ABSTRACT
Philosophers of education have routinely paid considerable attention to knowledge, truth, justification, rationality and other epistemological notions. And (pardon the expression) with good reason-for these concepts are closely connected to matters central to educational endeavours. It is difficult to see how we might understand educational activities such as teaching, hoped-for educational outcomes such as learning, staples of schooling such as curriculum, or proposed educational aims and ideals such as the attainment of knowledge and understanding and the fostering of rationality, without reference to this range of epistemological notions. They, and the deep philosophical issues concerning them, are basic to any adequate philosophical perspective on education.
