The purpose of this study to apply Quine's epistemology to educational theory. A philosophy of education are always deeply inf1uenced by the concept of truth. Recently, epistemology is the point of issue with lots of philosophers. Quine rejects a traditional and normative epistemology, and he argues a new and naturalized epistemology. The naturalized epistemology maintain that human knowledge is natural phenomenon to be studied by the scientific techniques that we use to study any other aspect of nature. And the naturalized epistemology maintains that a theory is interweaven with theoretical elements and empirical elements, thus technical distinction between analytic and synthetic statements is illusory. For Quine' epistemology, a techniques of language analytic rules out the empirical elements, the explication of concepts is irrelevant or misleading. A Hirst thesis grounded the techniques of language analytic is irrelevant too. Hirst thesis with partitioned sets theory is incompatible with Quine's naturalized epistemology. Evers and Walker suggest a materialist pragmatism to copy with problemes of Hirst and Peters School. The materialist pragmatism is a Quinean extension of Dewey naturalism. The naturalized epistemology eschewes Dewey's idea on instrumentalism and truth, but to be common with his naturalism and problem solving. Touchstone theory is a significant sub-theory of the materialist pragmatism. The touchstone is that inter-theoretic set of sentences, and the theory-laden technical machinery geared to shared problems in the natural world. It is the only basis for theory comparison and competition and as such assists in theory refinement. Thus we must consider elements of touchstone as a content of education.