The Journal of Philosophy in Schools ISSN 2204-2482 focusses on research into philosophy with school-aged children. What was once called Philosophy for/with Children (P4C) has developed into a sub-discipline of philosophy with its own history, traditions and pedagogy incorporating philosophical inquiry in the classroom and Socratic dialogue, particularly through the Community of Inquiry (CoI) methodology.
The JPS welcomes submissions which interrogate theoretical and conceptual understandings as well as those which draw on original empirical research on the pedagogy and practice of philosophy in schools. The journal also reviews new books and new teacher resources in the field. The aim of the journal is to encourage academic reflection and research on philosophy in schools, making such information widely available through an open-access format.
The Journal of Philosophy in Schools (JPS) is listed in the DOAJ: Directory of Open Access Journals. It is the official journal of The Federation of Asia-Pacific Philosophy in Schools Associations (FAPSA).
University philosophy outreach programs are proliferating. On campuses across the world, students and staff are taking philosophy out to the wider community, and especially to children and young people in schools. Their mission is to engage the public in philosophical discussion and to make a notoriously abstract and arcane subject accessible, meaningful and useful.
As yet, there is little published research on these programs. They give rise to two clusters of questions deserving of scholary attention. First, there are questions about the rationale for philosophy outreach. What is the purpose of taking philosophy into the community? What are the intended benefits of these programs, to the children and young people who participate in them, to the students and staff who lead them, to society at large, or to the discipline of philosophy itself? How do these aims inform the selection of philosophical topics, texts, tools and techniques? The second group of questions have to do with the success of philosophy outreach. What attempts have been made to evaluate these programs and their outcomes? Do they, in fact, yield the benefits intended by those who design and deliver them? Are there any drawbacks to participation, or benefits other than the intended ones? What challenges (financial, institutional, pedagogical, psychological) have been encountered by those engaged in philosophy outreach and how have they been overcome?
Papers are invited for a special issue of Journal of Philosophy in Schools (JPS) on university philosophy outreach programs. Papers may be theoretical or empirical and may focus on any of the questions suggested above. Prospective authors are welcome to contact the editors of the special issue – Michael Hand (m.hand@bham.ac.uk) and Jane Gatley (j.o.gatley@bham.ac.uk) – to discuss their ideas.
In the first instance, please submit an abstract (max 200 words), summarising your proposed paper, to m.hand@bham.ac.uk by 31 May 2022.
Full submissions will be due on 31 October 2022 and should conform to the usual JPS author guidelines (https://jps.bham.ac.uk/about/submissions/).
JPS is an international, peer-reviewed, open-access online journal hosted by the University of Birmingham UK and affiliated with the Federation of Asia-Pacific Philosophy in Schools Associations (FAPSA).
Posted on 21 Feb 2022
The Journal of Philosophy in Schools (JPS) is seeking articles for inclusion in a special issue entitled ‘What is the place for competition in philosophy?’ The JPS (https://jps.bham.ac.uk/ ISSN 2204-2482) is a fully peer-reviewed, open-access online journal dedicated to research in philosophy with school-aged children. This special issue will be Vol 8 No 2, to be published in November 2021.
What was once called Philosophy for/with Children has developed into a sub-discipline of philosophy with its own history, traditions and pedagogy and incorporates philosophical inquiry in the classroom, reflective education and Socratic dialogue through the use of the Community of Inquiry (CoI) methodology.
The CoI is often touted as non-competitive, and aims at critical, caring and collaborative thinking.
However, with the popularity of high school ‘Ethics Bowls’ and Philosothon tournaments, is there room for a competitive element to philosophy with young people, particularly if what is being rewarded and recognised are these deliberative inquiry skills?
Is philosophy inherently competitive?
Should philosophy be practiced in a non-competitive, collaborative manner?
Should high school philosophy prepare students for how philosophy is practiced within the academy?
Is popular philosophy less competitive than the philosophy of the academy?
Your paper may explore any question related to whether or not there is room for competition in philosophy. Please send abstracts (max 200 words) for consideration to the editors:
Dr Laura D’Olimpio l.dolimpio@bham.ac.uk
Prof Andrew Peterson a.peterson@bham.ac.uk
Abstracts due Monday 14 December 2020
Theoretical papers will be 4,000-6,000 words in length with abstract and key words.
Full papers due 01 June 2021 for double-blind peer review
Posted on 21 Oct 2020
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