Editorial Policies

Focus and Scope

Philosophical Inquiry in Education is an international peer-reviewed journal dedicated to the unique and distinctive contribution that philosophical thinking can make to educational policy, research, and practice. Global in outlook, the journal publishes articles representing the spectrum of intellectual traditions that define contemporary philosophy of education.

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.



Section Policies

Research Articles

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Special Issue Articles

Unchecked Open Submissions Checked Indexed Checked Peer Reviewed

Review Essays

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Dialogue and Debate

Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Book Reviews

Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Peer Review Process


All research articles, special themed articles and essay reviews published in Philosophical Inquiry in Education have been anonymously peer-reviewed. The editors oversee the peer review process and independent expert referees conduct blind reviews in accordance with the highest standards of scholarship and analytic and critical assessment expected of a leading journal in the field of educational philosophy.

Book reviews and contributions published in the Dialogue and Debate section are not usually blind-peer-reviewed. These types of contributions are thoroughly examined by the editors to ensure that they are of sufficient general interest or otherwise appropriate for publication in the journal and may be peer reviewed at the discretion of the editors.


General criteria for publication

As long as submissions are consistent the journal’s focus and scope, Philosophical Inquiry in Education publishes papers spanning a wide range of topics in education. To be published in the journal, articles should be written in the style of critical inquiry, reflection, exposition, interpretation, debate or argumentation and must meet the following general criteria:

  • Locates the rationale for the paper persuasively within the relevant scholarly literature
  • Uses clearly defined key concepts
  • Provides strong justification or evidence for its conclusions
  • Represents an advance in understanding about the issues or questions addressed


Review procedures

An editor reads all submitted manuscripts to ensure that they fall within the journal’s scope, are of sufficient scholarly quality, and appear to meet the general criteria for publication. If the editor judges a manuscript to satisfy these conditions, it is sent for formal (blind) peer review. Otherwise, the paper is rejected without external review. Decisions about advancing submissions to the peer-review stage may be based on informal consultation with specialists on the paper’s specific topic and are generally made within two weeks.

Peer review is double-blind. Reviewers are requested to provide unbiased, respectful and constructive comments aimed at improving the work. Typically, two reviewers evaluate each article. In case of a split decision, the editors may send the manuscript to a third reviewer. Based on the reviewers’ evaluations and recommendations, the editors make a decision from among the following four possibilities. 

  • Accept submission
  • Accept submission with minor revisions
  • Request that author revise and resubmit for review
  • Decline the submission

Editors take all reasonable measures to ensure that manuscript evaluation is based only on the merits of the work and its relevance to the journal. Normally delivered to authors within two months, editorial decisions to accept or reject a manuscript are final.


Ethics Statement

Philosophical Inquiry in Education is committed to ethical and transparent management.

Editors and peer reviewers are expected to adhere to the standards of fairness, integrity, impartiality, confidentiality and respect outlined in the Committee on Publication Ethics’ Guidelines for Peer Reviewers. To verify a paper's originality, editors may scan submissions using plagiarism detection software prior to peer review.

For their part, authors are asked to respect to the following non-exhaustive list of principles of ethical publishing:

1)      Originality: Work should be original and not have been published elsewhere. Papers must be free of plagiarized and self-plagiarized material. The inclusion of previously published passages or sections constitutes self-plagiarism unless the content has been significantly revised, reorganized or reworded and the original source is acknowledged. 

2)      Authorship. All those who made a significant contribution to the work should be listed as co-authors. Naming a person as a co-author also implies approval of the final version of the manuscript and consent to its submission. The author who made the most significant contribution to the paper is to be listed as first author.

3)      Transparency. Authors must disclose any potential conflict of interest. If the project has received research funding, the granting body must be acknowledged. Papers must also properly acknowledge the work of others. Publications and other writings that have informed the work or otherwise drawn upon must be cited by clearly identifying the original source.

4)      Respect. Work must not contain content or material that is hostile, libellous or derogatory.


Publication Frequency

Philosophical Inquiry in Education is currently published twice per year in May and November.


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).