This chapter presents philosophy as a renewed and vital paradigm for higher education (HE) research. First, following the practical turn of philosophy, an ontology of HE research approached from political or sociological perspectives, as reflected in critical engagements with Freirean and Bourdieuian traditions, requires that all theories, including those developed within the educational domain, be interpreted and applied based on demonstrated relevance and contextual applicability. Second, a methodological shift towards philosophical inquiry is proposed, with analytic philosophy identified as a productive and rigorous approach. The abstraction of Gramsci’s notion of ‘passive revolution’ exemplifies how conceptual tools can be drawn from the extensive heritage of philosophy and provide new analytical frameworks for HE issues. These conceptual tools, derived from both Western and non-Western philosophical traditions, also contribute to epistemic diversity and justice. Third, a constructivist historical synthesis that organises the philosophy of higher education into four developmental stages highlights the central concerns of this sub-discipline. This synthesis advocates for a revitalisation of normative inquiry in HE research and encourages a departure from the constraints imposed by positivist frameworks.