About the Journal


Analytic Teaching, from its first issue, set out a broad agenda within the context of Philosophy for Children.  Areas of interest to readers and contributors included Philosophy for Children teachers and teacher trainers, but also included those interested in the role of narrative in teaching and learning, liberation pedagogy, Vygotskian psychology, cognitive science, and other areas.  The broad agenda was defined as reflective teaching and community inquiry.  These two areas were the mainstay of contributions to Analytic Teaching.

The journal, shaped by the interests and talents of its readers and contributors, built on these areas.  The editors saw the journal as having a social as well as an educational agenda.  We published articles, classroom dialogues, research reports, stories, reviews, and essays.  Analytic Teaching explored the role of various disciplines and subdisciplines in articulating a broad agenda.  Such areas as history of childhood, the literature of childhood (including fiction, poetry, memoirs, and film), history of philosophy, social and cultural issues, the works of particular philosophers, cognitive psychologists, and the history and philosophy of education were integrated within the agenda of the journal.

Texas Wesleyan University (Fort Worth) published Analytic Teaching from volume 1, 1980 to volume 28, 1990.  Viterbo University (La Crosse, WI) published the journal from volume 12, 1991 to volume 28, 2008.  Analytic Teaching was replaced by Analytic Teaching and Philosophical Praxis (vol. 29, 2009-present).


Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.


License Terms

Creative Commons Attribution 4.0 International (CC BY 4.0)


Publication History

Analytic Teaching (vol 1-28, 2008, Print ISSN: 0890-5118, Online ISSN: 2374-8230) was replaced by Analytic Teaching and Philosophical Praxis (vol 29, 2009-present).