It has been suggested that given the impossibility of constructing pedagogical theories that can predict with some reliability what will happen once some pedagogical strategy is applied, pedagogical research can only help teachers construct tacit knowledge. Accepting this argument, but relegating it to the specific domain of scientific theories that seek to answer questions of the kind “what works in pedagogy?”, or causal questions, this paper explores the possibility of doing research that attemtps to construct philosophical theories that respond to questions of the kind “what we do and what we get in pedagogy, what are they about?”, and “what is derirable or right to do in pedagogical practive?” While both types of questions must be dealt with in pedagogical research, just like “what works?” questions, I will nevertheless conclude that research can only help construct theories that answer “what are things about?” questions. Questions about norms or ethics have to be dealt with in the same manner as causal ones:Working on particular local experiences, helping teachers to develop sophisticated capacities for reflection in support ot a flexible action. This kind of research is illustrated with an example.