Abstract
The article tries to defend the thesis that our educational systems are not doing well (which is not at all original), that the philosophy of education, more often than not, accompanies, justifies and reinforces the malaise of the system (which is already more original), and that it should, without a doubt, question itself in order to know how to support the betterment of education in our societies in crisis.
The author tries to show how far the arguments supported by Soëtard — despite their critical attitude and purpose — may in a certain sense be compatible after all with the situation of the philosophy of education and even more with the situation of the educational system. Finally, the author suggests an alternative to Soëtard's philosophy of education: where Soëtard speaks of a philosophie de l'action pédagogique, the author prefers to speak of a philosophy of education as a critique.