Abstract

The position of the philosophy of education in theoretical or practical philosophy was the main subject of debate between Paul Hirst and Wilfred Carr. In his support for practical philosophy, Carr argues that in order to bridge the theory/practice gap and deconstruct the illusory intactness of philosophy of education from developments in the practical realm, philosophy of education should be assumed as a branch of practical philosophy. Opposed to this argument, Hirst holds that philosophy of education is a second-order activity and a theoretical matter. Even though both viewpoints seem to be reductive, it is argued here that the controversy of Hirst and Carr on theoretical/practical philosophy of education is more a pseudo-problem than a real one. This is because Hirst does not dismiss the reflection on action as a source of philosophical knowledge, nor does Carr in fact avoid a second-order activity in his endeavour in philosophy of education. Nonetheless, it is argued that we should celebrate a moderate dualism in the case of theoretical and practical reason.