In a society where the immediate transformation of immanent conditions of life presides over all planning of scientific research, philosophy is considered useless and budget-consuming. Producing no certainty and problematizing relentlessly, philosophy remains the poor parent in education curricula today. Several governments have simply removed it from their education programmes. An yet philosophy remains the cornerstone of any training in the vocation of human. It is this conviction that prompted us to devote our research to the relationship between philosophy and education. Without worrying about the usefulness of our results and the implementation of our recommendations, we are only workers of reason doing our duty.