Paul Standish

Ο Paul Standish είναι Καθηγητής και Επικεφαλής του Κέντρου Φιλοσοφίας της Παιδείας στο Ινστιτούτο Εκπαίδευσης του UCL. Το έργο του χαρακτηρίζεται από μια ευρεία φαινομενολογική προσέγγιση στην εκπαίδευση, με ιδιαίτερη έμφαση στη γλώσσα. Το φιλοσοφικό του έργο, πριν από την πανεπιστημιακή του καριέρα, εκκινεί από την εκτεταμένη εμπειρία του στη διδασκαλία σε σχολεία και κολλέγια. Καθ ‘όλη τη διάρκεια της καριέρας του πειραματίστηκε με τη διδασκαλία μέσω ταινιών. Είναι συγγραφέας ή επιμελητής περίπου είκοσι βιβλίων, πρόσφατα παραδείγματα των οποίων είναι: ο Stanley Cavell και η Φιλοσοφία ως Μετάφραση (Stanley Cavell and Philosophy as Translation, Rowman & Littlefield, 2017) και η Δημοκρατία και Εκπαίδευση από τον Dewey στον Cavell (Democracy and Education from Dewey to Cavell, Wiley 2022), και τα δύο σε συνεργασία με τη Naoko Saito, και Περί της Μη Απαλλαγής των Άλλων από την Ταλαιπωρία της Σκέψης: Wittgenstein και Εκπαίδευση (On Not Sparing Others the Trouble of Thinking: Wittgenstein and Education, Wiley, 2022), το οποίο συν-επιμελήθηκε με τον Adrian Skilbeck. Στο παρελθόν ήταν Εκδότης (2001-2011) και τώρα Συν-Εκδότης του Journal of Philosophy of Education. Διετέλεσε πρόεδρος της Philosophy of Education Society of Great Britain (2017-2020) και το 2021 εξελέγη δια βίου Πρόεδρος.

Megan Jane Laverty

https://orcid.org/0000-0003-1621-0144

H Laverty Megan Jane είναι Aναπληρώτρια Kαθηγήτρια Φιλοσοφίας και Εκπαίδευσης του Τμήματος Τεχνών και Ανθρωπιστικών Επιστημών του Teachers College, στο Columbia University της Νέας Υόρκης. Είναι κάτοχος διδακτορικού διπλώματος στη Φιλοσοφία, University of New South Wales στο Σίδνεϋ (Αυστραλία, 2000) και κάτοχος μεταπτυχιακού διπλώματος στη Φιλοσοφία με άριστα,  University of Melbourne (Αυστραλία, 1993). Είναι κάτοχος πτυχίου στην Ανθρωπολογία (1988) και στη Φιλοσοφία (1989).

Ενδεικτικές δημοσιεύσεις:

Βιβλία:

• Laverty, M., J., Rousseau, or on Education (Springer; under contract).
• Gregory, M., R. & Laverty, M., J. (eds.), Gareth B. Matthews, the Child’s Philosopher, London and New York: Routledge, 2022.
• Laverty, M., J. (ed.), Philosophy of Education 2018, Urbana IL: Philosophy of Education Society, 2019.
• Gregory, M., R. & Laverty, , J. (eds.), In Community of Inquiry with Ann Margaret Sharp: Philosophy, Childhood and Education, London and New York: Routledge, 2017.
• [Reviewed in Analytic Teaching and Philosophical Praxis, Childhood & Philosophy, Education and Culture, Educational Philosophy and Theory (twice), Educational Theory, Hypatia: A Journal of Feminist Philosophy, Journal of Philosophy in Schools, Metaphilosophy, Philosophical Inquiry in Education, Teaching Philosophy & Theory and Research in Education].
• Lewis, T. & Laverty, M., J. (eds.), Art’s Teaching, Teaching’s Arts: Philosophical, Critical &Educational Musings, USA: Springer, 2015.
• Laverty, M., J., Iris Murdoch’s Ethics: A Consideration of her Romantic Vision, New York and London: Continuum, 2000. [Reviewed in International Journal of Philosophical Studies, Philosophy in Review, and Iris Murdoch Review].

