The author of the article explores the significance of philosophical analysis in contemporary educational research. Considering the dominant position of empirical methods (which stems from the erroneous assumption on the lack of essential relations between practice and theory), the author puts forward a thesis regarding the need for educational research to include philosophical analysis (as is defined in analytic philosophy). It provides cognitive tools that allow one to perform wider and more in-depth studies of education than empirical methods would ever enable on their own. In addition, the application of this method ensures a higher level of rationality (in terms of justification) in the discipline in question. This thesis, which advances the need for philosophical analyses in educational research, does not strive to absolutize this particular method. In fact, it acquires a special value when combined with empirical methods. Such complementary studies constitute a necessary condition for the adequate description and elucidation of issues and topics related to education. They comprise its specific practical and empirical aspects, along with the related theoretical grounds. When providing the rationale for the aforementioned thesis, the author indicates (a) possible areas of philosophical analysis application, together with justification of its importance for research in this areas; (b) frequently formulated objections to philosophical analysis and answer them briefly. The final section of the article presents a summary and conclusions.