subject. At a time not only of scarce economic resources but also of serious doubt concerning its value, it may be useful to look at some of these questions. They pose, however, some methodological difficulties. It is (comparatively) easy to summarise the work that has been done, or to take up some kind of philosophical position about what sort of work may be hoped for; but the questions I have in mind concern what might fairly be called the social practice of the subject - what forms of interaction it requires, what sort of value and applications it should aim at, and in what spirit it should be conducted. These questions are of interest not only, perhaps not even primarily, to the philosopher, but to those other educationalists concerned with the proper institutionalisation of philosophy in education.