This essay critically examines the relevance of Cornel West's (1989) conception of "prophetic pragmatism" as a theoretical framework for educational development in post-conflict settings torn by religious, socioeconomic, and cultural tensions. It examines the concept through the conflict and post-conflict experiences of the Indonesian province of Aceh and the Muslim provinces of the southern Philippines. These 2 regions struggle with educational development after emerging from decades of secessionist conflict with democratic or democratizing central governments. It suggests that prophetic pragmatism usefully accounts for the relevant dimensions of these 2 historical cases and concludes with a brief sketch of how the concept could inform relevant strategies for educational redevelopment in these 2 post-conflict settings.