Educational research is designed to deal with problems. Some problems in American education cannot be understood outside their historical-philosophical contexts. This paper presents arguments concerning the limitations of standard empirical research in the field of education. This is accomplished by following developments in the culture that have rendered the "in loco parentis,""in loco communitatis," and "in loco humanitatis" roles of public schools anachronistic. Suggestions for education research as a result of these developments are offered. (JMF)