Analytic Teaching and Philosophical Praxis


ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 38, Issue 1 (2017) 

Editor’s Notes 

The six articles that make up the current issue of volume 
38 survey a range of issues germane to the practice of 
successfully teaching philosophy both at the college and K-12 
level.  

     Thematically, the six articles fall into three broad 
categories. The first two focus on links between philosophy 
and oppression. Tarrant and D’Olimpio explore how the 
Community of Inquiry can improve students’ ability to 
identify oppression while Haenel looks to how academic 
philosophy, particularly analytic philosophy, discriminates 
against female and minority students. The second two 
articles engage the tradition of PFC directly —Miller by 
examining the positive impact of aporetic thinking on 
student grit and De Marzio by offering an instructive analysis 
of Lipman’s notion of modeling.  The last two take up 
themes we looked at in Volume 37 on the relation between 
art and philosophy. Keyser provides an informative account 
of how art can be used in courses like the philosophy of 
science to help explain complicated scientific notions, while 
Ioannou, Georgiou and Ventista explain why art museums 
serve as the ideal environment for philosophical inquiry with 
children.  

Together, the six articles provide a wide range of 
innovative analyses and examples that seek to deepen not 
only how we teach but also what we teach.  

I also wanted to inform you of an important change 
taking place at the journal. We have decided to strengthen 
our ties with the Department of Education here at Viterbo 
and look forward to doing more collaborative projects with 
them in the future. Philosophy for Children and 
Community of Inquiry, as well as Philosophy of Education, 
will continue to be the mainstay of the journal, but we also 
hope that reinforcing our ties with the School of Education 
will open up new and exciting opportunities in the future.   

I hope the current volume finds you all doing well and 
engaged in a project you love. 

Pax et Bonum 

Jason J. Howard 

CHIEF EDITOR 

Jason J. Howard 

Viterbo University 

WEB PAGE MASTER 

Jason Skoog 

Viterbo University 

COPY EDITOR 

Jan Wellik 

Viterbo University 

EDITORIAL BOARD 

Sara Cook 

Viterbo University 

Susan Gardner 

Capilano University 

Susan Hughes 

Viterbo University 

David Kennedy 

Montclair State University 

Nadia S. Kennedy 

Stony Brook University, SUNY 

Richard Morehouse, Emeritus 

Viterbo University 

Félix García Moriyón 

Center for Philosophy for Children, Madrid, Spain 

Joe Oyler 

Institute for the Advancement of Philosophy for Children 

Montclair State University 

Barbara Weber 

University of British Columbia 

PUBLISHER 
Viterbo University, La Crosse, Wisconsin 45601 

Established in 1981 as Analytic Teaching at Texas Wesleyan 

College and transferred to Viterbo in 1993. 

Online Copyright 2005. 

Analytic Teaching and Philosophical Praxis is a peer-reviewed, 

online, open access journal published annually and sometimes 

biannually.  

ISSN 2374-8257