Focus and Scope
Paideusis, a scholarly journal associated with the Canadian Philosophy of Education Society, is dedicated to the culture of critical inquiry, reflective judgment, and dialogue in the field of Educational Studies and as part of public discourse. Paideusis invites wide-ranging philosophical inquiry concerning aims of education, curriculum, pedagogy, epistemology, ethics, political dimensions of education, leadership, and educational policy and practice. While Paideusis promotes the inclusion of all forms of intellectual traditions, the journal particularly encourages submissions that address topics, viewpoints, and concerns that have been peripheral to the hitherto dominant Anglo-American and European traditions, such as, (to mention just a few) Eastern thought, East/West inquiry, indigenous thought, cross-cultural and transcultural dialogues, decolonizing theory/practice, early childhood, youth culture, and popular and media culture and education.
Peer Review Process
ARTICLES - PHILOSOPHICAL TRACTS SECTION
Peer review in Paideusis is designed to ensure that the essays published fully reflect the scholarly standards of analytic and critical assessment. Manuscripts are evaluated 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.
Paideusis 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 Paideusis articles, Paideusis gives preference to conceptual, phenomenological, hermeneutic, and heuristic methodologies.
Each submission is reviewed through a double-blind review process. Two or three reviewers review each article. Based on the reviewers’ evaluation and recommendation, the Editor makes the final decision.
ARTICLES - PHILOSOPHICAL FRAGMENTS SECTION
The Philosophical Fragments is a peer-reviewed section that gives focus to contemporary, cross-disciplinary (and, at times, experimental) approaches to philosophical inquiry, musings, and provocations. These approaches represent the diversity of questions, discussions, genres, forms, theories and methods that contribute insightfully and playfully to discourse and practice of philosophical significance. In this section, we attempt to make a space for approaches to philosophical inquiry, musings, and so on that traverse the boundaries of what is usually found in peer-reviewed articles in Philosophy of Education; yet the section maintains peer-review standards in order to invite contributors and reviewers to consider new and changing possibilities for philosophical discourse and practice.
Each submission is reviewed through a double-blind review process. Two reviewers review each submission item. Based on the reviewers’ evaluation and recommendation, the Editor makes the final decision.
DIALOGUE SECTION
This section invites readers to engage in dialogue by responding to content in previous issues of Paideusis or by initiating new discussions in the community. The Dialogue 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 section will be selected and edited by members of the Editorial Board in order to ensure that the dialogue includes many voices and furthers thought. Dialogue submissions may take multiple forms, provided they are intended as discussion pieces.
Publication Frequency
Paideusis is published on average twice per year. From time to time, the journal may also publish a special issue.
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).
Paideusis
Paideusis, a scholarly journal associated with the Canadian Philosophy of Education Society, is dedicated to the culture of critical inquiry, reflective judgment, and dialogue in the field of Educational Studies and as part of public discourse. Paideusis invites wide-ranging philosophical inquiry concerning aims of education, curriculum, pedagogy, epistemology, ethics, political dimensions of education, leadership, and educational policy and practice. While Paideusis promotes the inclusion of all forms of intellectual traditions, the journal particularly encourages submissions that address topics, viewpoints, and concerns that have been peripheral to the hitherto dominant Anglo-American and European traditions, such as, (to mention just a few) Eastern thought, East/West inquiry, indigenous thought, cross-cultural and transcultural dialogues, decolonizing theory/practice, early childhood, youth culture, and popular and media culture and education.
ISSN: 1916-0348
Open Submissions
Indexed