Within  the field of pedagogy there is a controversy concerning the relationship between theory and praxis  Solutions currently on offer are based on different concepts concerning the question as to what is regarded as scientific theory. From our perspective, theories involving educational science are especially promising insofar that these face the challenges associated with diverse educational practices and their special circumstances. We consider the development of a notion of the explicit as well as of the implicit side of practices as well as modes for reflecting these two as the central task at hand. Looking at educational practices, then is not solely reduced to the explicit decisions of aims, subjects, schedules, social settings, etc., in diverse pedagogical fields. It also entails the examination of the tacit dimensions of knowledge on which social relations are based (as bodily communication and interaction, the implicit meanings of statements, etc.). Aesthetical dimensions of education like sensual perceptions and time-space-object relations are also important frames of the practical orientation (e.g., as the significance of iconic representations, didactical operations, and commodities). Furthermore, corporal dispositions and influences of non-formal learning in formal learning situations are explored. The incidental scenery formed by these tacit factors might open and broaden, or might close and restrict significant ways of teaching and learning; they might even empower learners and teachers in understanding, transcending, and creating the world, or constrain them in doing this.