CFP: AAPT Studies v.14: Reading Philosophy and Reading Philosophically
AAPT Studies in Pedagogy
Volume 14
To be published in 2029
Reading Philosophy and Reading Philosophically
Edited By
Giancarlo Tarantino
Submission Deadline: Monday, May 17, 2027
American Association of Philosophy Teachers Studies in Pedagogy is an anonymously peer-reviewed annual journal dedicated to publishing thematically focused volumes of original works on teaching and learning in philosophy. For volume 14, we seek traditional essays as well as short personal reflections devoted to the teaching and learning of philosophical reading. “Philosophical reading” encompasses both reading works of philosophy (however that might be defined) as well as the ability to read like a philosopher. Potential topics include (but are not limited to) the following:
The Nature and Value(s) of Reading in Philosophy:
• The value/disvalue (instrument and/or intrinsic) of philosophical reading and reading-focused pedagogies in philosophical and general education. E.g., When shouldn’t texts be assigned in philosophy?
• Which texts are (not) worth assigning? Why? When?
• The social nature of philosophical reading: collaboration, community, and discussion
Taking Reading Contexts Seriously:
• Social-political, technological and/or institutional variables and their impact on philosophical reading
• Strategies for navigating the pros and cons of different philosophical reading modalities (print, screen, audio)
• Learning from the science of literacy or other disciplines that take reading education seriously
Teaching Students How to Read:
• When or whether a philosophy teacher ought to provide explicit reading instruction. e.g., To what extent is teaching philosophical reading a form of teaching how to do philosophy
• “Nuts and Bolts:” Teaching and scaffolding how to read philosophy and philosophically. Reading skills, reading dispositions, and attending to different (i) phases of philosophical development (intro., undergraduate majors, graduate) and/or (ii) sub-disciplinary writing styles, needs, and goals
• Solving Learning Problems: Learning activities to help students overcome challenges specific to philosophical reading
We welcome two types of submission: traditional essays (typically 5000–8000 words) and short personal reflections (1,500–3,000 words). All submissions should be prepared for anonymous review. All submissions must be original essays not previously published or otherwise available to the public, although with appropriate permissions portions may be used from previous publications.
No text in a manuscript may be generated by AI. We strongly discourage the use of AI in the idea development stage. AI generated content does not meet our source citing standards, and hence plagiarism may occur unbeknownst to the author. We also strongly discourage the use of AI in the copy-editing stage because of the risk of crossing the line between grammar and spell checking (allowed) to new text generation (prohibited) is significant.
To submit an essay or reflection go to https://forms.gle/pajRzstCXNhCoJWZ8
Direct inquiries about this call or Volume 14 to Giancarlo Tarantino, gtarantino@luc.edu
Direct general inquiries about AAPT Studies in Pedagogy to aaptstudiesinpedagogy@gmail.com
