It is not uncommon to find philosophers and others sometimes puzzled about what the philosophy of education is. But what exactly is the puzzle? Questions about teaching and learning are at the heart of philosophy, and this can be seen at least as far back as Plato. In epistemology and ethics, for example, the concern is not only with the nature of knowledge or the good, but with how we come to know, how we enter into the good life. So too, any approach to more metaphysical questions, any phenomenology, must understand the human being as dynamically related to the environment, in ways that cannot be characterised adequately in causal terms but that must have recourse to the development of meaning and culture: human beings are not born conferring meaning on the world; they require initiation into a culture, which in turn depends upon what they creatively add; this is no less than the way the world is.