


















































Analytic teaching and Philosophical praxis


ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 43, Issue 1 (2023) 

 

Editor’s Welcome  
 

Welcome to another issue of AT&PP. This first issue of Volume 43 consists of four 
articles and one book review.  Each of the articles examines a different aspect of Philosophy 
for and with Children (P4wC) while the book review explores another innovative way to 
cultivate ethical reasoning, that of an Ethics Bowl.  

 
The first article by Philip Cam (“Thinking as Method”) explores the important work of 

John Dewey and how Dewey’s understanding of thinking as a process provides the core 
pedagogical aims and practices for “intelligent learning.” Cam then shows the influence and 
overlap of Dewey’s ideas on Matthew Lipman’s notion of a community of inquiry. 
Demonstrating the deep conceptual connections between Dewey and Lipman, Cam’s article 
is reminder of the indispensable contribution these two thinkers make to learning.       

The second article by Erick Rosas (“From Neutrality to Intentionality”) explores 
important connections between the movement of liberation philosophy in Latin America 
and the pedagogy and aims of Philosophy for/with Children. Rosas both summarizes some 
of the key assumptions of P4wC and engages the most serious criticisms levelled against it.  
Rosas’s article makes a strong case for the importance of P4wC to unmask the privilege and 
bias that informs the beliefs of teachers as well as its value to empower young people to see 
how power and knowledge constrain and restrict their potential.        

 The third article (“The Impact of P4C on Middle School Student’s Empathy, 
Perspective-taking and Autonomy”) is the collaborative effort of four authors: Asgari, 
Whitehead, Schonert-Reichl, and Weber.  These authors report their findings from a pilot 
randomized controlled trial with 6th to 8th graders designed to look at the effectiveness of 
P4C for cultivating social and emotional competencies (SECs) like empathy and perspective-
taking. Noting the limited empirical research done in this area of P4C, the authors provide 
a nuanced analysis of their findings, observing that although no significant differences were 
noted in the students’ SECs a number of other interesting trends were revealed.   

The final article is by Wendy Turgeon (“Adult Picture Books as Liminal Spaces”) and 
provides a thoughtful overview of a range of picture books. While discussing the various 
themes of these books Turgeon raises a number of important questions about what 
distinguishes children’s books from those for adults, and why the dividing line between 
them is more porous than many assume.  Turgeon’s article identifies a number of distinct 
themes from each picture book that would serve as ideal topics for philosophical inquiry, 
and provides some helpful suggestions on how one might lead a philosophical discussion 
on these various themes.  

 Mort Morehouse concludes our issue with his review of The Ethics Bowl Way (2022) 
edited by Robert Israeloff and Karen Mizell. Morehouse’s review clearly shows that this 
anthology is not simply about how to hold an ethics bowl competition, but discusses the 
many ways that preparing and integrating an ethics bowl into one’s classroom curriculum is 
to embrace an entire pedagogical framework and philosophy. Moreover, that ethics bowls 
are something that various communities can embrace and that extend well beyond the 
traditional classroom.         

Pax et Bonum, Jason Howard       

CHIEF EDITOR 

Jason J. Howard 

Viterbo University 

 

WEB PAGE MASTER 

Jason Skoog 

Viterbo University 

 

STUDENT ASSISTANTS 

Faith Hemmersbach 

Olivia Meyers 

Viterbo University 

 

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 

 

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. 

Online Copyright 2005. 

Analytic Teaching and Philosophical 
Praxis is a peer-reviewed, online, 

open access journal published 

annually and sometimes biannually. 
ISSN 2374-8257 

 


