This paper argues that there is an urgent need for philosophers to convince educationalists of the practical value and the necessity of the philosophical task, particularly analysis. The nature of philosophical analysis is outlined in terms of the criteria of clarity, coherence, completeness and compatibility, which, it is argued, in turn lead to a degree of commonality. The tendency to substitute metaphor or analogy for analysis in argument is then considered, with illustrative reference to the idea of teaching as a craft. In the final section, it is suggested that resort to analogy is merely one example of a more general tendency to distance ourselves from the task of coming to grips with what is actually our field of interest, namely education.