Our purpose in this chapter is to discuss implications of philosophical scholarship for educational research on epistemic cognition. In line with ideals of interdisciplinary cross-fertilization, our premise is that educational research on epistemic cognition (EC) can be enriched through more contact with philosophical scholarship, for several reasons. First, philosophers’ discussions of what is normative in epistemic cognition run counter to many assumptions in educational research and thus suggest new perspectives for EC research. Second, philosophers’ analyses of critical constructs can help identify conceptual inconsistencies and prevent conceptual confusions. Third, like educators, many philosophers develop theories detailing actual processes of epistemic cognition (both individual and social) and thus provide another rich source of ideas for other researchers to draw on.