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Do we really want a European Constitution? In science the award comes for the question – rather than for a seemingly certain answer. The same is true for teaching, especially for teaching democracy, and for education. It often strikes me how much education and democracy have in common: both, theories of education as well as theories of democracy, presume the autonomous individual from the very beginning, capable to question any authority and any wisdom by itself. However, at the same time in both theories there seems to exist the certainty that this autonomous individual still has to be developed to bring it to its full existence.1 (A paradox?) Questions are a good method to balance autonomy, education and science. And constitutions are ideal areas for many questions − both, fundamentally philosophical and quite practical questions. So I chose a constitutional question for my lecture this evening here (in a prestigious institution of higher/may be élite education). I submitted my topic to a question: Do we really want a European Constitution? − a question which, as we all know, may well be divided into many but still meaningful/serious sub-questions. Such as (overhead I) Who are „we“, when it c