Facing Epistemic Uncertainty -- CONTENTS -- I INTRODUCTION: A BRIEF RECONSTRUCTION OF THE DEVELOPMENT OF PHILOSOPHY OF EDUCATION AS AN ACADEMIC DISCIPLINE -- II BEYOND FOUNDATIONS - SIGNS OF A NEW NORMATIVITY IN PHILOSOPHY OF EDUCATION -- III EPISTEMOLOGICAL INSIGHTS AND CONSEQUENCES FOR PHILOSOPHY OF EDUCATION I: FOUNDATIONALISM, FALLIBILISM, AND CONTEXTUALISM -- IV THE FRUITS OF IRONY: GAINING INSIGHT INTO HOW WE MAKE MEANING OF THE WORLD -- V EPISTEMOLOGICAL INSIGHTS AND CONSEQUENCES FOR PHILOSOPHY OF EDUCATION II: RELATIVISM, ARBITRARINESS, AND DYNAMIC-DISCURSIVE CONTEXTS -- VI NEGOTIATING THE WORLD. SOME PHILOSOPHICALCONSIDERATIONS ON DEALING WITH DIFFERENTIAL ACADEMIC LANGUAGE PROFICIENCY IN SCHOOLS -- VII EPISTEMOLOGICAL INSIGHTS AND CONSEQUENCES FOR PHILOSOPHY OF EDUCATION III: DISCURSIVE EPISTEMOLOGY AND THE GROWTH OF KNOWLEDGE -- VIII THE PRIMACY OF COMMITMENT IN PHILOSOPHY OF EDUCATION -- IX SUMMARIZING AND CONCLUDING REMARKS: COMMITMENT AND ACADEMIC RIGOR IN PHILOSOPHY OF EDUCATION -- NEDERLANDSE SAMENVATTING (DUTCH SUMMARY)OMGAAN MET EPISTEMISCHE ONZEKERHEID: KENMERKEN, MOGELIJKHEDEN EN BEPERKINGEN VAN EEN DISCURSIEF-CONTEXTUALISTISCHE BENADERING VAN DE OPVOEDINGSFILOSOFIE -- DANKWOORD (ACKNOWLEDGEMENTS IN DUTCH).