If among the functions that one could assign to Philosophy of education are:The discovery, recognition and analysis of the antinomies describing the pedagogical field in order to proceed to their understanding and interpretation, orThe systematic work on moral issues in the frame of pedagogical/educational activities, orThe exploring of the act of teaching as an "impossible act" (according to Freud), orThe training of the teacher being obliged to understand theoretically and practically its mission as a more and more complex oneAnd if, on the other hand, we could relate the concept of (pedagogical) tact:To Pascal's "esprit de finesse" which forms a sixth sense quasi-innate interfering and linking a general principle or a universal law to a situation or a particular being, in order to seize concrete and complex realities, or To the sense of touch being the only of the immediate exterior perception, which teaches us with the most of certainty, even if it is the most crude, orTo Kant's " logical tact " where the thought portrays the object under a multitude of aspects and reaches an exact result without losing the conscience of acts which are produced in this occasion in the mind, orTo Adorno's dialectic of tact seen as an outlet to the relations of alienated people and as the definition of differences, orTo Derbolav's considering the tact among the four virtues characterizing a good teacher or To Herbart's conception for the teacher's tact being the bridge between the theory and the action, connecting it in this way to the pedagogical responsibility, Then, we could put forth the question whether Philosophy of Education could in fact function as a kind of reminder or of engineer of tact in the frame of Sciences of Education, in other words put the question concerning the kind of education Philosophy of Education can offers to the educators.In that case, it will be necessary for us to work on the meanings of such a function in correlation with the very nature and role of Philosophy of Education. Consequently, we will propose the tact as a core-notion describing a possible position for Philosophy of Education, in the frame of Sciences of Education, but also in the frame of Education itself. We will show how its disciplinary area lying between Philosophy and Pedagogy could produce and assure for Philosophy of Education an authentic way of understanding and elaborating educational phenomena but also a perspective of creative intervention to their process.