This article presents an epistemological overview of abyssal thinking and its impact on the field of education, particularly in relation to teachers' work, as it is done and understood. It argues that the clearest expression of abyssal thinking is the hegemony of science which explains two school phenomena: the historical subalternisation of the knowledge of experience and the contemporary global bias toward evaluating education based on evidence. In conclusion, the article discusses how the field can overcome this abyss with the replacement of theory with everyday life practices which reinforce the understanding of teachers and students as knowledge creators weaving nets from scientific, experiential, and other knowledges.