Philosophical Inquiry in Education
Managing editor(s): Tessa MacLean (Managing Editor) / Editor(s): Trevor Norris (Editor-in-Chief), Lana Parker (Co-Editor), Mario Di Paolantonio (Co-Editor), Marina Schwimmer (Co-Editor), Correy Baldwin (Editorial Assistant), Adrian Downey (Co-Editor)
Journal preceded by Paideusis
About
Philosophical Inquiry in Education (PIE) is an international, open access, peer-reviewed journal dedicated to advancing the unique and distinctive contributions that philosophical thinking can make to educational policy, research, and practice. Global in outlook and multidisciplinary in its approach, the journal publishes articles representing the spectrum of intellectual traditions defining contemporary philosophy of education. This includes, but is not limited to, inquiries informed by ethics, epistemology, political theory, phenomenology, aesthetics, hermeneutics, critical theory, post-critical theory, new materialism, and poststructuralist thought, as well as traditions rooted in the educational humanities.
Philosophical Inquiry in Education (PIE) invites submissions that help deepen and expand our ways of thinking about education broadly conceived. The journal aims to build a community of scholars from a range of disciplines, bridging philosophy and the theoretical humanities with adjacent fields in education such as curriculum studies, history education, and critical theory. PIE embraces a broad conception of research, welcoming empirical studies that are substantively grounded in philosophical questions and analysis. The journal seeks to illuminate what is unique about educational thinking and its contribution to educational research, while offering a platform for critical and creative thought on pressing issues in education. We aim to open new lines of inquiry in educational thought and to address urgent themes such as the Anthropocene, the evolving dynamics of capitalism in flux, the implications of novel technologies like online life, artificial intelligence, and the pursuit of inclusivity and justice in education.
While the journal emphasizes rigorous theoretical and conceptual investigation, we welcome submissions that integrate empirical methods, whether qualitative, quantitative, or mixed methods, provided they are judged by the editors to substantively contribute to ongoing debates in philosophy of education and educational thinking.
By engaging with these topical and pressing global issues, PIE aspires to push the boundaries of educational thinking and inquiry and to foster meaningful dialogue across the field of education.
Contact
Principal Contact
Trevor Norris
Editor-in-Chief
Brock University
Department of Educational Studies, 1812 Sir Isaac Brock Way, Ont, L2S 3A1
Email: tnorris@brocku.ca
Support Contact
Kevin Stranack
Email: kstranac@sfu.ca
Open Access Policy
This journal provides to all registered users open access to all its content, based on the principle that making research freely available to the public supports a greater exchange of understanding and knowledge. This journal acknowledges the pioneering work in this direction by the Public Knowledge Project (see http://pkp.sfu.ca).
Back issues (24 issues)
Permanent archiving of articles on Érudit is provided by Portico.
2024
2023
2022
2021
2020
2019
2018
2017
2016
2015
Editorial policy and ethics
Section Policies
Articles
Open Submissions Indexed Peer Reviewed
Special Issue Articles
Open Submissions Indexed Peer Reviewed
Review Essays
Open Submissions Indexed Peer Reviewed
Dialogue and Debate
Open Submissions Indexed Peer Reviewed
Book Reviews
Open Submissions Indexed Peer Reviewed
Peer Review Process
ARTICLES SECTION Peer review in Philosophical Inquiry in Education is designed to ensure that the essays published fully reflect the scholarly standards of analytic and critical assessment. Assuming that they meet the editorial standards of the journal, manuscripts are reviewed according to the following criteria: significance of ideas treated, creativity and clarity of thought, consideration of theoretical understanding, inclusion of relevant scholarly literature, strength of arguments, insightfulness of analysis and interpretation, treatment of counter-arguments, adequacy of writing style, and application of findings.
Philosophical Inquiry in Education accepts articles spanning a wide range of interests and viewpoints in education, as long as they are written in the manner and style of critical inquiry, reflection, exposition, interpretation, debate, and argumentation. While empirical research data are not barred from articles, Philosophical Inquiry in Education gives preference to conceptual, phenomenological, hermeneutic, and heuristic methodologies. Each submission is then reviewed through a double-blind review process. Typically, two reviewers review each article. Based on the reviewers’ evaluation and recommendation, the editors make the final decision.
Although the journal's focus is rigorous theoretical and conceptual investigation, we welcome submission of articles that use qualitative or quantitative evidence on the condition that they are judged by the editors to demonstrate how empirical evidence contributes significantly to ongoing debates in philosophy of education.
SPECIAL THEMED ARTICLES. Philosophical Inquiry in Education welcomes special issue proposals. Articles within special issues will be subject to peer review in the manner described above in the Articles section. In order to propose a special issue, a special issue proposal template must be completed. The template is available here.
ESSAY REVIEWS SECTION. Scholars are invited to contribute articles that review the state of the literature surrounding a significant question or emerging debate in philosophy of education. These essays are subject to the same editorial and peer-review processes as articles.
