Teaching Philosophy is the only journal devoted exclusively to the practical and theoretical discussion of teaching and learning philosophy. Since 1975 it has provided a peer-reviewed forum for the exchange of ideas about the challenges faced by philosophers in the classroom, and has published the largest body of original work on philosophy teaching in the English language. Each quarterly issue offers a unique mix of articles, reports, case studies, and reviews. Topics regularly covered:* Innovative teaching methods, classroom strategies, and new instructional materials;*Theoretical issues and pedagogical problems in the teaching of philosophy;*Experimental and interdisciplinary courses with philosophical content;*Courses that develop philosophical aspects of other fields;*Evaluation of teaching and learning assessment in philosophy;*Philosophy faculty development and student counseling;*Reviews of books, software, instructional media, and online resources.
The Journal of Philosophy publishes philosophical articles of current interest and encourage the interchange of ideas, especially the exploration of the borderline between philosophy and other disciplines. Founded in 1904 as The Journal of Philosophy, Psychology, and Scientific Methods, the journal adopted its present name in 1923. Since its founding The Journal of Philosophy has been published from Columbia University in New York, and it is internationally respected as one of the leading journals in the field.The Philosophy Documentation Center offers electronic access to The Journal of Philosophy through POIESIS: Philosophy Online Serials. Note: access through POIESIS requires an electronic subscription to the journal.