The relationship between pedagogy and irony appears to be divided, if not even disturbed: In normative theory, irony is referred to as the "uneducational" or as a "hypocritical concealment of the intended meaning," while practice shows that irony constantly permeates it. Does practice thus undermine the theoretical requirements placed upon it, or did theory overlook practice? These questions are addressed in the present work both theoretically-reconstructively and empirically-reconstructively. It becomes evident that the subject of theory is morality (but not irony), while practice refers to its own structures with irony.