The purpose of this article is to share the bottom line of a study that focused on the concept of political action competence and its implications for the practice of political education. The result of this paper can be formulated as follows: First, in the light of basic procedure of political education, it seems to be not surprising to identify action as a reasonable consequence. While activity-orientation is considered as one dimension of didactic (teaching-learning) principles, development of political action competence, which implies political participation abilities, belongs to important objectives of political education. Second, in this context, it is also necessary to pay attention to the semantic distinction between political judgment competence and political action competence. Third, while we can use, of course, diverse methods and techniques according to the didactic principle of activity-orientation, we also have to keep in mind, that political lesson or instruction is not at all politics as such. Consequently, we should put stress on the close connection between thinking, action and reflection. Fourth, it seems to be necessary not only to consider immanent problems and limitations of participation-centered theory of democracy, but also to review possibilities and limitations of activity-oriented learning or learning by doing (action). Fifth, regarding the tense relationship between political participation and political education exemplified by the case of demo, a desirable citizen is expected to come into political action by combining adequately passion and sense of proportion, i.e. emotion and rationality. Sixth, it seems to be necessary in the future to make a differentiated review about the issues related to the concept of political action competence, and conduct follow-up empirical researches with regard to the use and application of concrete practical approaches or strategies.