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Gradually, as the subject enters the world of his own development, he creates a praxis environment in which he takes responsibility for himself through acts of self-formation. Once taken on board by the subject, education becomes an intense reflexive exercise referring, on the one hand, to “self-transformation through self” and, on the other hand, to the relationship between the activity of the subject and practical reality. The text highlights some aspects of the issues that the process of self-education involves, especially regarding the tension between theory and practice. In this context, Tactcan be considered as a practical capacity of both connection and distinction of innate threads that cross intentions and acts of self-education. The work of philosophy of education would rather be to introduce and to defend systematically the impetus of thought at the very heart of conflicting claims on the hegemony of theory or practice. Against the current of a promotion of voluntarist praxis that seems in general to correspond throughout the history of education to a metaphysics of presence, philosophy of education could be used to explore the alternative of “I’d rather not…” act.