This article investigates whether there is any place for the school of thought that is known as analytic philosophy of education in the aftermath of postmodernism, and whether analytic philosophy of education can be treated as a 'method', among other alternative 'methods', that can be applied regardless of what kind of '-ism' or ideology one embraces. An additional aim is to suggest some important questions for analytic philosophy of education to take into consideration. We argue that "conceptual engineering" may be a promising avenue for analytic educational theory if it is used with a critical intent that is more "heuristic" and inconclusive than prescriptively "ideal."