In this paper, I first examine the three justifications most often provided for differentiating, discounting, or even disclaiming the present generation's moral responsibility to future generations. I then discuss ideological critiques of, and educational solutions to, the complicity of formal educational institutions in propagating these justifications. Finally, I inquire into the ethical postulates by which prefigurative democratic civic and citizenship education could facilitate civic engagement in deliberating about intergenerational relations. I argue that, by challenging such hegemonic cultural values as atomistic individualism, contractual social relations, the pursuit of progress, and the sharp division between ethics and epistemology, prefigurative civic education serves as the first step toward egalitarian intergenerational relations.