Submissions

Article Submission Guidelines
Articles should be no shorter than 5000 and no longer than 9000 words in length including references, tables, figures, appendices, etc. Articles should be submitted to the chief editor (Jason Howard) by email, attached as a single word file, providing the name of the author(s) and title of the work in the email text and/or under separate cover. Articles must be prepared for anonymous ‘blind-review’ with author’s name removed from the submission and any internal scholarly references should be framed in the 3^rd person where direct identification is eliminated.  Articles should follow a standardized reference format APA, MLA, or Chicago using endnotes rather than footnotes, and include a brief abstract (250 words max.)

Fieldnotes (new submission subcategory as of 05/2024)
Fieldnotes (or notes from the field) are a new category of submissions focused on specific teaching activities and lesson plans that have been successfully implemented by the author and draw upon Philosophy for/with Children and the Community of Inquiry pedagogy. The article focus can be on classroom activities or other afterschool associations or outreach that have worked well in the past. Fieldnote submissions are between 2000 to 5000 words and should provide guidance on how one could implement the lesson/activity discussed, provide some measure of the lesson’s effectiveness and some references to pedagogical theory to support the activity and its learning outcomes. Articles should follow a standardized reference format such as APA, MLA, or Chicago using endnotes rather than footnotes. Articles should be submitted to the chief editor (Jason Howard) by email (jjhoward@viterbo.edu) and prepared for blind review (following the format provided above for general submissions).

Book Review Submission Guidelines
AT&PP welcomes thoughtful reviews between 2000 and 5000 words that engage recent work judged by the reviewer to be informative of the journal’s scope, including works of non-fiction and fiction that may be of use in the classroom, exploring policy or pedagogical theory. Interested reviewers should contact the chief editor (Jason Howard).

Analytic Teaching and Philosophical Praxis encourages submissions from scholars of historically underrepresented groups in the area of education or related to academia as well as junior scholars.