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The objects which surround us are more significant than just being objects. They are interwoven within a network of practices, inscriptions, iconographies, references and constellations. Only by means of and together with objects do we become what we are. This fact is widely ignored when educational processes are didactically designed. Instead, political education is still based on a representative relationship which keeps objects at bay in a passive state. In this way, however, the constitution of political subjectivity in the network of social materiality—political education—remains confined to the concept of a purely cognitive development. To meet the challenges of our present time, political education should no longer be schematised within the framework of didactically prepared knowledge building. Political education also has to be contrived as a performative statement of democratic subjectivity in the network of social and political materiality. With contributions by Frederik Achatz, Sönke Ahrens, Carsten Bünger, Iris Clemens, Simon Clemens, Werner Friedrichs, Markus Gloe, Hakan Gürses, Sebastian Hamm, Roger Häußling, Christian Heilig, Adrianna Hlukhovych, Kerstin Jergus, Nikolaus Lehner, Kerstin Meißner, Martin Repohl, Gustav Roßler, Sven Rößler, David Salomon, Olaf Sanders, Alfred Schäfer, Marco David Schmandt, Armin Scherb, Johanna Taufner, Sören Torrau.