This paper revisits the main thoughts of the Filipino historian and social critic Renato Constantino on the role of education in the formation of a neocolonial and postcolonial consciousness. It suggests that Constantino's critical stance towards education embodies a type of philosophizing about education that centers on the problematization of the language of instruction, on the rendering of voice to those in the margins of Philippine society, and on taking a critical stance about education itself. It suggests further that this form of philosophizing about education and its instrumentalities is prospective of a Freirean liberating pedagogy that is inherently nonneutral, critical, dialogical, praxical, and transformative.