From Theory to Praxis: A Call for the Reconstruction of Philosophy of Education

Abstract

This article proposes a rethinking of philosophy of education that transcends the persistent divide between theory and practice. The concept of Reconstructionist Praxis, which I elaborated in detail in a recent study, is here presented in a more concise, manifesto-like form. This framework argues that philosophy of education derives its significance not merely from abstract critique, but through direct engagement in educational research, teacher formation, curriculum debates, and institutional structures. The three core dimensions of praxis—ethical–epistemic, pedagogical, and institutional—illustrate pathways for restoring the legitimacy of philosophy of education. The article exemplifies the applicability of this approach through concrete initiatives such as research partnerships in teacher education, dialogical participation in curriculum debates, and philosophical contributions to action research. Ultimately, philosophy of education is repositioned not only as an interpretive discipline, but as a praxis that accompanies and contributes to the transformation of educational life.