Description: One crucial task of education is the transmission of knowledge, while the analysis of knowledge itself (its nature and justification) is a task of another academic discipline, epistemology. This paper pursues to connect some current issues of epistemology with the questions usually confronted in educational practice. This paper is one part of my research project concerning Israel Scheffler's philosophy of education. Scheffler is one of the founders of analytical philosophy of education, and he was a longstanding professor of philosophy of education at Harvard University. My earlier three articles related to Scheffler's philosophy considered (1) Scheffler's account of rationality, (2) Scheffler's and Nelson Goodman's debate between constructivism and realism, and (3) Scheffler's understanding of human nature and potential. The present paper is related to Scheffler's idea of bridge building between epistemology and education. In his book, Conditions of Knowledge (1965) Scheffler stated that an adequate philosophy of education must strive to view epistemological problems from the perspective of education. Scheffler himself demonstrates laudably the philosophical importance of this project both in Conditions of Knowledge and in his other philosophical contributions. This paper pursues to approach some topical questions of contemporary epistemology along the lines of Scheffler's example. In contemporary epistemology there are ongoing debates, for example, between relativism and absolutism, externalism and internalism, and naturalized epistemology and unnaturalized epistemology. In this paper I will examine these positions from the point of view of education and I will also consider what the differing epistemological positions would imply if they were applied to educational decision-making. Methodology: Philosophical analysis and argumentation used in the tradition of analytical philosophy. Conclusions: In contemporary epistemology there are ongoing debates, for example, between relativism and absolutism, externalism and internalism, and naturalized epistemology and unnaturalized epistemology. In this paper I will examine these positions from the point of view of education and I will also consider what the differing epistemological positions would imply if they were applied to educational decision-making.