Confronting with the rapidly changes of globalizing development, no matter what 21th century ideal of citizenship educations that most of democratizing countries announce continually, the democratizing trend is inevitable criticized to accept Anglo-American's liberalism without reservation. According to this stand, it opposes to take the Anglo-Americantizing mode of democratizing as only definition, on the contrary, it emphasizes its perspective as post-democratizing condition. Under this post-democratic context, there are five different inquiring dimensions in this article: first of all, taking international comparison of citizenship education reforms as example to explain the real situation of post-democratizing society; secondly, arguing Taiwan's swinging position of curriculum ideal and contradict phenomena within school textbooks; thirdly, analyzing the theoretical dialectics of civic education viewpoints, which include "right a priori" of citizenship discourses (e.g. traditional liberalism, post-liberalism, or pluralism) and "obligation-based" (e.g. traditional republicanism or communitarianism); fourthly, constructing a basic foundation for appropriate comparison of citizenship education discourses and practices; finally ,rethinking the question of "dose it have any possibility to realize the ideal civil society?", and suggesting a kind of wholly understanding and an attitude for deliberating educational praxes in future curriculum reform.