The grand change of East-Europe and USSR, the emergence of the new conservatism require the new concept of theirs. Since 1980s’, there has been the debate around them. One axis is sustained by liberals, the other by communitarians. Where the 1960s' debates were inspired by Marx, the recent ones are inspired by Aristotle and Hegel. This debate can be seen as a return of the debate between Kant and Hegel. The liberal view has its roots in early enlightenment thought. Now the liberalism is the sort assciated with Rawls, who argued that we can reason in an a priori manner about certain good, primary goods which all people are presumed to want. The Aristotelian ideas against Rawls are rooted in a community whose primary bond is a shared understanding of both the good for man and the good of that community. The currunt debates are focusing on self and community, justice and common good, autonomy and tradition, choice and virtue, universlalism and historicism, is fighting for the each’s own tenet. The philosophical discussion of both holds greatly the educational implication. We have to get rightly through over the uncomletedness of liberalism and the rigidity of communitarianism. After summing up briefly the philosophical debates between the liberalism and the communitarianism, we will debate the tension between the ethics of ‘ duty’ and the ethics of the ‘ Sittlichkeit’ , the ‘ abstract self' and the ‘ situated self' , the ‘good man' and the ‘ good citizen’ . The exchange of view between liberals and their communitarian critics raises a number of issues important for the educational democratic pratices as well as for the kinds of justification appropriate to the communitarian educational ideals.