This chapter introduces to the constructive theoretical pillars of the pedagogical approach to citizenship education we are developing in order to address both fallacies identified in chapter 3 . We start by giving our own operational definition of “citizenship” and the “civic condition” of (human) beings. We then discuss the specific ethical and political position of educational professionals in this respect: we address the inescapable risks and responsibilities linked with their both being citizens and teachers, paying particular attention to the problem of “ideologies” and “indoctrination” in citizenship pedagogy. In a second Section we focus on the conceptual tripartition between ends or values, problems or issues, means or tools, as it is key to both educational and political agencies. We examine the often-neglected dynamic relationship between values and issues, the (Deweyan) problem of means/ends distinguishability and of reducing the first to their technological meaning. We highlight the key role played by institutional or organizational ones in both achieving collective ends and in constructing ideologies, i.e. mistaking means for ends. Consequently, the next Section scrutinises the meaning and necessity of a “multiscale” perspective—as we term it—to better understand, practice and teach “citizenship”. We provide a general definition and subsequent in-depth discussion about the specific issues challenging supranational scales today, both in terms of global and European citizenship. A final Section further highlights key conceptual consequences stemming from the multiscalar paradigm, paying particular attention to the issues of “inclusiveness”, “legitimacy” and “trust”.