



















































 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