Eπιμέλειες:

• Gregory, M., R. & Laverty, , J.  Philosophy for Children Founders (Routledge).
• Laverty, M., J. & Hansen, , T., A History of Western Philosophy of Education, five volumes (Bloomsbury 2021).
• Arcilla, R., V. & Laverty, , J., Philosophies of Education in Art, Cinema, and Literature, (Bloomsbury).

Maughn Rollins Gregory

http://www.montclair.edu/iapc

Ο Maughn Gregory είναι Kαθηγητής στα Εκπαιδευτικά  Θεμέλια, στο Montclair State University,  από τον Σεπτέμβριο του 1997. Κατά τα διαστήματα από το 2002 έως το 2009  και από το 2013 έως σήμερα διετέλεσε και διατελεί Διευθυντής του Institute for the Advancement of Philosophy for Children (IAPC) και, από το 2016, είναι Αντιπρόεδρος του  Προσωπικού/Υπεύθυνος Παραπόνων στην American Federation of Teachers Local 1904. Είναι κάτοχος διδακτορικού διπλώματος στη Φιλοσοφία με ειδίκευση στη Φιλοσοφία για Παιδιά (Universidad Iberoamericana, 1997)  και κάτοχος μεταπτυχιακού διπλώματος στην Ανατολική και Δυτική Συγκριτική Φιλοσοφία (University of Hawaii, 1992). Είναι κάτοχος πτυχίου Νομικής ( 1988, Reuben Clark Law School).

Ενδεικτικές Δημοσιεύσεις:

• Gregory, M., R. & Laverty, M., J. (eds.), Gareth B. Matthews, The Child’s Philosopher, New York: Routledge, 2022.
• Gregory, M., R. & Laverty, M., J. (eds.), In Community of Inquiry with Ann Margaret Sharp: Philosophy, Children and Education, New York: Routledge, 2018.
• Gregory, M. & Oliverio, S., «Philosophy for/with Children, Religious Education and Education for Spirituality», in: García, F., Duthie, E. & Robles, R. (eds.), Parecidos de familia. Propuestas actuales en Filosofía para Niños / Family resemblances. Current proposals in Philosophy for Children,Madrid, Spain: Anaya, 2018, 279-96.
• Gregory, M., «Ethics education and the practice of wisdom», in: Theodoropoulou, Ε., Didier, Μ. & Gohier, C. (eds.), Ethics in Education: Philosophical tracings and clearings, Rhodes, Greece: Laboratory of Research on Practical and Applied Philosophy (L.R.P.A.Ph.), University of the Aegean, 2018, 199-234.
• Gregory, M., Haynes, J. & Murris, K. (eds.), The Routledge International Handbook of Philosophy for Children, New York: Routledge, 2017.
• Gregory, M., «Philosophy for Children: Where Are We Now?», in: Saeed, N. & Rosnani, H. (eds.), History, Theory and Practices of Philosophy for Children: International Perspectives, New York: Routledge, 2017, 207-221.
• Glaser, J. & Gregory, M., «Education, Identity Construction and Cultural Renewal: The Case of Philosophical Inquiry with Jewish Bible», in: Gregory, M., Haynes, J. & Murris, K. (eds.), The Routledge International Handbook of Philosophy for Children, New York: Routledge,2017, 180-188.
• Laverty, M., J. & Gregory, M., R., «Pragmatism and the Unlearning of Learnification», Childhood and Philosophy, 13(28), 2017, pp. 521-36.
• Gregory, M. (ed.), Precollege Ethics Education [Special issue]. Teaching Ethics 15(1). (Gregory, M.: «Ethics Education as Philosophical Practice: The Case from Socratic, Critical and Contemplative Pedagogies», introductory essay, 2015, 19-34).
• Gregory, M., «Éducation morale et pratique de la sagesse [Moral education and the practice of wisdom]», in: Grosjean, M. (ed.), La philosophie au cœur de l’éducation autour de Matthew Lipman [Philosophy at the heart of education according to Matthew Lipman], Paris, France: Librairie Philosophique J. Vrin, 2014, pp. 37-66.
• Gregory, M., «The Procedurally Directive Approach to Teaching Controversial Issues», Educational Theory 64(6), pp. 627-648; DOI: 10.1111/edth.12087, 2014.
• Reznitskaya, A. & Gregory, M., «Student thought and classroom language: Examining the mechanisms of change in dialogic teaching», Educational Psychologist, 48(2), pp. 114-133, 2013.
• Gregory, M., «Επιστημολογικές Εναλλακτικές στην Κοινότητα έρευνας [Epistemological Alternatives in the Community of Inquiry]», in: Theodoropoulou, E. (Ed.) Φιλοσοφία, φιλοσοφία, είσαι εκεί; Κάνοντας φιλοσοφία με τα παιδιά [Philosophy, philosophy, are you there? Doing philosophy with children]. Zefiri, Greece: Diadrassi Publishers, 2013, pp. 53-82.
• Gregory, M. & Granger, D. (eds.), «John Dewey and the child as philosopher [Special issue]», Education and Culture: The Journal of the John Dewey Society, 28(2). (Gregory, M. & Granger, D.: «John Dewey on Philosophy and Childhood», introductory essay), 2012, pp. 1-25.
• Gregory, M. & Laverty, M. (eds.), «Philosophy, education and the care of the self [Special issue]», Thinking: The Journal of Philosophy for Children, 19(4). (Gregory, M. & Laverty, M.: “Philosophy, education and the care of the self,” introductory essay) 2010, pp. 3-9.

