Responds to John Wilson's article "Philosophy and Education Research: A Reply to David Bridges et al." Discusses three observations: (1) different recollections of the pretensions attached to conceptual analysis; (2) the supposition of establishing meaning of a word without a theory of meaning; and (3) rhetorical and persuasive functions of…

Examines what one scholar believes logically is or ought to be the relationship between philosophy and educational research. Explores the sense in which philosophizing constitutes a form of research and examines the role of philosophy in empirical research. Ends by challenging the dichotomy between "a posteriori" and "a priori" reasoning. (DSK)

Focuses on issues of teacher education that concerned contributors to the journal 25 years ago and reflects on how they have developed. Suggests that there has been a loss of intellectual vitality over this period and blames this on government policies, especially the extension of market principles to education. (DSK)