One outcome of the substantial increase in studies on the history of education over the past two decades has been the founding of the International Association for the History of Education. One of its main objectives is to sponsor the development of research. Even so, the study and application of this broad discipline is not the sole preserve of research specialists. One aim of the present study is to draw from the analysis of recent works and compile elements of information, reflections, and discussion related to the current state of the history of education. Part 1 takes stock of "the history of education," presenting its scope and orientations. It is introduced by a brief review of how the discipline has evolved and is concluded by some reflections on its place among the human sciences. Part 2 deals with the factors and mechanics of change in education. The fundamental question is broached through an analysis of more concrete themes such as the history of literacy and of folk culture, and the development of technical education with the bulk of the examples drawn from the history of education in France. The more direct study, in Part 3, of the functions of the history of education leads to the outlining of a few principles related to teacher training and the teaching of history to students. The final section, Part 4, contains some thoughts on what the history of education can mean to all those involved in teaching. (BZ)