant power of this engaged society. According to Heuss, the ultimate responsibility is always borne by politics.

Participation as the driving force

After decades in which it has become clear to countries in both the West and East that involvement, public opposition, and even protest result in greater participation, after the discovery of the “responsible citizen” in the 1960s, in 2002 the Study Commission described the role of the citizen differently in the “Future of civil engagement” of the German parliament:

 “Civil society describes a community in which citizens can influence the future of the community on the basis of secured basic rights and within a politically constitutional democracy by becoming involved in self-organised associations and using opportunities for involvement.” Deutscher Bundestag Drucksache 14/8900; 14. Wahlperiode; [German Parliament document 14/8900; 14th legislative period]  03. 06. 2002]

Civic competencies make it easier for an individual to become actively involved in society.

The new objective is to make a significant impact on the boundaries between civil society and the state by means of self-organisation and mechanisms for involvement and dialogue. In this instance citizens are not just supporters but are partners of the state. In some cases the state is obliged to provide transparency and create opportunities for involvement. However, it often pulls back. The term “for reasons of state” is now largely redundant and the words “moderation” and “deliberation” have replaced it. General consensus thus currently seems to exist in the political centre.

System relevance of active citizens

The appreciation of active citizens has increased on the European level. In “the Civil Society” the expectations of organisations set up by citizens are very high. Politics is becoming more interested in effective non-governmental organisations and active citizens. Citizens are encouraged to approach government bodies as before, but in a different way as an alternative to economic lobbying, as experts at making points and counterarguments in today’s high risk society, as a nucleus for social solidarity or holders of democratic values—not just out of a sense of idealism but to support the weakening welfare state too. Regardless of how this is interpreted, there is generally more appreciation of citizen involvement and more willingness to support independent organisations run by citizens.

In places where there is increasing distrust or criticism either politically and/or by the government there is a sense that it is no longer possible to simply wind back the clock. People will not allow themselves to be silenced easily once they have been given freedom, regardless of their political affiliation—left or right, the centre or both extremes of the political spectrum. In addition, the major developments of the last decade—the Internet and globalisation—seem to have both an inclusive and fragmenting effect with far-reaching consequences for the involvement of active citizens.

Civic Education 2.0

Political education and civic education are particularly important here. As civil society is clearly undergoing a process of transformation, at the end of which it should be democratic and functioning according to its increased systemic relevance, Active Citizenship Education can support it on an individual, group and institutional level so that this change is carried out consciously, democratically, and inclusively. Educational opportunities can ...

• work respectfully on individual competencies and support individual skills, and discover and describe individual visions.
• ensure clarity and a greater effectiveness by giving individuals and groups a View of systemic connections, to describe their actions and influence on wider society.
• promote fairness and transparency by discussing democratic principles and involvement in specific cases. Particularly, by making the democratic attitude of the individual the focus of training.
• Help develop Robust Civility (T. Garton Ash) as a condition of democratic public life. Citizens should also be encouraged to discuss conflicts peacefully even in challenging circumstances, and to transform political hostility into subdued opposition, without reverting to the state monopoly on the use of force.
• encourage dialogue beyond systemic and social boundaries, help forge new coalitions, and generate overarching social capital.
• help with the use of communication technology and how to process information critically.

The COMPETENDO platform is developing concepts and tools for competence-based learning in the area of Active Citizenship Education http://competendo.net

Make the change democratic: Civic Competencies

An educational theory response to this systemic change is the idea of encouraging competencies which support the general ability to act as an active citizen (key competencies). An example of how this idea can become mainstream is found in the model of the eight Key Competencies for Lifelong Learning adopted at the EU level in 2006. The concept of “lifelong learning” for a knowledge-based society is a meta project which was initiated in the 60s in the East and West. The idea is to encourage the systemic thinking of citizens, adapt it for implementation, and make it suitable for developing complex processes, in businesses, schools but also in the country. These already fully-fledged ideas for modernising education appear to be more relevant than ever. Elements of the latter which have only been implemented half-heartedly need to be proven effective in a new set of conditions. In this context shouldn’t Civic Competence be the core competence of a democratic community?

Nils-Eyk Zimmermann is Publication Manager at MitOst. The organisation connects networks of Active Citizenship across Europe and is based in Berlin.