The paper argues that there is a need to have an (alternative) model for developmenteducation, a holistic conception of education that is not confined in instruction, classroom, and educational system. Such model encompasses the impact of development education on community, democracy, and citizenship in the framework of educational praxis. The paper extrapolates some major points of an educational praxis model of development education. These are educational praxis as the process of critical pedagogy (transformative education) towards community development (cultural transformation); educational praxis as anchored on experiential learning and progressive education; educational praxis as an educational philosophy; educational praxis as the internal measure of quality standards in higher education; and educational praxis as political liberalism. Once educational praxis is affirmed as political liberalism, such model exemplifies its radical progressive role given liberal democratic framework. Hence, educational praxis as a political conception rests on basic rights and liberties, promotes cooperative political virtues, advocates social cooperation and shared responsibility, values reflective equilibrium, facilitates public reason, enriches public political culture, challenges particularistic cultural traditions, and upholds objective political dialogue.