The starting point of this essay is the didactic question of the relationship between conceptual knowledge and competencies in philosophy and ethics teaching. As on perspective within the philosophical debate on what a concept is, a conception of concepts as abilities is outlined. Firstly, this conception sheds new light on the distinction between conceptual knowledge on the one hand and competencies on the other. On the basis of the outlined understanding of concepts as abilities, it will be argued that the exercise of competencies corresponds to the actualization of concepts. Secondly, a learning-theoretical framework of the formation of philosophical concepts is developed through a critical examination of the so-called conceptual change. As a result, critical elucidation of concepts presents itself as a fundamental goal of ethics and philosophy teaching. As a specifically philosophical competence, critical elucidation of concepts is a (politically) egalitarian and (educationally) inclusive practice.