  However, one can also move to incorporate women into our philosophical history by rethinking the questions through which that history is structured. How the questions are framed influences who is taken to have interesting answers on offer. Within the early modern period, questions in epistemology are often about the nature of reason and rationality, and the limits of the human understanding. While women of the period sometimes address these questions theoretically, more often they are concerned with implications of such answers for training the human mind. That is, they are concerned with matters of education, and they directly relate positions on education to positions on the nature of human understanding and rationality. Already mentioned are the works of Anna Maria van Schurman and Mary Astell, but others including Madeleine de Scudéry and Gabrielle Suchon also wrote on education. While education is not today typically taken to be central to philosophy, a little reflection on the history of philosophy can destabilize this contemporary outlook. Descartes's Discourse on Method for Rightly Conducting Reason (1637) is arguably a work about education; John Locke wrote Some Thoughts Concerning Education (1693) and On the Conduct of the Understanding (1706); and Rousseau's Emile (1762) also concerns education. Equally, education is a central concern of philosophers predating the early modern period (consider Plato in Republic) and after it (consider John Dewey). Reconsidering education as a central question of philosophy can facilitate seeing women thinkers as contributing centrally to philosophical projects.