DIALOGUE AND DEBATE SECTION This editorially-reviewed section invites readers to engage in dialogue by responding to content in previous issues of Philosophical Inquiry in Education or by initiating new discussions in the community. This section is meant to bring constructive and concise questions and concerns into a forum where students, scholars, and members of the interested public respectfully exchange views. Submissions to the Dialogue and Debate section will be selected and edited by members of the Editorial team in order to ensure that the dialogue includes many voices and furthers thought. Dialogue and Debate submissions may take multiple forms, provided they are intended as discussion pieces.
The Editors work hard to ensure that decisions upon submissions are made within twelve weeks of receipt of a submission. However, occasionally there are circumstances beyond the control of the Editors that delay a decision. Authors who have any questions or concerns about the review process are invited to contact the Editors.
Copyright Notice
The copyright for articles in this journal is retained by the author(s), with first publication rights granted to the journal. By virtue of their publication in this open access journal, articles are free to use with proper attribution (to both the author and Philosophical Inquiry in Education) for educational and other non-commercial uses.
Privacy Statement
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
AI Policy
Text generated from AI, machine learning, or similar algorithmic tools, in full or in part, cannot be used in papers published in Philosophical Inquiry in Education. In addition, an AI program cannot be an author of a Philosophical Inquiry in Education journal paper. A violation of this policy constitutes scientific misconduct.
Information for contributors
Author Guidelines
Philosophical Inquiry in Education requires that authors adhere to bibliographic and research paper formatting requirements according to the APA style guides. If their submissions are accepted, then authors will be required to format their articles or book reviews according to the Philosophical Inquiry in Education templates if that has not already been done. The template for articles can be downloaded by clicking HERE. The template for book reviews can be downloaded by clicking HERE.
Currently, Philosophical Inquiry in Education requires that all submissions are made in English only. Unfortunately, at this time we are not able to accommodate submissions in French.
Submission Preparation Checklist
As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.
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The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
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The submission has been prepared as an DOC or DOCX (Microsoft Word) file. Note that, if you wish to use the formats of the Philosophical Inquiry in Education templates (which we encourage), then you can download the template and fill in or paste your text directly into the template, overwriting the instructional text in the template (Article Template, Book Review Template). The template has place holders for the author(s) name(s) and institutional affiliation(s) and the sections ‘Acknowledgment’ and ‘About the Author’. Please fill in your name and institutional affiliation (if applicable) and complete the two sections as appropriate. We would use the information in the published version, but would remove the information in the version submitted to the reviewers to allow for a blind review.
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The text adheres to the stylistic and bibliographic requirements outlined in Author Guidelines, which is found in About the Journal.
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If the submission is to the articles section, the author has INCLUDED in the manuscript his / her name and institutional affiliation below the title, an acknowledgment (if applicable) before the references, and author information under ‘About the Author/s’ at the end of the manuscript. (We create a new file without these data which we then send out for review.) HOWEVER, within the body of the manuscript, the author(s) name and any identifying references are removed. If the author is cited, "Author" and year are used in the bibliography and footnotes, instead of author's name, paper title, etc.
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The number of words (without reference list) does not exceed about:
(a) 7500 words for articles
(b) 2000 words for book reviews
(c) 2500 words for contributions to the Dialogue and Debate section.If you plan to significantly exceed these guidelines, please contact an editor before you submit your article.
Editorial board
Editor-in-Chief
- Trevor Norris, Brock University
Co-Editors
- Adrian Downey, Mount Saint Vincent University
- Mario Di Paolantonio, York University
- Lana Parker, University of Windsor
- Marina Schwimmer, Université du Québec à Montréal
- David Waddington, Concordia University
Managing Editor
- Tessa MacLean, McGill University
Editorial Advisory Board
- Heesoon Bai, Simon Fraser University
- Sigal Ben-Porath, University of Pennsylvania
- Eamonn Callan, Stanford University
- Ann Chinnery, Simon Fraser University
- Claudia Eppert, University of Alberta
- Dianne Gereluk, University of Calgary
- France Jutras, Université de Sherbrooke
- David Hansen, Teachers College, Columbia University
- Kristján Kristjánsson, University of Birmingham
- Christopher Martin, University of British Columbia
- Cris Mayo, University of Illinois at Urbana-Champaign
- Graham P. McDonough, University of Victoria
- John Portelli, OISE of the University of Toronto
- Doret de Ruyter, University for Humanistic Studies, the Netherlands
- Claudia W. Ruitenberg, University of British Columbia
- Sharon Todd, Maynooth University
- Daniel Vokey, University of British Columbia
- Bryan Warnick, The Ohio State University
- Daniel Weinstock, McGill University
Editorial Assistant
- Liza Brechbill, OISE
Technical Manager
- Kevin Stranack, Simon Fraser University