In the light of some recent events (e.g. the US elections), the paper engages with the dangers to which democracy is exposed – due to the kind of political debate that social media and contemporary technology foster – and with the much needed educational responses to a changed historical scenario. Against this backdrop the Deweyan stance of understanding democracy as education is investigated, especially in reference to the notion of communication and with an emphasis on the role that the method of inquiry (as opposed to that of discussion) should assume within educational practice in order to keep the democratic project alive.