This article reports on a doctoral dissertation that examined the current state in the philosophy of mathematics, with a view to identifying possible connections with, and influences upon, mathematics education. Recent work in the sociology of knowledge, proposing a strong case for a fallibilist epistemology, can be seen as one perspective, counterposed against absolutist epistemologies. It is proposed that these two views are reflected in the practice of mathematics education, in teaching, research and attitudes to current issues. A field study was carried out, not to provide empirical support but to examine some of the consequences of the theoretical framework proposed, and part of this is described. Finally, some implications of the research are discussed.