Paul Standish

Paul Standish est Professeur et Directeur du Centre de Philosophie de l’Éducation à l’Institut d’Éducation de l’UCL. Son travail se caractérise par une large approche phénoménologique de l’éducation, avec un regard particulier sur la langue. Son travail philosophique puise dans une vaste expérience en enseignement dans les écoles et les collèges, avant sa carrière universitaire. Tout au long de sa carrière, il a expérimenté sur l’enseignement à travers des films. Il est l’auteur ou l’éditeur d’une vingtaine de livres, dont des exemples récents sont: Stanley Cavell et la Philosophie comme Traduction (Stanley Cavell and Philosophy as Translation, Rowman & Littlefield, 2017) et Démocratie et Éducation de Dewey à Cavell  (Democracy and Education from Dewey to Cavell, Wiley 2022), tous deux en collaboration avec Naoko Saito, et De Ne pas Épargner aux Autres la peine de  Penser: Wittgenstein et l’ Éducation (On Not Sparing Others the Trouble of Thinking: Wittgenstein and Education, Wiley, 2022), co-édité avec Adrian Skilbeck. Il est Co-Éditeur par intérim et Éditeur (2001-2011) du Journal de Philosophie de l’Éducation (Journal of Philosophy of Education). Il a été président de la Philosophie de l’Éducation Société de Grande-Bretagne (2017-2020) et en 2021 a été élu Président à vie.

Megan Jane Laverty

https://orcid.org/0000-0003-1621-0144

Laverty Megan Jane est professeure associée de Philosophie et Education au Département des Arts et Humanités au Teachers College, Université de Columbia à New York. Elle est titulaire d’un doctorat en philosophie de l’Université de Nouvelle-Galles du Sud à Sydney (Australie, 2000) et d’un diplôme de master en philosophie de l’Université de Melbourne (Australie, 1993) avec mention très honorable.  Elle est diplômée en Anthropologie (mention très honorable/première place, 1988) et en Philosophie (première place, 1989) de l’Université de Melbourne (Australie).

Publications indicatives:

Livres:

• Laverty, M., J., Rousseau, or on Education (Springer; under contract).
• Gregory, M., R. & Laverty, M., J. (eds.), Gareth B. Matthews, the Child’s Philosopher, London and New York: Routledge, 2022.
• Laverty, M., J. (ed.), Philosophy of Education 2018, Urbana IL: Philosophy of Education Society, 2019.
• Gregory, M., R. & Laverty, , J. (eds.), In Community of Inquiry with Ann Margaret Sharp: Philosophy, Childhood and Education, London and New York: Routledge, 2017.
• [Reviewed in Analytic Teaching and Philosophical Praxis, Childhood & Philosophy, Education and Culture, Educational Philosophy and Theory (twice), Educational Theory, Hypatia: A Journal of Feminist Philosophy, Journal of Philosophy in Schools, Metaphilosophy, Philosophical Inquiry in Education, Teaching Philosophy & Theory and Research in Education].
• Lewis, T. & Laverty, M., J. (eds.), Art’s Teaching, Teaching’s Arts: Philosophical, Critical &Educational Musings, USA: Springer, 2015.
• Laverty, M., J., Iris Murdoch’s Ethics: A Consideration of her Romantic Vision, New York and London: Continuum, 2000. [Reviewed in International Journal of Philosophical Studies, Philosophy in Review, and Iris Murdoch Review].

