This essay! offers a perspective on the current stale of philosophy of education and its directions for the future. It begins with a review of recent debates on the "relevance " of philosophy of education and attendant changes in the role of the philosopher in schools of education; these have resulted in closer lines of collaboration with other areas of educational policy, research, and practice. The essay then reviews four areas of philosophical work in education which, the author suggests, hold promise for future investigation and collaboration: gender issues, methodological issues in educational research, issues in teacher cognition and critical perspectives on education and schooling.
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