Teaching Philosophy

Scope & Guideline

Connecting Ideas to Enhance Teaching Excellence

Introduction

Immerse yourself in the scholarly insights of Teaching Philosophy with our comprehensive guidelines detailing its aims and scope. This page is your resource for understanding the journal's thematic priorities. Stay abreast of trending topics currently drawing significant attention and explore declining topics for a full picture of evolving interests. Our selection of highly cited topics and recent high-impact papers is curated within these guidelines to enhance your research impact.
LanguageEnglish
ISSN0145-5788
PublisherPHILOSOPHY DOCUMENTATION CENTER
Support Open AccessNo
CountryUnited States
TypeJournal
Converge1977, from 1996 to 2024
AbbreviationTEACH PHILOS / Teach Philos.
Frequency4 issues/year
Time To First Decision-
Time To Acceptance-
Acceptance Rate-
Home Page-
AddressPO BOX 7147, CHARLOTTESVILLE, VA 22906-7147

Aims and Scopes

The journal 'Teaching Philosophy' serves as a platform for educators and scholars to explore innovative pedagogical strategies, methodologies, and philosophical inquiries that enhance the teaching and learning of philosophy. Its core aims focus on the intersection of philosophical thought and educational practices, highlighting diverse philosophical traditions and contemporary issues in pedagogy.
  1. Pedagogical Innovation in Philosophy:
    The journal emphasizes novel approaches to teaching philosophy, encouraging educators to experiment with and share effective strategies that foster critical thinking and engagement among students.
  2. Diversity and Inclusion in Philosophical Education:
    A consistent theme is the journal's commitment to incorporating diverse philosophical traditions, including non-Western philosophies, indigenous knowledge, and contemporary ethical issues, promoting a more inclusive curriculum.
  3. Philosophical Methodologies and Practices:
    The journal explores various methodologies for teaching philosophy, including comparative philosophy, experiential learning, and the integration of technology in philosophical inquiry.
  4. Ethics and Social Justice in Philosophy Education:
    There is a strong focus on the ethical dimensions of teaching, with discussions around social justice, civic engagement, and the role of philosophy in addressing contemporary societal problems.
  5. Interdisciplinary Approaches to Philosophical Education:
    The journal often features interdisciplinary perspectives that connect philosophy with fields such as psychology, artificial intelligence, and environmental ethics, enriching the learning experience.
The journal has increasingly addressed contemporary issues and themes that resonate with current educational landscapes. These emerging scopes reflect the evolving nature of philosophy education and the need to adapt to new societal challenges.
  1. Integration of Technology in Philosophy Education:
    There is a marked increase in discussions surrounding the use of technology, particularly large language models like ChatGPT, in teaching writing and philosophical inquiry, highlighting the relevance of digital tools in modern education.
  2. Ethics and Philosophy in Social Contexts:
    Emerging themes focus on ethics in various contexts, such as bioethics, environmental ethics, and the ethics of technology, reflecting a growing concern for how philosophical education can address pressing societal issues.
  3. Comparative and Global Philosophical Perspectives:
    An upward trend in comparative philosophy and the inclusion of global philosophical traditions signifies a shift towards a more inclusive understanding of philosophy, encouraging educators to engage with a broader spectrum of philosophical thought.
  4. Student-Centered Learning and Engagement Strategies:
    The journal is increasingly exploring student-centered pedagogies, including active learning, reflective practices, and collaborative approaches, which aim to enhance student engagement and ownership of their learning.
  5. Philosophy in Crisis Contexts:
    Publications reflecting on teaching philosophy during crises, such as the COVID-19 pandemic, indicate a growing interest in how philosophical education can adapt to and address challenges brought on by societal disruptions.

Declining or Waning

While 'Teaching Philosophy' continues to evolve, certain themes have shown a decline in prominence over recent years. This waning interest may reflect shifting educational priorities or the emergence of new pedagogical challenges that overshadow previous trends.
  1. Traditional Western Philosophical Canon:
    There appears to be a decreased emphasis on the traditional Western philosophical canon, as the journal increasingly prioritizes diverse philosophical perspectives and methodologies, indicating a shift towards a more globalized approach to philosophical education.
  2. Conventional Assessment Methods:
    There is a noticeable decline in discussions around conventional assessment methods in philosophy education, such as standardized testing and traditional grading systems, as educators explore more innovative and holistic assessment practices.
  3. Philosophy as Abstract Theory:
    The focus on philosophy as an abstract theoretical discipline has waned in favor of practical applications and real-world relevance, with fewer publications centered solely on theoretical discussions without practical implications.

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