Philosophical Inquiry in Education

Managing editor(s): David I. Waddington (Co-Editor-in-Chief), Tessa MacLean (Managing Editor) / Editor(s): Lauren Bialystok (Co-Editor-in-Chief), Kevin McDonough (Co-Editor-in-Chief), Marina Schwimmer (Co-Editor), Correy Baldwin (Editorial Assistant), Bruce Maxwell (Book Review Editor)

Journal preceded by Paideusis


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.



Principal Contact

David I. Waddington
Concordia University
Department of Education, Concordia University, Montreal, QC, H3G 1M8
Phone: 514-848-2424x2039

Support Contact

Kevin Stranack

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

Back issues (21 issues)

Permanent archiving of articles on Érudit is provided by Portico.

Editorial policy and ethics

Section Policies


Checked Open SubmissionsChecked IndexedChecked Peer Reviewed

Special Issue Articles

Unchecked Open SubmissionsChecked IndexedChecked Peer Reviewed

Review Essays

Checked Open SubmissionsChecked IndexedChecked Peer Reviewed

Dialogue and Debate

Checked Open SubmissionsChecked IndexedUnchecked Peer Reviewed

Book Reviews

Unchecked Open SubmissionsChecked IndexedUnchecked 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.

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.

  1. 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).

  2. 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 TemplateBook 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.

  3. The text adheres to the stylistic and bibliographic requirements outlined in Author Guidelines, which is found in About the Journal.

  4. 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.

  5. 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


  • Lauren Bialystok, OISE
  • Bruce Maxwell, Université du Québec à Trois-Rivières
  • Kevin McDonough, McGill University
  • David I. 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