Direction d’ouvrages:

• Gregory, M., R. & Laverty, , J.  Philosophy for Children Founders (Routledge).
• Laverty, M., J. & Hansen, , T., A History of Western Philosophy of Education, five volumes (Bloomsbury 2021).
• Arcilla, R., V. & Laverty, , J., Philosophies of Education in Art, Cinema, and Literature, (Bloomsbury).

Maughn    Rollins     Gregory

http://www.montclair.edu/iapc

Maughn Gregory est professeur de Fondements Educatifs,  à Montclair State University depuis Septembre 1997.  Pendant la période dès 2002 à 2009 et de 2013 jusqu’aujourd’hui, il a occupé et il occupe le poste de directeur de l’ Institut pour l’Αvancement de la Philosophie pour les Enfants (IAPC) et depuis 2016 est également vice-président du Personnel / Agent des griefs (American Fédération des Enseignants, section locale 1904). Détenteur d’un doctorat en philosophie, avec spécialisation en philosophie pour les enfants (Universidad Iberoamericana, 1997),  il est titulaire d’une maîtrise en philosophie orientale et occidentale comparée. En 1988, il obtient son diplôme de J. D. (Docteur en Jurisprudence), Reuben Clark Law School.

Publications indicatives:

• Gregory, M., R. & Laverty, M., J. (eds.), Gareth B. Matthews, The Child’s Philosopher, New York: Routledge, 2022.
• Gregory, M., R. & Laverty, M., J. (eds.), In Community of Inquiry with Ann Margaret Sharp: Philosophy, Children and Education, New York: Routledge, 2018.
• Gregory, M. & Oliverio, S., «Philosophy for/with Children, Religious Education and Education for Spirituality», in: García, F., Duthie, E. & Robles, R. (eds.), Parecidos de familia. Propuestas actuales en Filosofía para Niños / Family resemblances. Current proposals in Philosophy for Children,Madrid, Spain: Anaya, 2018, 279-96.
• Gregory, M., «Ethics education and the practice of wisdom», in: Theodoropoulou,Ε., Didier, Μ. & Gohier, C. (eds.), Ethics in Education: Philosophical tracings and clearings, Rhodes, Greece: Laboratory of Research on Practical and Applied Philosophy (L.R.P.A.Ph.), University of the Aegean, 2018, 199-234.
• Gregory, M., Haynes, J. & Murris, K. (eds.), The Routledge International Handbook of Philosophy for Children, New York: Routledge, 2017. 
• Gregory, M., «Philosophy for Children: Where Are We Now?», in: Saeed, N. & Rosnani, H. (eds.), History, Theory and Practices of Philosophy for Children: International Perspectives, New York: Routledge, 2017, 207-221.
• Glaser, J. & Gregory, M., «Education, Identity Construction and Cultural Renewal: The Case of Philosophical Inquiry with Jewish Bible», in: Gregory, M., Haynes, J. & Murris, K. (eds.), The Routledge International Handbook of Philosophy for Children, New York: Routledge,2017, 180-188.
• Laverty, M.,J. & Gregory, M.,R., «Pragmatism and the Unlearning of Learnification», Childhood and Philosophy, 13(28), 2017, pp. 521-36.
• Gregory, M. (ed.), Precollege Ethics Education [Special issue]. Teaching Ethics 15(1). (Gregory, M.: «Ethics Education as Philosophical Practice: The Case from Socratic, Critical and Contemplative Pedagogies», introductory essay, 2015, 19-34).
• Gregory, M., «Éducation morale et pratique de la sagesse [Moral education and the practice of wisdom]», in: Grosjean, M. (ed.), La philosophie au cœur de l’éducation autour de Matthew Lipman [Philosophy at the heart of education according to Matthew Lipman], Paris, France: Librairie Philosophique J. Vrin, 2014, pp. 37-66.
• Gregory, M., «The Procedurally Directive Approach to Teaching Controversial Issues», Educational Theory 64(6), pp. 627-648; DOI: 10.1111/edth.12087, 2014.
• Reznitskaya, A. & Gregory, M., «Student thought and classroom language: Examining the mechanisms of change in dialogic teaching», Educational Psychologist, 48(2), pp. 114-133, 2013.
• Gregory, M., «Επιστημολογικές Εναλλακτικές στην Κοινότητα έρευνας [Epistemological Alternatives in the Community of Inquiry]», in: Theodoropoulou, E. (Ed.) Φιλοσοφία, φιλοσοφία, είσαι εκεί; Κάνοντας φιλοσοφία με τα παιδιά [Philosophy, philosophy, are you there? Doing philosophy with children]. Zefiri, Greece: Diadrassi Publishers, 2013, pp. 53-82.
• Gregory, M. & Granger, D. (eds.), «John Dewey and the child as philosopher [Special issue]», Education and Culture: The Journal of the John Dewey Society, 28(2). (Gregory, M. & Granger, D.: «John Dewey on Philosophy and Childhood», introductory essay), 2012, pp. 1-25.
• Gregory, M. & Laverty, M. (eds.), «Philosophy, education and the care of the self [Special issue]», Thinking: The Journal of Philosophy for Children, 19(4). (Gregory, M. & Laverty, M.: “Philosophy, education and the care of the self,” introductory essay) 2010, pp. 3-9.

