The question on the relationship between political education and the educations requires us to highlight the possible tensions between some of the purposes of natural sciences education and current political-normative demands, in order to take a stance on the commitments that are urgently needed in contemporary contexts and from a civilizing formative perspective. This perspective involves questioning the practices of science teaching as well as the epistemological, pedagogical, and sociopolitical stances that underpin them, showing them as aseptic and neutral regarding their implications for political education. It is in this regard that we state our central consideration: the importance of explicitly and deliberately assuming the choice for the teaching of sciences aimed at training in and for civility—a choice with pedagogical implications that, beyond utopia, is feasible and requires a shift in order to privilege spaces for critical argumentation and civilizing actions, linked to the appropriation of scientific cultures. Within the framework of these possible pedagogical journeys, we place the debates on socio-scientific issues (SSI) as spaces that highlight the links between science, ethics, economics, and politics.