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)

1. that Thomas Paine’s sentence has become kind of an imperative for a

going to give you reasons for these genuine components of German political

incomparable, unsurpassed solemnity. Happier nations than Germany may be

after all 52 percent. Shall England, France and Germany agree to a European

Constitution. To my knowledge this kind of mapping is not yet done. We do not

believers in Europe are looking for. On the other hand it still offers substantial

both our chancellor Schröder as well as our Foreign Minister Fischer2. Reasons

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