This article is based on an ongoing PhD research. It begins by reaffirming the stakes of an education to fraternity by highlighting the issues and difficulties that exist in embodying in concrete actions and practices a value that is yet essential to the political and social life. It then goes on to show that philosophically oriented discussion contributes to an education to citizenship because it allows to question, experience and live in action the values of the Republic among which fraternity stands. Recommended from elementary school onwards by the civic and moral teaching program since 2015, this system allows, through the reasoned and regulated discussion of universal and existential questions, the emergence of ethical abilities that contribute to the necessary culture of a secular fraternity.