The paper deals with the interaction of the philosophy of education and education as institutional systems. Hypothetically there are “gravitational”, “weak”, “electromagnetic” and “strong” interactions between the philosophy of education and educational practice. An overview of the interactions between education and the philosophy of education as the production/development of breakthrough methods of designing and creating new educational institutions and systems, new senses, knowledge and technologies is proposed to conduct similarly to 9 types of most important interactions between different populations. It is established that the protocooperation as a form of cohabitation, in which the philosophy of education and education derive some benefits from association, but their coexistence is not obligatory for their survival is dominated in interaction between the philosophy of education and education. The prospect of interaction between the philosophy of education and educational practice based on the model of mutaulism, that is, a connection favorable to the growth and survival of the philosophy of education and education, and none of these institutional systems can exist without the other, is outlined. The relation between philosophy of education and educational practice assumes various interpretations, in particular, it is necessary to distinguish “gravitational”, “weak”, “electromagnetic” and “strong” connections. If consider relation between education and philosophy of education (a production/development of breakthrough design methods and creation of new educational institutes and systems, new senses, knowledge and technologies) by analogy with an ecological theory that set 9 types of the most essential relation between different populations, then such relation between philosophy of education and education is possible to describe as protocooperation, which means that philosophy of education and education get advantages from association, but their coexistence as an institutional system is not obligatory for their institutional functioning. It harms both the philosophy of education and the development of education in general. Hence, the perspective of cooperation between philosophy of education and educational practice is seen as an example of mutualism, that is a beneficial connection to the increase and survival of the philosophy of education and education, while none of these institutional systems can exist without one another.