This article addresses Habermas' method of "rational reconstruction" in the context of the competing approaches of "postmodernism" and "neoliberalism." Habermas' tradition is differentiated from others through its focus on intersubjectivity and universal principles. Rational reconstruction provides a basis for "critical theory" and "immanent critique" which seek to identify contradictions in societal practices to develop emancipatory pathways for change. The relationship across these methods is explored before the method of rational reconstruction is recapitulated, consistent with Habermas' own explication. The method is extended for education using Habermas' reconstructions of "discourse ethics" and "deliberative democracy." The method is augmented with the concept of "pattern language" to facilitate engagement across systems and theorists. The concept of "facticity" from Heidegger is introduced to address sociocultural and sociopolitical artefacts encountered in reconstructive practice. The discussion explores critique of Habermas' assumptions from postmodern and neoliberal perspectives. The perspective of the "competent teacher," a perspective that might be used to reconstruct educational practice, is also discussed. The article concludes by discussing potential areas of educational research that the method might address.