ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 33 Editor’s notes Warm Regards to all of our readers. This volume (Vol. 33) brings the journal back to its roots with a host of articles focusing on key themes related to the com- plexity of the community of inquiry, both methodolog- ical and ontological, and the on-going challenge of in- tegrating philosophy for children with K-12 education. Before I go on to say a bit about the articles in this issue of Vol. 33, I want to send out a heartfelt thanks to Susan Gardner and Wendy Turgeon for all the work they did at this summer’s NAACI conference in Van- couver. The conference was a huge success and left many us feeling both reinvigorated and re-connected. In fact, the first four articles of this volume (Gard- ner, Kennedy, Davis and Cannon) are products of this summer’s 2012 NAACI conference. The first, Gard- ner’s “The Complexity of Respecting Together,” pro- vides an admirable overview of the different positions on respect pursued at the conference, while the other three unpack the deeper assumptions that underlie the structure of communal inquiry. The fifth article by Patrick Costello is a response to Wendy Turgeon’s essay in our last volume (Vol. 32), in which Costello compares common challenges to teacher training in the U.K. Ann Gazzard picks up on elements of this theme as well, with her paper contrasting the different pedagogical approaches of Wartenberg and Lipman. Of the final four papers, both Tiedemann and Jackson explore larger pedagogical trends related to philosophy and the scholarship of teaching and learn- ing, while the final two articles focus on cultivating the wisdom of PFC, that of Gasparatou & Kampeza in Greece, and that of Määttä & Uusiautti in the context of child rearing. Taken together the articles make a strong case for not only the incredible resourcefulness of the com- munity of inquiry, but also the necessity of integrating philosophy within the larger educational community, both local and global. As always, I hope you find the articles informative and inspiring, as they provide us with a snap-shot of the struggles of philosophy to find a forum for its wisdom. Happy Readings, Dr. Jason J. Howard CHIEF EDITOR Jason J. Howard Viterbo University COPY EDITOR Jacqueline Herbers Viterbo University CONTRIBUTING EDITORS Patrick Costello Glyndŵr University, Wales Susan Gardner Capilano University, Canada David Kennedy Montclair State University Nadia Kennedy Stony Brook University, SUNY 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 John Simpson University of Alberta, Canada Susan Wilks University of Melbourne, Australia LAYOUT DESIGN ASSISTANTS Chelsey E. McCoy PUBLISHER Viterbo University La Crosse, Wisconsin 54601 Copyright 2005 Analytic Teaching and Philosophical Praxus is usually published once a year. ISSN 0890-5118