This article aims to explore the meaning of the concept of affective citizenship and its educational implications. The author defines the concepts of citizenship and citizenship education by three types: the conventional, the critical rational and the affective. The article argues that conventional citizenship has been the mainstream concept and implies deficiencies. Critical rational citizenship is thus proposed to solve the problems by incorporating the values of modern liberalism and democracy. Yet the critical rational concept might still involve the difficult notion of oppression and domination over the otherness. Therefore, the author proposes that affective citizenship could be more inclusive and tolerant than the alternatives in terms of improvement, in the light of the philosophies of pragmatist philosopher Richard Rorty and phenomenological philosopher Maurice Merleau-Ponty. Affective citizenship may point towards a more inclusive and more open public sphere and enable citizens to think and act rationally as well as be caring, sensitive and perceptive. (Contains 2 figures.)