Abstract
From the beginnings of modernity to the present, education reforms are virtually unanimously regarded as a key mechanism for desirable social change. The call for reform of this institution is also ubiquitous in the Czech context.
But how do we understand this "common-sense"? So, the question is not what new educational objectives should be introduced, but how the legitimacy of the different claims is created. The concept of the ecology of legitimizing practices in education, based on contemporary relational ontologies, turns the question of educational "should be", actors, knowledge and situation.
That is an understanding of the specific geography of these legitimizations, legitimisations which consists primarily of relationships of different and varying degrees of dependence - situations that fix its competent actors (those who can postulate "should be"), its proper knowledge, its relevant problems and meaningful solutions.