In a declining role, the educational philosopher might be able to revive his own role through the current call for educational reform amidst America's latest "educational crisis." The educational issues raised by Illich, Silberman, Skinner and Muller are analyzed in detail for they provide the basis for such a revived role. Particularly, neo-behaviorism, and especially Skinnerianism, is viewed as highly untenable. Thus, the educational philosopher need not continue in his demise, but he must abandon his traditional objective neutrality toward educational issues and turn into a partisan advocate. (Author)