Editor's Notes


ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS      Volume 35, Issue 1 (2014) 

 

Editor’s Notes 
 

This first issue of Volume 35 brings us back to the 
home terrain of Analytic Teaching and Philosophical 
Praxis, with all five articles dealing squarely in 
concerns central to the meaning and prospects of 
Philosophy for Children.  That said, the real impetus 
for the current issue lies on the shoulders of Natalie 
Fletcher who took the initiative at the last NAACI 
conference, held in Quebec City at the Université 
Laval last summer (2014), to encourage participants to 
submit their papers to the journal. Thanks largely to 
her efforts we managed to get together enough quality 
submissions to proceed with the current issue, one 
that I’m sure you’ll enjoy.  

The five articles published here provide a nice 
range of approaches to PFC, some of which explore 
the larger historical context of alternative pedagogies 
while others document the challenge of implementing 
PFC in the classroom.  Kennedy’s article on “Dialogic 
Schooling” inaugurates the issue and looks at the 
complicated yet fascinating genesis of dialogical 
schools as a longstanding alternative to traditional, 
state enforced education.  Natalie Fletcher’s 
contribution “Body Talk, Body Taunt” offers a new 
and intriguing read on the corporeal complexity 
embodied in the community of inquiry.  Abdul 
Shakour Preece and Adila Juperi bring us up to date 
on the many challenges that come with trying to 
integrate PFC in Malaysian schools, “Philosophical 
Inquiry in the Malaysian Educational System.”  

Next up is Eva Marsal’s piece “Socratic 
Philosophizing with the Five-Finger Model,” which 
provides a rich example of Ekkehard Marten’s 
contribution to PFC through the lens of a simple but 
instructive game called Distance and Closeness.  
Finally, the impressive research of Colom, Moriyón, 
Magro and Morilla round out issue one in their 
engaging study, “The Long-term Impact of Philosophy 
for Children: A Longitudinal Study.”  

Collectively, the five articles assembled here, along 
with two book reviews on Gardner/Leask and Kohan, 
give a timely glimpse into the rich and evolving world 
of PFC.   

Let the revolution continue!                           

CHIEF EDITOR 

Jason J. Howard 

Viterbo University 

 

COPY EDITOR 

Jacqueline Herbers 

Viterbo University 

 

LAYOUT DESIGN ASSISTANT 

April Wolford 

Viterbo University 

 

CONTRIBUTING EDITORS 

Patrick Costello 

Glyndŵr University 

 

Susan Gardner 

Capilano 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 

 

Michel Sasseville 

Laval University 

 

John Simpson 

University of Alberta 

 

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