Erkan Bozkurt

This paper proposes reconstructionist praxis as a timely and responsive approach to addressing the persistent theoretical–practical divide and institutional marginalization confronting philosophy of education today. Rather than prescribing a fixed methodology, it articulates a stance that reconceives philosophical work as a situated, dialogical, and structurally embedded practice. Drawing on classical traditions of ethical formation, modern holistic pedagogies, and contemporary concepts such as situated philosophy and epistemic responsibility, reconstructionist praxis emphasizes ethical reflexivity, pedagogical co-construction, and institutional reintegration as reinforcing dimensions. The paper argues that philosophy of education can regain relevance not by yielding to performative metrics or instrumental demands, but through a responsible presence embedded in educational life. This orientation is developed through three dimensions: (1) the ethical-epistemic, which frames knowing as a relational and accountable act; (2) the pedagogical, which highlights dialogical engagement and shared meaning-making; and (3) the institutional, which calls for embedding philosophical inquiry within the realities of schools, faculties, and public discourse. Situated at the intersection of critical reflection and renewal, reconstructionist praxis offers a framework for reimagining philosophy of education as an ethically committed and practically transformative force. This is particularly relevant in contexts where educational resources and epistemic agency are limited, including under-resourced, inequitable, or politically unstable settings worldwide. By advancing this framework, the paper contributes to ongoing debates on sustaining the theoretical rigor and practical impact of philosophical work amid increasing pressures on educational thought and practice, and issues a call for reimagining the role of philosophy of education in contemporary contexts.