The essay appears imho to do most of its pitching for studying philosophy of education by pitching the philosophy of other topics, like epistemology.

>With this in view, it seems obvious that education should matter to philosophy. And not just because education raises new and unexplored issues, but because it provides opportunity for a fresh approach to old issues that philosophy has traditionally struggled with. We start to see, for instance, that an adequate epistemology must recognise that the manner in which knowledge is acquired, communicated and shared is internal to the nature of knowledge itself, and that the metaphysics of personhood needs to countenance the formation of reason if we are to understand how rationality and animality are united in the human person.

He makes only a cursory mention of any "new and unexplored" issues, gives a critical section to a rather strange proposal by Kitchener at the end as the extent of mentioning old issues in the field, and spends the bulk talking about the "formation of reason", from which I learned nothing about the philosophy of education. Just because the "formation of reason" requires a person to undergo education (in his argument) does not make that automatically within the philosophy of education category -- there's points of common interest intersecting all over among subfields, but intersecting such a point does not mean that entire category is relevant to that subfield. If it did in practice then everyone in every field would be taking interest in their fields' education research subfield, and that's definitely never been the case.

Afaik, philosophy of education was handled seriously within history and philosophy of science over the recent decades -- probably more seriously than how education was handled by the bulk of academics in other fields. I think it was only in the late '90s and '00s that education in STEM and medicine especially became a much more serious issue within those departments, in part because countries like the US started getting more serious about more controlled experiments and a wider experimentation with techniques. When the data showed as dramatic results as it did, old-guard medical lecturers were willing to completely change formats -- an important note to consider, because one of the hurdles to education reform in the US is the inertial resistance to technique changes from old-guard teachers. This hints at just a few areas in which philosophy can investigate further, with no mention of everything that's been studied in terms of teacher-student communication, the changing student psychology and cultural identity (and that political pile of worms), addressing the US controversy over college indoctrination (hey, you don't even have to leave your campus for that one!).

A wasted potential for this essay imho. Sorry.