We are pleased to announce the latest issue of Analytic Teaching and Philosophical Praxis, an open-access peer-reviewed journal covering the philosophical and ethical implications of education. 

 We also invite you to submit articles related to the philosophy of education.  Please read the journal’s mission here. 

• Editor's Welcome
  Jason Howard
• Imagining the Ineffable: Elucidating Tacit Knowledge through Deliberate Imagining
  Natalie M. Fletcher
  pp: 1-18
• Can Philosophy Aid the Adjustment of Newcomer Children?
  Parmis Aslaninmehr
  pp: 19-31
• How Can Rationality Empower Children?
  Anne Brel Cloutier
  pp: 32-46
• Does Philosophical Dialogue Cause Children to Reject Adult Authority?
  Olivier Michaud, Mathieu Gagnon
  pp: 47-60
• P4C and Playfulness: Are Games and Playfulness Important for Communities of Philosophical Inquiry?
  Jason Taylor
  pp: 61-76
• The Importance of Continuing the Heritage of Lipman’s Philosophical Fiction: Writing Stories for the Contemporary World
  Maria Miraglia
  pp: 77-91
• Towards Education for 21st Century Democratic Citizenry—Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E) Curriculum: An Intentional Critique
  Desireé E. Moodley
  pp: 92-105
• Dialogic Pedagogies: Defining and Analyzing Four Types of Dialogue in Education
  Ben Kilby
  pp: 106-121
• Book Review: Susan Gardner Reviews Stephen Kekoa Miller’s (ed.) Intentional Disruption: Expanding Access to Philosophy
  Susan Gardner
  pp: 122-127

• Book Review: Richard Morehouse Reviews Jana Mohr Lone’s Seen and Not Heard: Why Children’s Voices Matter
  Richard Morehouse
  pp: 128-132