This article argues against the common sense of "theory into practice" and the absolute validity of the findings of social science by executing  close readings of three significant texts dealing with (1) the notion of action, (2) the subjective nature of science, and (3) the philosophical gaps and problems in our understanding of and value for social science. This argument is meant to support the emergence of forms of educational thought that have mostly been forgotten or ignored at the level of policy, curriculum, funding, and social discourse.