ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Vol. 32 Editor’s notes Welcome to Volume 32 of Analytic Teaching and Philosophical Praxis. Two of the goals of the journal con- tinue to be the exploration of underlying philosophi- cal themes in higher education, as well as the analysis of central issues in Philosophy for Children. Both of these themes are explored in the current Volume, with Issue One dedicated to some of the conceptual diffi- culties involved with teaching international topics in higher education, while Issue Two looks at some long- standing challenges in the implementation of Philoso- phy for Children. The articles published in Issue One discuss a varie- ty of different themes largely related to the challenge of teaching a culturally homogenous student body about international topics, of which these students (and per- haps even faculty) will have little firsthand knowledge or experience. The articles by Sheryl Ross, Bert Kre- itlow and Maribel Bird take on this problem directly, while others (Diana Sorensen, Michael Paton, María Navarro, Jesús Jambrina, and Andrew Hamilton) ex- plore in different ways the larger implications of glo- balization, political change, and in some cases even technological innovation, on Western views of educa- tion and history. Issue Two opens up with a joint article by Eva Marsal and Takara Dobashi that contrasts different conceptions of death in Japanese and German chil- dren, giving a nice illustration of an article in Phi- losophy for Children that is ‘international’ in both authorship and theme. The remaining articles (those of Wendy C. Turgeon, Susan Gardner and María del Rosario del Collado) explore topics directly germane to Philosophy for Children and the difficulty of effec- tively implementing philosophy at the elementary and high school level. Given the international theme of this year’s Vol- ume, it is fitting that so many of our contributors come from across the globe: Mexico, Spain, Australia, Can- ada, Germany, and Japan. Taken together, this double issue explores a number of crucial problems at the in- tersection of education and globalization that are not only compelling in their practical implications, but also mobilze deep philosophical assumptions about the nature of education. Happy reading. CHIEF EDITOR Jason J. Howard CONTRIBUTING EDITORS Patrick Costello Glyndŵr University, Wales David Kennedy Montclair State University Judy Kyle Educational Consultant Montreal, Canada Richard Kyte D.B. Reinhart Institute for Ethics in Leadership, Viterbo University Richard Morehouse, Emeritus Viterbo University Felix García Moriyón Center for Philosophy for Children Madrid, Spain Joe Oyler IAPC, Montclair State University Michel Sasseville Laval University, Quebec David Smith University of Lethbridge, Canada Susan Wilks University of Melbourne, Australia Michael Wodzak Viterbo University LAYOUT DESIGN ASSISTANTS Genevieve Donohue and Kabau Vue PUBLISHER Viterbo University La Crosse, Wisconsin 54601 Copyright 2005 Analytic Teaching and Philosophical Praxus is usually published once a year. ISSN 0890-5118