Analytic Teaching and Philosophical Praxis


ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 41, Issue 2 (2021) 

 

Editor’s Welcome  
 

Let me welcome you all to the second issue of Volume 41. The eight articles and two 
book reviews collected in this latest issue explore a wide array of themes in education, 
but one over-arching motif that runs through many essays concerns the challenge of 
multicultural education, especially when it comes to Philosophy for/with Children 
(P4wC) and the Community of Philosophical Inquiry (CPI).  Although the need for 
philosophy in K-12 education gets many an articulate and passionate defense, the works 
assembled here also suggest several ways we might re-think aspects of the traditional CPI. 

     
The current issue is the result of a collaborative editorial effort with Natalie M. 

Fletcher. The first five articles were assembled in an attempt to bring together diverse 
voices in the Canadian P4wC movement whose combined contributions highlight 
important angles of philosophical facilitation and philosophy of childhood. Each of these 
articles represents a particular expertise and research area of the authors, which have led 
to fruitful collaborations across the country in terms of both theory and practice. Fletcher 
explores how deliberate imagining may illuminate tacit knowing, notably through 
philosophical experiences that could help recognize children as epistemic agents in their 
own right. Aslanimehr considers the sensitive subject of newcomer children’s experiences 
and how philosophy might be a meaningful source of support. Cloutier examines how 
an explicit focus on metacognition in P4wC facilitation can empower youth’s capacities 
as rational thinkers. Michaud and Gagnon analyse the role of authority within P4wC 
through the prism of common critiques and empirical findings. And Taylor reflects on 
the relationship between playfulness and children’s philosophical engagement, inspired 
by P4wC practices in informal learning contexts.  

The last three articles pick up on themes surrounding multicultural education and 
the pedagogical challenge of mistaking “mere conversation” for substantial dialogue. 
Miraglia’s essay, as well as Moodley’s, focus their attention on the European educational 
initiative, PEACE (Philosophical Enquiry Advancing Cosmopolitan Engagement). In 
many ways complementary pieces, these two essays explore the challenge of ensuring 
PFwC strengthens the pedagogical aims of living in a cosmopolitan world rather than 
diminishing them.  Kilby’s essay breaks from a direct engagement with philosophy in K-
12 education and offers a comprehensive analysis of different types of dialogic pedagogy, 
making it clear that although educating through dialogue in the classroom has great 
educational gains, the typical ways it is done provide little benefits. 

 The last two contributions are Book Reviews. The first is Gardner’s review of an 
anthology edited by Stephen K. Miller, Intentional Disruption: Expanding Access to Philosophy 
(2021, Vernon Press) and the other is Morehouse’s review of Jana Mohr Lone’s Seen and 
Not Heard: Why Children’s Voices Matter (2021, Rowman & Littlefield). These books make 
an impassioned argument for why philosophy is so empowering for youth culture (Miller) 
and the natural affinity children have for philosophical speculation (Lone).      

I hope the essays collected in this current issue will inspire you to reconnect with the 
vast resources of philosophy and challenge you to reimagine the educational potential of 
philosophy beyond the traditional college classroom.   

Pax et Bonum  

Jason Howard       

CHIEF EDITOR 

Jason J. Howard 

Viterbo University 

 

WEB PAGE MASTER 

Jason Skoog 

Viterbo University 

 

STUDENT ASSISTANT 

Heather Greenberg 

Viterbo University 

 

EDITORIAL BOARD 

Sara Cook 

Viterbo University 

 

Susan Gardner 

Capilano University 

 

David Kennedy 

Montclair State University 

 

Nadia S. Kennedy 

Stony Brook University, SUNY 

 

Richard Morehouse, Emeritus 

Viterbo University 

 

Félix García Moriyón 

Center for Philosophy for 

Children, Madrid, Spain 

 

Joe Oyler 

Maynooth University, Kildare, 

Ireland 

 

Barbara Weber 

University of British Columbia 

 

 

 

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