



















































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


