Analytic Teaching and Philosophical Praxis is pleased to announce publication of its newest issue. The articles that make up the current issue of volume 39. vol. 1 survey a range of issues germane to the practice of successfully teaching philosophy both at the college and K-12 level.
- Meta-Analysis of the Effectiveness of Philosophy for Children Programs on Students Cognitive Outcomes
Sijin Yan, Lynne Masel Walters, Zhuoying Wang, Chia-Chiang Wang
- Using Communal Inquiry as a Way of Increasing Group Cohesion in Soccer Teams
Alex Newby, Susan T. Gardner, Arthur Wo
- Between Crisis-Philia and Crisis-Phobia: Reflections on the Community of Inquiry
Aaron J. Yarmel
- Unintended Lessons: What Typically Developing Students Learn from the Inclusion and Exclusion of Students Who Receive Special Education Services
- An Education for Practical Conceptual Analysis in the Practice of Philosophy for Children
Arthur Wolf, Susan T. Gardner
Call For Papers
Call for papers coming soon…
Direct submissions to: Dr. Jason J. Howard, Editor, Analytic Teaching and Philosophical Praxis, Viterbo University, e-mail: jjhoward [at] viterbo [dot] edu.
Submissions should follow a standardized reference format (Chicago manual of style- format references as endnotes or APA or MLA). Articles should be approximately 4000-8000 words, e-mailed as a word document or RTF, and prepared for ‘blind-review’ (with author’s name and institutional affiliation appearing on a separate page).
The deadline for article submissions will be announced.
Analytic Teaching and Philosophical Praxis (AT&PP) is an on-line, open-access, peer-reviewed, academic journal published out of Viterbo University (La Crosse, WI) dedicated to exploring the pedagogies of Communal Inquiry and Philosophy for Children as well as the deeper philosophical implications of education at all levels. It can be accessed at http://journal.viterbo.edu/index.php/atpp