Paul Standish

Paul Standish is Professor and Head of the Centre for Philosophy of Education at UCL Institute of Education. His work is characterized by a broadly phenomenological approach to education, with particular regard to language. His philosophical work draws on an extensive background in teaching in schools and colleges, prior to his university career. Throughout his career he has experimented with teaching through film. He is the author or editor of some twenty books, recent examples of which are Stanley Cavell and Philosophy as Translation (Rowman & Littlefield, 2017) and Democracy and Education from Dewey to Cavell (Wiley, 2022), both in collaboration with Naoko Saito, and On Not Sparing Others the Trouble of Thinking: Wittgenstein and Education (Wiley, 2022), co-edited with Adrian Skilbeck. He is interim Co-Editor and was Editor (2001-2011) of the Journal of Philosophy of Education. He was Chair of the Philosophy of Education Society of Great Britain (2017-2020) and in 2021 was elected its life President.

Megan Jane Laverty

https://orcid.org/0000-0003-1621-0144

Laverty Megan Jane is an Associate Professor of Philosophy and Education in the Department of Arts and Humanities Teachers College of Columbia University in New York. Holder of Ph.D. in philosophy of the University of New South Wales at Sydney (Australia, 2000) and holder of master degree in philosophy of University of Melbourne (Australia, 1993) with first class honors. She has a B.A. with honors in Anthropology (first place, 1988) and in Philosophy (first place, 1989) from the University of Melbourne (Australia).

Indicative publications:

Books:

• Laverty, M., J., Rousseau, or on Education (Springer; under contract).
• Gregory, M., R. & Laverty, M., J. (eds.), Gareth B. Matthews, the Child’s Philosopher, London and New York: Routledge, 2022.
• Laverty, M., J. (ed.), Philosophy of Education 2018, Urbana IL: Philosophy of Education Society, 2019.
• Gregory, M., R. & Laverty, , J. (eds.), In Community of Inquiry with Ann Margaret Sharp: Philosophy, Childhood and Education, London and New York: Routledge, 2017.
• [Reviewed in Analytic Teaching and Philosophical Praxis, Childhood & Philosophy, Education and Culture, Educational Philosophy and Theory (twice), Educational Theory, Hypatia: A Journal of Feminist Philosophy, Journal of Philosophy in Schools, Metaphilosophy, Philosophical Inquiry in Education, Teaching Philosophy & Theory and Research in Education].
• Lewis, T. & Laverty, M., J. (eds.), Art’s Teaching, Teaching’s Arts: Philosophical, Critical &Educational Musings, USA: Springer, 2015.
• Laverty, M., J., Iris Murdoch’s Ethics: A Consideration of her Romantic Vision, New York and London: Continuum, 2000. [Reviewed in International Journal of Philosophical Studies, Philosophy in Review, and Iris Murdoch Review].

