There is indeed a need for philosophers of education, to not only review, but also, when needed, re-engineer and ameliorate concepts. However, when there is such a need, we should proceed cautiously through piecemeal mending rather than through radical changes grounded in ideology. In other words, conceptual engineering should not stray from ordinary methods of conceptual analysis, other than to add a more pragmatic and normative, yet piecemeal ambition. With inspiration from Sally Haslanger’s idea of ameliorative conceptual analysis, I suggest that if we are trying to ameliorate e.g. the concept ‘education’, the purpose of doing so is first and foremost to suggest an understanding of education that helps us to enhance our conceptual resources to serve our critically examined purposes. The purpose should not be to reduce our concept of education to any ideal form of “good” education. The important question to be asked are: “What is education?”, rather than “What ought education to be?”. In other words: What valuable purpose does the concept of education serve that is not captured in other similar concepts, such as for instance ‘learning’ and ‘schooling’? Why do we need a concept such as ‘education’ at all? And how should we go about if we would try to ameliorate the concept ‘education’?