Analytic teaching and Philosophical praxis


ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS Volume 45, Issue 1 (2025) 

 

Editor’s Welcome  
 

This issue of AT&PP (Vol. 45) includes three articles, and two ‘fieldnotes,’ that 
provide practical advice for implementing different learning activities informed by 
Philosophy for/with Children (P4wC) pedagogy.  Three of the contributions come from 
individuals who participated in the highly successful NAACI-Brila conference on 
Creative Engagement in P4wC, held at the University of Montreal in August, 2025.     

 
The first article by Rogelio Miranda-Vilchis, “Improving Teaching and Learning in 

Philosophy through Process-Oriented Feedback,” provides a thoughtful overview of 
various forms of teacher feedback commonly used by philosophy instructors. Although 
offering feedback is generally helpful, Miranda-Vilchis demonstrates that scaffolding 
this feedback at regular intervals across multiple assignments, and explaining the 
rationale behind this process to students, is much more effective at improving both 
teaching and learning.    

The second article by Susan Gardner and Wayne Henry, “How Grace, Forgiveness 
and Charity Can Be Reinvigorated Through Promoting Objective Reasoning,” 
challenges the idea that critical reasoning is incompatible with emotional sensitivity and 
desire for shared (empathetic) understanding. They argue that admitting one’s own 
fallibility is a core component of reasoning objectively, which provides a bridge for the 
consideration of other points of view and is crucial in combatting our current culture 
of narcissism.     

The third article by Lise De Souter and Bruce Maxwell, “How Can We Promote the 
Treatment of Philosophical Questions in Primary School? The Perspective of 
Experienced Teachers” is translated from French (the original text is also provided) and 
explores the experience of six different elementary school teachers and discusses some 
common challenges they have encountered implementing Philosophy for/with 
Children in their classrooms.  Combining the insights of these seasoned P4wC teachers 
and research on pedagogy developed in France, the authors argue for a wholistic and 
relational teaching model that identifies five key elements of effective teaching practice 
to promote P4wC in the classroom.    

 The fourth article by Mohammad Reza Vaez Shahresani “Integrating AI Ethics in 
Philosophy for Children” follows our ‘fieldnotes’ approach and provides a clear lesson 
plan that instructors can implement designed to introduce children to some of the 
challenges with AI, especially related to privacy.  

Finally, the fieldnote article by Sophie Chappel “From Artistic Gesture to 
Philosophical Thought” is translated from French (original text is provided) and 
provides an innovative example of how to unite music and musical performance with 
philosophical inquiry.  Bringing together a variety of activities that focus on vocal and 
bodily expression, Chappel invites us to consider the creativity of philosophical inquiry 
as students work collaboratively to express concepts without directly discussing them 
through language.       

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 

Kira Peters 

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