In order to examine the meaning of practical reasoning, this study sought to explore its meaning based on Habermas's theory, which serves as the background of practical reasoning, and find its implications for Practical Arts Education. To summarize the research results, Firstly, three systems of action due to the awareness and interest noted by Habermas, greatly influence the goals and contents of practical problem-based educational courses, teaching and learning methods, and even evaluation, and continued research is being conducted up to date. Accordingly, in the Practical Arts courses, philosophical inquiry that accords with the unique characteristics of Practical Arts courses and more specific research are required so that the philosophy is able to be implemented in a form applicable to school fields. Secondly, this study presents that the meaning of practice in the education of Practical Arts courses has been expanded to Habermas's communicative practice. However, the meaning of practice in the Practical Arts courses is able to evolve as much as necessary according to changes and demands of the times, research on inquiry of the meaning of practice is required to be conducted in the future. Thirdly, the practical reasoning inquiry process shows an inquiry process and teaching and learning methods for problem-solving in the home life area of Practical Arts courses and in the education of Home Economics courses. However, for labor activities shown as an inquiry way in the Practical Arts courses, there is still insufficient research on specific inquiry processes and teaching and learning methods. Consequently, more specific inquiry processes for and research on teaching and learning methods for labor activities are required as labor activities can be used by integrating not only the areas of home life but also the areas of technology and home in Practical Arts courses.