A kind of "neo-Aristotelianism" that connects educational reasoning and reflection to "phronesis," and education itself to "praxis," has gained considerable following in recent educational discourse. The author identifies four cardinal claims of this "phronesis-praxis" perspective: that a) Aristotle's epistemology and methodology imply a stance that is essentially, with regard to practical philosophy, anti-method and anti-theory; b) "producing," under the rubric of "techne," as opposed to "acting" under the rubric of "phronesis," is an unproblematically codifiable process; c) "phronesis" must be given a particularist interpretation; and d) teaching is best understood as "praxis" in the Aristotelian sense, guided by "phronesis." The author argues that these claims have insufficient grounding in Aristotle's own writings, and that none of them stands up to scrutiny.