Citizenship education is a topic of great relevance in a historical period characterized by a strong change in social morphology. There is a shared awareness of the need to cross strict national borders in order to promote a broader sense of citizenship conceived in terms of globality. Hubert Hermans and Rob Bartels in the book Citizenship Education and the Personalization of Democracy, designed for undergraduate and graduate levels in higher education, support these goals by adding a psychological dimension based on the theory of the Dialogical Self. The authors aim to promote not only critical thinking in general, but also self-critical thinking, inviting students to examine the ways they relate to themselves. The book also underlines the personal and social responsibilities that everyone has as a citizen of a wider global community, that of the whole world, which must be preserved and respected from an ecological point of view. For this reason there is a need to develop "ecological identities" aware of being an integral and active part of the planet Earth. The book achieves these objectives through critical information on basic democratic principles, but mainly through the promotion of the personalization of democracy, through the exploration of students' life experiences.

在一个以社会形态发生巨大变化为特征的历史时期，公民教育是一个具有重大意义的话题。人们普遍认识到有必要越过严格的国界，以促进在全球化方面构想的更广泛的公民意识。休伯特·赫曼斯（Hubert Hermans）和罗伯·巴特尔（Rob Bartels）在《公民教育与民主的个性化》一书中专为高等教育中的本科生和研究生而设计，通过增加基于“对话自我”理论的心理维度来支持这些目标。作者的目的不仅是促进一般的批判性思维，而且还提倡自我批判性思维，邀请学生研究他们与自己的关系的方式。该书还强调了每个人作为更广泛的全球社区（乃至整个世界）的公民应承担的个人和社会责任，必须从生态学角度维护和尊重这些责任。因此，有必要发展“生态身份”，使其意识到自己是地球不可或缺的组成部分。该书通过有关基本民主原则的批判性信息实现了这些目标，但主要是通过宣传通过探索学生的生活经历来实现民主的个性化。