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ISSUE TWO:
- Editor's Welcome to Issue 2 of Volume 33
- Patrick J. M. Costello and Richard Morehouse, Liberation Philosophy and the Development of Communities of Inquiry: A Critical Evaluation, 1–15
- Monica Glina, Expanding the Parameters of Exploratory Talk, 16–32
- Bill Katra, ‘The Sign of the Times’: The Changing Faces of Liberation Theology, 33–45
- Alejandro Moreno Lax, Enrique Dussel: ética y politica, 46–60
- Alain Loute, Enrique Dussel y Paul Ricoeur: pensar la creatividad normative, 61–68
- Book Review, Joanna Haynes and Karin Murris’ Picturebooks, Pedagogy and Philosophy. Reviewed by Richard Morehouse, 69–72
- Book Review, Jana Mohr Lone’s “The Philosophical Child.” Reviewed by Susan T. Gardner, 73–76
ISSUE ONE:
- Editor’s Welcome to Issue 1 of Volume 33
- Susan Gardner, The Complexity of Respecting Together, pp: 1-12
- Nadia Stoyanova Kennedy, Community of Inquiry as a Complex Communicative System, pp: 13-18
- Jessica Davis, Being Participation: The Ontology of the Socratic Method, pp: 19-29
- Dale Cannon, PFC, Community of Inquiry and Methodological Faith, pp: 30-35
- Patrick J. M. Costello, The Place of “Philosophy” in Preparing Teachers to Teach Pre-College Philosophy: A U.K. Perspective, pp: 36-44
- Ann Gazzard, Do You Need to Know Philosophy to Teach Philosophy to Children? A Comparison of Two Approaches, pp: 45-53
- Markus Tiedemann, The Principle of a Problem-Based Approach and Its Consequences for Teaching Philosophy and “Ethik,” pp: 54-64
- Michael Jackson, Approaches to Learning and Teaching: Some Observations, pp: 65-71
- Renia Gasparatou and Maria Kampeza, Introducing PFC in Kindergarten in Greece, pp: 72-82
- Kaarina Määttä and Satu Uusiautti, How to Raise Children to be Good People, pp: 83-91
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