This article considers pragmatic approaches to philosophy of education and philosophy. It distinguishes the philosophies of education advanced by pragmatists and evaluates the reliance of these philosophies on distinctively pragmatist methods or doctrines. It suggests that what the pragmatist vision of a science of ethics would seem to condemn most in the present landscape of philosophy of education is recourse to speculative philosophy that impairs the effectiveness of arguments for educational reform by burdening them with unnecessary and contested theoretical baggage, when what is needed is evidence and analysis.