In this paper, we make the case that the purview of philosophizing in philosophy of education needs to extend beyond the rational discursive practices, such as, notably conceptual analysis and argumentation, and to include non-discursive practices that would yield epistemic and ontic forms of knowledge that are of educational value to us. We base this case-making on the primacy of states of consciousness thesis that shows the contingency relationship between knowledge production and states of consciousness. Using Zen philosophy of nondualism and practice of nondual experience as a choice example, we argue that inclusion of such non-rational and non-discursive philosophies in the purview of philosophy of education would allow us to effectively participatein an important educational project of cultivating humanity imbued with extraordinary degrees of compassion, wisdom, generosity, and courage, so needed for today's troubled world.