Peters' endeavours to elucidate' educational terms seem to indicate to some extent influences of recent philosophical development, and present one of the typical interests among contemporary educational philosophers. Therefore by examining his so-called conceptual analysis and some possible criticisms, we might come to understand how philosophical analysis matters to educational issues. Peters, in his Ethics and Education, examines in detail the view offered by others concerning the general foundation of ethics. In response to these view Peters insists that they are inadequate to explain the objectivity of morality, and proposes his own theory of justification. The theory of justification which Peters adapted is presented as an attempt to establish means by which general principles can be shown to be well grounded. However, it seems to me that his misunderstanding of morality made him distort the location of the problem rather than show a sound basis for morality. In this paper I intend to review briefly his main arguments and present the possible implications and objections which underlie his view. Furthermore, by doing so, I hope I will be able to indicate the reason why I am unable to regard Peters' conceptual analysis as plausible.