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ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 44, Issue 2 (2024) 

 

Editor’s Welcome  
 

This second issue of AT&PP (Vol. 44) includes six articles that deal with complex 
issues in education and personal development, one reflection (field note) on a classroom 
workshop focused on peace, and a book review.     

 
The first article by Philp Cam, “Cultivating Open-mindedness,” explores the pivotal 

importance of open-mindedness as a crucial and multilayered ability that Lipman’s work 
on the Community of Inquiry helps to both define and cultivate in the classroom.    

The second article, Aaron Yarmel’s “Social Roles and Meaningful Lives,” looks at 
the complex yet commonplace challenge of how we negotiate different roles and 
responsibilities, and how our inability to coherently bring together conflicting 
responsibilities can undermine our attempts to lead meaningful lives.  

The third article by Garner, Newby, Wall, Chen and Belcourt-Lowe, “Is Liberal 
Tolerance under Threat,” explores an array of work that suggests intolerance (activities 
designed to stop dialogue) is a growing cultural phenomenon in North America and 
uses their own initial (and local) investigations on intolerance to suggest “dialogue-
dampening” strategies may be growing among young people.       

The fourth article by Félix García Moriyón and Tom Lardner takes up the 
complicated and on-going challenge of determining how much philosophical 
background teachers of P4C need to be effective, and how such knowledge could be 
acquired, in their article “The Philosophical and Theoretical Background of an 
Educator Working with P4C.”   

Our fifth article, “Why and How Diagrams Help in Teaching Syllogistic Skills,” by 
Menno Van Calcar examines different ways that Venn diagrams can be taught and 
argues that having students use tactile (physical) models of Venn diagrams not only 
improves their syllogistic reasoning skills but aligns with recent accounts of informal 
reasoning that sees such reasoning as embodied (spatial and enactive).  

The sixth article by A. Simiyu, S. Omuterema, J. Injendi, and P. Mukonvi, 
“Establish Dewey’s Concept of Democracy in TVET in Kenya,” looks at the organization 
of Technical and Vocational Educational Training in Kenya. The authors analyse 
research on the difficulty of implementing such large-scale educational programs and 
argue that Dewey’s pragmatic approach to education and democracy provides key 
resources for meeting the many challenges posed in integrating TVET in Kenya. 

The seventh article by María del Rosario del Collado, “Activating the Community 
of Dialogue in a 6th Grade Primary School Class in Mexico City,” continues our recent 
focus showcasing learning activities inspired by Philosophy for Children, and describes  
her efforts to integrate the theme of peace  into the classroom.      
 
      The book review by Nava Bar anchors our last issue of 2024, focusing on Arie 
Kizel’s book Enabling Students’ Voices and Identities (2024).   

   I hope you enjoy the issue, Pax et Bonum.  

 
Jason j. Howard       

CHIEF EDITOR 

Jason J. Howard 

Viterbo University 

 

WEB PAGE MASTER 

Jason Skoog 

Viterbo University 

 

ASSISTANTS 

Bonny Fish 

 

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 

 


