In Norway, philosophy of education does not operate in the same hostile climate as in other European countries. The great majority of Norwegian philosophers of education have a tenured position, which implies that their salaries are safely secured by the state’s basic funding of the Norwegian Universities and University Colleges. A strong commitment to various aspects of education shapes the course, topics, approaches, methods and dissemination of their work. This is a continuation of the strong tradition of the Norwegian school of ‘philosophers of praxis’ (i.e. Hellesnes, 1969; Skjervhem, 1969). Moreover, Norwegian philosophers of education publish widely in a large number of journals on educational theory, research and practice, not in philosophy journals. Most publications are in Norwegian. But with the stated ambition of promoting Norway as a “leading knowledge based economy” (Ministry of Knowledge, 2012) follows the expectation of more international publications and to “save” the quality of Norwegian educational research by performing systematic meta-analysis and reflections on the visions, missions and quality-criteria of educational research (Norwegian Research Council, 2004, 2006). This development creates quite a few dilemmas and puts the field under pressure along the lines observed in many countries worldwide.