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ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 44, Issue 1 (2024) 
 

Editor’s Welcome  
 

This issue of AT&PP (Volume 44) includes both a range of academic articles, four 
in total, that explore the history and relevancy of Philosophy for Children, but also 
returns to an earlier publishing practice that debuted at the start of Analytic Teaching 
some forty years ago, focused on sharing successful lessons and activities used by teachers 
of all levels inspired by the methods of P4C.      

 
The first of the four academic articles by Jonathan Wurtz, “From Gym Crow to 

P4C” problematizes the traditional narrative behind Lipman’s establishment of the 
Philosophy for Children program while he was at Columbia University, demonstrating 
how the initial justification for P4C serves to delegitimize the protests and political 
realities taking place at Columbia at the time.  The second article by Fournel, Blanc-
Lanaute and Cai “Addressing Conflict through Imagination” explores a variety of 
activities designed to have students think more creatively about conflict and find 
peaceful means to resolve differences and difficulties. Danel J. Anderson’s “Meaning at 
the Margins” looks at the emphasis placed by schools (specifically in Canada) on 
meaning-making and helping students live meaningful lives, and shows the many 
resources that communities of philosophical inquiry can provide in supporting and 
strengthening this approach.  The fourth article, Wall’s and Gardner’s “The Challenge 
of Inequity” explores the larger historical context of inequality and provides some timely 
pedagogical advice on dealing with adversity and inequalities in the classroom and 
beyond.   

We decided to bring back the early publishing practice of Analytic Teaching and 
showcase the wide variety of activities organized by teachers and educators inspired by 
the Philosophy for Children and Community of Philosophical Inquiry pedagogies.  The 
second set of submissions, Notes from the Field, aims to provide a global snapshot of 
the educational efforts of teachers and P4C practitioners who, by and large, have no 
direct institutional affiliation with a college or university.   

This first set of submissions includes six different examples of activities 
implementing P4C pedagogies, all of which come from Turkey. The activities discussed 
range from advice on facilitating conceptual analysis, to utilizing cinema as 
philosophical stimulus, diagramming arguments, the role of the natural environment to 
encourage reflection, the power of art to focus inquiries, and implementing P4C as a 
radio program.  I was put in contact with Irmak Ertuna Howison who reiterated the 
value of sharing this kind of activity for teachers globally, and who helped spearhead 
and edit this first set of submissions, all from Turkey. Without her diligence and 
encouragement this new effort would probably not have taken off.  The hope is to show 
readers the range and global reach of P4C as a teaching practice, which includes useful 
learning activities that could be implemented within one’s teaching, and will focus on 
different regions of the world in upcoming issues.   

  

As always, I hope this issue finds you well.  
Pax et Bonum,  
 
Jason Howard       

CHIEF EDITOR 
Jason J. Howard 
Viterbo University 
 
WEB PAGE MASTER 
Jason Skoog 
Viterbo University 
 
ASSISTANTS 
Madeline Feldhake 
Bonny Fish 
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 
 
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. Online Copyright 2005. 
Analytic Teaching and Philosophical Praxis 
is a peer-reviewed, online, open access 
journal published annually and sometimes 
biannually. ISSN 2374-8257 

 


