This chapter explores three loosely related educational issues: first, the concept of intelligence and its interactions with education; second, vocational education as an aim of education; and third, the school curriculum. While each of these issues raises questions of its own, they also feed into one another. How we understand intelligence and test for it effects how students are selected for academic and vocational educational pathways and opportunities. The aims of education, including vocational aims, ought to inform what is taught in schools, in other words their curricula. These issues illustrate the relationship between concepts, aims, and practice. Without careful philosophical work on what educational concepts mean, what education is for, and how to translate this work into action, education risks perpetuating suboptimal or even harmful practices.