The analysis of the problem of youth education in the 21st century leads to the reflection of the relationship of mutual influence between the school and the social, historical and cultural context in which it is located. Education is, in fact, a problem that reminds the idea of ​​complexity and is increasingly responsible for the role of teachers, but also of socio-educational workers, of the family called to cope with the many difficulties present in the social landscape and culture. In this work, A. it explores, on the one hand, the pedagogical debate of the twentieth century that develops around the problem of the identity of pedagogy between philosophy and science, on the other hand, around the complex and problematic issue of formation as a “process family” bio-psychic-anthropological and ontological growth, as a noetic action, as a linguistic communication, as a practice, as an event, but also around the subject as a person located in the complexity and change of social contexts in the age of globalization and the new frontiers of training, also intersecting with the issue of new subjects to be formed in the context of multicultural / intercultural processes and the development of new media. Which implies that there is a democratically founded context; the latter, analyzed in a pedagogical perspective through the analysis of different education: democracy, citizenship, the person, in an attempt to propose a new Bildung intended for the full humanization of man in anthropological, social and political contexts in the direction of the new horizons of democracy and still not fully accomplished / globally.