本文的出發點在於探究教育研究本身的意義，透過闡述Dewey 的「反思」來發掘教育研究的存有論意涵。從Dewey 那裡可以知道反思的知識是為了持續不斷地探究多元的經驗，而非停留在暫時性的科學探索方法，更不是將其用於純粹的客觀化、單一化甚至是絕對化等無助於科學探索的作為上。另外，對教育研究而言，Dewey 的反思不僅回應了人的普遍情感訴求，又能把握住抽象性和工具性的方法，意即研究本身不只是一種對客觀知識的探求，更是為了回應倫理的訴求，讓研究及其相應之行動能更加人性化與民主化。最後，研究者歸納了四點反思的特色來說明教育研究的存有論意涵。第一，研究本身建立在對各種經驗的開放；第二，人與世界的關係建立在許多意識的交流和深刻的互動之間；第三，在變動不居的世界中，持續促進各種經驗與世界的交流；第四，透過對人的境況、歷史脈絡及現實情境的解釋，為社會問題尋求各種可能的解釋。

The purpose of the article is exploring the significance of educational research and discussing the meaning of ontology in educational research through Dewey's “reflection”. According to Dewey, “reflective knowledge” is neither a temporary method of scientific exploration, nor be used in a purely objective, homogenized, or absolute actions. Its purpose is continuously explored the multiple experiences. Moreover, in terms of the educational research, Dewey's reflection not only responds to general human emotion, but also grasps the abstract and instrumental methods. It means that the research is not just a quest for objective knowledge further in order to respond to the demands of ethics, so that research and its actions could be more humanity and democratization. Finally, the author points out four characteristics of reflection to illustrate the implications of ontology of the educational research. First, the research is based on opening up for multiple experiences. Second, the relationship between the human and the world is based on the communication of consciousness and deeply interaction. Third, the research does not mean living in a changing world, continuing to promote a variety of experiences with the world communication. Fourth, the research is through the human condition, historical context and the reality of situational inquiry, to serve the community in finding all possible interpretations.