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Philosophy for Children Journals

Analytic Teaching and Philosophical Praxis

Analytic Teaching and Philosophical Praxis (ATPP) is a peer-reviewed, open access academic journal published out of Viterbo University (La Crosse, WI) dedicated to exploring the deeper philosophical and ethical implications of education. The journal ATPP replaces the previous journal Analytic Teaching (journal of the North American Association of Community of Inquiry published at Viterbo University).

Childhood and Philosophy, International Council for Inquiry with Children (ICPIC)

Childhood & Philosophy is a biannual journal dedicated to the intersections and interfaces of philosophy, childhood, children's philosophies, and philosophical inquiry with children. It welcomes all submissions, both theoretical and applied, that are located within or between these boundaries. It also offers a forum for descriptions of and reports on events and projects involving philosophical practice with children.

The Journal for Philosophy in Schools (JPS)

The Official Journal of the Federation of Australasian Philosophy in Schools Associations welcomes research papers on philosophy in schools including critical reflections on educational pedagogy. What was once called Philosophy with or for Children (P4C ages K-12) has developed into a sub-discipline of philosophy with its own history, traditions and pedagogy; incorporating philosophical inquiry in the classroom, reflective education and Socratic dialogue through the use of the Community of Inquiry (CoI). The aim of the journal is to encourage academic reflection and open-access research into the growing field of philosophy in schools. 

Teaching Philosophy 

Teaching Philosophy is a publication of the non-profit Teaching Philosophy Association Inc. Teaching Philosophy is the only journal devoted exclusively to the practical and theoretical discussion of teaching and learning philosophy. Since 1975 it has provided a peer-reviewed forum for the exchange of ideas about the challenges faced by philosophers in the classroom, and has published the largest body of original work on philosophy teaching in the English language. Each quarterly issue offers a unique mix of articles, reports, case studies, and reviews.