A dominant practice of philosophy of education conceives of it as a kind of supplementary inquiry or meta-reflection that regards educational research and practice itself as an object of knowledge. It is a critical philosophy of education either in the Kantian tradition, focusing on the internal and external conditions (relating to critical theory, sociology of knowledge, ethics of science) for the valid production of knowledge on the field of education, or more in the hermeneutic-practical or Aristotelean tradition, trying to understand practices and qualifying them through (historical) contextualisations (sketching horizons of meaning referring to traditions, languages, cultures,…).