This seminar will look critically at ways in which a particular kind of language, one replete with acronyms, technical terminology and sloganeering, has come to form (or deform) the notion of an educated public. It shall consider ways in which this language prescribes what is “public” about public education and explore how surreptitiously imposed linguistic constraints present complex problems pertaining to democracy. Dr Munday argues for a public philosophy that is attuned to the language of education and treats it as a central field of concern and suggests that a democratically oriented public philosophy that is tone deaf to linguistic matters is in danger of unwittingly reinforcing a democratic deficit as regards education. These issues will be explored with reference to educational initiatives such as Philosophy for Children.