Abstract. Arguments for engineering educators having a formalated philosophy of engineering education are presented. The perspectives that a person takes to moral dilemmas will be driven by the beliefs they have about the nature of morality and truth. Similarly, the beliefs that a person has about the content of the curriculum, instruction and learning will, in all likelihood be founded on one of the great ‘isms of philosophy. A discussion of the debate that followed the publication of the proposed revision of the ABET criteria is used to illustrate the argument. As would be expected at a conference such debates are conducted at a “surface” level when they need to be conducted at a “depth” level. But this cannot happen without every engineering educator being versed in the philosophies that these different positions embrace. It is doubtful if hard and fast positions would then be maintained, and it would be strange if there was no renewal of the curriculum with an attendant restructuring. Such is the need for professional training in pedagogy in which educators are given the opportunity to explore a variety of philosophies, and learning approaches. ; Comment: 12 pages