ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 33 Editor’s notes This second issue of Volume 33 is dedicated to themes surrounding the relevancy and promise of Lib- eration Philosophy and associated movements (such as Liberation Theology). The interest in such themes arose in response to a conference on Bartolomé de Las Casas held from October 12-13, 2012 at Viterbo Uni- versity. Although our CFP did not receive as many submissions as we had originally hoped for, the five ar- ticles selected for this issue (two of them in Spanish) ef- fectively demonstrate both the conceptual resourceful- ness and historical complexity of liberation pedagogy. The first article by Costello and Morehouse ex- plores the rich cross fertilization between the commu- nity of inquiry and liberation philosophy, while offer- ing some promising areas for future research. Glina’s article looks at ways that liberation pedagogy can help pave the way for broadening how we consider the prac- tice of exploratory talk in the classroom. Katra’s piece serves as a nice complement to the other articles in focusing exclusively on the historical development, and eventual eclipse, of liberation theology in Latin America. Given that liberation philosophy arose as a reac- tion to a complicated configuration of problems with- in Latin America, it is only fitting that the final two articles of this issue are written in Spanish and speak to the development and on-going legacy of one of the greatest advocates of liberation philosophy, Enrique Dussel. Although the inclusion of these two articles presumes of our readers a level a familiarity with Span- ish that may be unrealistic, I hope it still might serve as an invitation to encounter that other voice of philoso- phy that remains so often overlooked in the annals of traditional Western philosophy, the voice of Spanish. It was once a common practice of this journal to publish book reviews on relevant works related to phi- losophy and education and I have let that practice slip. This issue finds a return to that practice with two con- cise yet informative reviews of two important books re- lated to philosophy and children, Joanna Haynes and Karin Murris’ Picturebooks, Pedagogy and Philosophy, and Jana Mohr Lone’s The Philosophical Child. Happy Reading 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 Barbara Weber University of British Columbia, Canada LAYOUT DESIGN ASSISTANT Chelsey E. McCoy PUBLISHER Viterbo University La Crosse, Wisconsin 54601 Copyright 2005 Analytic Teaching and Philosophical Praxis is a peer-reviewed, on-line, open access journal published annually and sometimes biannually. ISSN 0890-5118