id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
atpp-1254	Howard, Jason	Editor’s Welcome	2024	1	.pdf	application/pdf	614	14	23	Jason j. Howard CHIEF EDITOR Jason J. Howard Viterbo University WEB PAGE MASTER Jason Skoog Viterbo University ASSISTANTS Bonny Fish EDITORIAL BOARD Natalie M. Fletcher Brila Institute, Quebec Nadia S. Kennedy Stony Brook University, SUNY Megan J. Laverty Teachers College, Columbia University Maria Miraglia, University of Naples Federico II Richard Morehouse, Emeritus Viterbo University Félix García Moriyón Center for Philosophy for Children, Madrid, Spain Stefano Oliverio University of Naples Federico II Joe Oyler Maynooth University, Ireland Tonya Wagner VP of Academic Affairs & Institutional Effectiveness, Viterbo University Barbara Weber University of British Columbia Aaron Yarmel Center for Ethics and Human Values, Ohio State University PUBLISHER Viterbo University, La Crosse, WI 45601 Established in 1981 as Analytic Teaching at Texas Wesleyan College and transferred to Viterbo in 1993. The fourth article by Félix García Moriyón and Tom Lardner takes up the complicated and on-going challenge of determining how much philosophical background teachers of P4C need to be effective, and how such knowledge could be acquired, in their article “The Philosophical and Theoretical Background of an Educator Working with P4C.” Our fifth article, “Why and How Diagrams Help in Teaching Syllogistic Skills,” by Menno Van Calcar examines different ways that Venn diagrams can be taught and argues that having students use tactile (physical) models of Venn diagrams not only improves their syllogistic reasoning skills but aligns with recent accounts of informal reasoning that sees such reasoning as embodied (spatial and enactive).	cache/atpp-1254.pdf	txt/atpp-1254.txt