LA CROSSE, WI
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Analytical Teaching from its first issue, set out a broad agenda within the context of Philosophy of Children. This tradition continues. Areas of interest to readers and contributors include Philosophy for Children teachers and teacher trainers but also included those interests in the role of narrative in teaching and learning, liberation pedagogy, Vygotskian psychology, and cognitive science, among other areas. The broad agenda might be defined as reflective teaching and community inquiry. These two areas will continue to be the mainstay of contributions to Analytic Teaching.
The journal, shaped by the interests and talents of its readers and contributors, will build on these areas. The editors see the journal as having a social as well as an educational agenda. We will be publishing articles, classroom dialogues, research reports, stories, reviews, and essays. Analytic Teaching will explore the role of various discipline sand sub-disciplines 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 educations will be integrated within the agenda of the journal.
As we move to an electronic format with Volume 25, Issue 1, Fall 2004 we maintain the same mission, while hoping to reach a wider audience.
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