This article explores ways of studying loneliness and solitude in schools. Research methodologies are considered, and descriptions are given of various previous studies, as well as of the research carried out by the author for a "being alone" project. The deeply personal nature of being alone, in a broad theoretical tradition of spirituality as relational, suggests the combination of "soul-searching" and "re-searching". Research as a second search--a re-search--links reflective or thoughtful activity and more systematic, theorised, and shared activity that is recognised in conventional definitions of research. Those conventional definitions of research have generated long-standing debates on the value of what is called "empirical" or "social scientific" research and what is called "scholarly" or "philosophical" or "theoretical" or "book-based" or "non-empirical" research. The boundaries are blurring, and this article will try to blur the boundaries even more. A model of "action philosophy" is presented, drawing on the whole range of research methods and educational activities, but recognising the need to understand loneliness and solitude through both solitudinous and dialogic practice. In these circumstances, loneliness should not be left alone, and "action philosophy", alone, will encourage a reframing of practice-based research and the "action" referred to in "action research".