This article offers a wide-ranging critical review of the work published in EMA since its origins in 1972. Set against one of the most turbulent periods in the history of the British educational system, it considers whether we can still learn from the past: not so much from the events themselves, but from a re-examination of the records of earlier research agendas which are preserved in the journal. In tackling this theme the paper identifies and examines a number of key questions. What are the functions of a journal written by and for both teachers and academics? How much of what we record here represents substantive knowledge, with utility beyond the horizon of interests entertained by those who produced it? It is suggested that now is a fitting time to look back over the issues of the preceding 25 years.
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