The present volume addresses the issue of socio-ethical education in schools from a curricular perspective. There are at least two reasons for choosing to take this kind of approach. The first one is the need to disclose this educational quandary under the perspective of the school dimension, which is related to the concept of what educating in school actually means. The second reason is associated with the need to enhance and make more systematic the focus on socio-ethical education as a key factor to making school action more effective. Both requirements result, in turn, from the challenges thrown up by the socioethical issues of our times. Therefore, with regards to the socio-ethical education issue, the volume puts forward a curricular hypothesis framework. It establishes guidelines which relate to the acquisition of democratic habits, moral reasoning skills, and the ethics of democratic debate.