EDUCATIONAL THEORIZING IS A NEEDED ENDEAVOR IN THE EDUCATIONAL RESEARCH PROCESS. WHILE THEORIZING HAS OFTEN BEEN EQUATED WITH PHILOSOPHIZING, IT IS NOT THE WHOLE OF IT, SINCE PHILOSOPHY HAS OTHER TRADITIONS WHICH MAKE THE PHILOSOPHY OF EDUCATION A LEGITIMATE PART OF EDUCATIONAL THEORIZING. FOUR KINDS OF THEORIZING HAVE BEEN SORTED OUT--(1) THEORIZING ABOUT EDUCATIONAL REALITY (EVENT THEORIZING), (2) THEORIZING ABOUT BEHAVIORAL OUTCOMES OF EDUCATION (VALUATIONAL THEORIZING), (3) THEORIZING ABOUT LOGIC OR STRUCTURE OF LANGUAGES IN EDUCATION (FORMAL THEORIZING), AND (4) THEORIZING ABOUT PRACTICES (PRAXIOLOGICAL). ALL EDUCATIONAL THEORIZING IS SEEN AS DIRECTED TOWARD KNOWLEDGE PRODUCTION. PRACTICAL CURRICULUM KNOWLEDGE IS POWER TO BRING ABOUT CURRICULUM CHANGE, BUT IT MUST BE ADJUSTED BY THE ARTFUL TEACHER. CURRICULUM CHANGE SHOULD BE BASED UPON ADEQUATE PRAXIOLOGICAL CURRICULUM THEORIZING, THE ART OF THE TEACHER, AND SUPPORTIVE POLICY. (SF)