This paper outlines considerations exploring the potential contribution of philosophic positions to the study of educational administration under three broad areas. The first is the ideas and methods of educational administration. Arguing that a variety of perspectives and approaches is needed, the paper discusses general philosophic theories and the current confusion between realists and positivists in educational administration. The second area of discussion deals with communication and verification within the field. There is a need for developing standards of communication and verification that insist on clear exposition of ideas and explicit communication of procedures and results. This is particularly important since multiple perspectives and ideas are the norm. A discussion follows on specific philosophic approaches, qualitative inquiry, phenomenological analysis, and dialectical materialism. The third area of discussion treats values and the normative side of educational administration. A conception of values is espoused that would provide a broad vision of human beings and schools at their best and speak realistically to the problem of concrete moral choice. In the final section, the ways in which philosophies are intertwined and reflect each thinker are discussed. In conclusion, the need for using a philosophical approach that is open to a wide range of ideas and methods is restated. (MD)