<![CDATA[Educational philosophy has a strategic role as a conceptual foundation in understanding and developing educational practices. However, the understanding of educational philosophy so far tends to be normative and has not integrated the ontological, epistemological, and axiological dimensions comprehensively. This research aims to reconstruct the meaning of the philosophy of education through ontological, epistemological, and axiological analysis in the context of contemporary education. This research uses a qualitative approach with the type of library research. Data was obtained from various literature sources in the form of books and articles of relevant scientific journals, then analyzed using descriptive-analytical methods. The results show that the philosophy of education does not only function as a theoretical study, but as a reflective and critical framework that directs educational practices. Ontologically, education places students as active subjects who have the potential to develop. Epistemologically, learning is a process of knowledge construction that requires the active involvement of students. Axiologically, education is oriented towards the formation of values, character, and social responsibility. This research results in a reconstruction of the understanding of educational philosophy as an integrative framework that connects the dimensions of human nature, knowledge processes, and values in education. This reconstruction makes a conceptual contribution to the development of education that is more adaptive, humanist, and relevant to contemporary educational challenges.]]>
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