In primary and secondary education in the Netherlands, 30% of the schools are public, and 70% are private. Both private and public schools are state funded and must follow the national curriculum. Within this context, schools can develop their own identities and teaching methods. With regard to the identity of public education in the Netherlands, three formal legal characteristics are generally mentioned. These characteristics, anchored in the constitution and educational law and shared by all public schools, are: (1) a public school is managed by the government; (2) public education is open to all; and (3) public education is actively diverse. Students develop their identity in relation to their environment. A research project used the Delphi method, by analogy with earlier research into the pedagogical task of education. In three rounds, through written questionnaires, group discussions, and panel discussions, the desired and actual implementation of the pedagogical identity of public education was explored at two pilot schools. Data were collected among students (n=147), parents (n=58), and teachers (n=11). Critical democratic citizenship refers to active participation by all, considerable social concern, and a careful analysis of different views and perspectives. This research shows that these elementary schools make a good start in this respect, but the interaction between individual and group should be less of one adapting to the group norm, mostly set by the teacher, and a more dynamic interaction in which everyone can participate. Critical democratic citizenship demands a strong involvement with others, a concern that is based on an emotionally perceived sense of togetherness. (Contains 32 references and 4 tables.) (BT)