Educators frequently fret over how to bridge the gap between theory and practice. In an important sense, it is a false problem. Theory is simply the thoughtful, reflective phase of good practice. We will approach Dewey's philosophy as one of continuous creation and re-creation or even more precisely, social co-creation, that requires making meaning, knowledge, and value together. We will look at each one of these three in some detail along with the ways they transact with one another. Fundamentally, we can only distinguish them for some purposes, but never fully separate them. Everywhere we look, we will see we cannot entirely pull theory and practice apart. There-fore, the paper will conclude that if we unify theory with practice, we may use the same paradigm for the intelligent production of meaning, knowing, and valuing, thereby obviating the functional independencies among them.