Philosophy of education as action: transcending the division between theory and practice

Philosophers of education are often criticised for not being “practical” about educational issues. Their work is often seen as being too theoretical and failing to be responsive to practical situations in universities and schools. This article is a reflective autobiographical account of the role that theory has played in my own professional development as an education theorist/practitioner. I specifically highlight moments in my professional development which illustrate that the philosophy of education does not simply involve abstract theorising disconnected from the practical experiences of people. I go on to show that “doing” philosophy of education facilitates “practical” action such as compassionate imagination — an aspect of human action which can help us to counteract claims that the philosophy of education is simply academic jargon reflecting esoteric, incomprehensible theorising.