In the contemporary literature of educational philosophy and theory, it is almost routinely assumed or claimed that "education" is a "contested" concept: that is, it is held that education is invested--as it were, "all the way down"--with socially constructed interests and values that are liable to diverge in different contexts to the point of mutual opposition. It is also often alleged that post-war analytical philosophers of education such as R. S. Peters failed to appreciate such contestability in seeking a single unified account of the concept of education. Following a brief re-visitation of Peters' analytical influences and approach and some consideration of recent "post-analytical" criticisms of analytical educational philosophy on precisely this score, it is argued that much of the case for the so-called "contestability" of education rests on a confusion of different concepts with different senses of "education" that proper observance of well-tried methods of conceptual analysis easily enables us to avoid.