



















































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


