ABSTRACTThe present paper is an analysis of the recently formulated concept of Lived Pedagogy. With roots in phenomenology and narrative research and research on ‘student voice’, the concept is coined as a way to research participants’ experience of practical pedagogy in school. The main theoretical and methodological challenges in Lived Pedagogy stem from the use of relational theory (i.e. phenomenology and narrative theory) while a priori maintaining a number of divisions that challenge this relational logic. Having outlined these problems, a suggestion is made to inform Lived Pedagogy by way of the German Padagogik with its central focus on purpose(s) of education. Specifically, I employ Lovlie’s educational transformation of Habermas’s discourse ethics as a framework for structuring the deliberation of what is educationally desirable.