Edited Series:

• Gregory, M., R. & Laverty, , J.  Philosophy for Children Founders (Routledge).
• Laverty, M., J. & Hansen, , T., A History of Western Philosophy of Education, five volumes (Bloomsbury 2021).

Arcilla, R., V.  & Laverty, M., J., Philosophies of Education in Art, Cinema, and Literature, (Bloomsbury).

Maughn    Rollins     Gregory

http://www.montclair.edu/iapc

Maughn Gregory is a Professor of Educational Foundations at Montclair State University since September of 1997. During the period of 2002- 2009 and from 2013 until today, he held and holds the position of the director of the Institute for the Advancement of Philosophy for Children (IAPC) and since 2016 is also the vice president for Personnel / Grievance Officer (American Federation of Teachers Local 1904). Holder of ph.D. thesis in philosophy, with concentration in philosophy for children (Universidad Iberoamericana, 1997) and a holder of master degree in eastern and western comparative philosophy (University of Hawaii, 1992). In 1988 he graduated as a J.D. from the Reuben Clark Law School.

Ιndicative Publications:

• Gregory, M., R. & Laverty, M., J. (eds.), Gareth B. Matthews, The Child’s Philosopher, New York: Routledge, 2022.
• Gregory, M., R. & Laverty, M., J. (eds.), In Community of Inquiry with Ann Margaret Sharp: Philosophy, Children and Education, New York: Routledge, 2018.
• Gregory, M. & Oliverio, S., «Philosophy for/with Children, Religious Education and Education for Spirituality», in: García, F., Duthie, E. & Robles, R. (eds.), Parecidos de familia. Propuestas actuales en Filosofía para Niños / Family resemblances. Current proposals in Philosophy for Children,Madrid, Spain: Anaya, 2018, 279-96.
• Gregory, M., «Ethics education and the practice of wisdom», in: Theodoropoulou, Ε., Didier, Μ. & Gohier, C. (eds.), Ethics in Education: Philosophical tracings and clearings, Rhodes, Greece: Laboratory of Research on Practical and Applied Philosophy (L.R.P.A.Ph.), University of the Aegean, 2018, 199-234.
• Gregory, M., Haynes, J. & Murris, K. (eds.), The Routledge International Handbook of Philosophy for Children, New York: Routledge, 2017. 
• Gregory, M., «Philosophy for Children: Where Are We Now?», in: Saeed, N. & Rosnani, H. (eds.), History, Theory and Practices of Philosophy for Children: International Perspectives, New York: Routledge, 2017, 207-221.
• Glaser, J. & Gregory, M., «Education, Identity Construction and Cultural Renewal: The Case of Philosophical Inquiry with Jewish Bible», in: Gregory, M., Haynes, J. & Murris, K. (eds.), The Routledge International Handbook of Philosophy for Children, New York: Routledge,2017, 180-188.
• Laverty, M.,J. & Gregory, M.,R., «Pragmatism and the Unlearning of Learnification», Childhood and Philosophy, 13(28), 2017, pp. 521-36.
• Gregory, M. (ed.), Precollege Ethics Education [Special issue]. Teaching Ethics 15(1). (Gregory, M.: «Ethics Education as Philosophical Practice: The Case from Socratic, Critical and Contemplative Pedagogies», introductory essay, 2015, 19-34).
• Gregory, M., «Éducation morale et pratique de la sagesse [Moral education and the practice of wisdom]», in: Grosjean, M. (ed.), La philosophie au cœur de l’éducation autour de Matthew Lipman [Philosophy at the heart of education according to Matthew Lipman], Paris, France: Librairie Philosophique J. Vrin, 2014, pp. 37-66.
• Gregory, M., «The Procedurally Directive Approach to Teaching Controversial Issues», Educational Theory 64(6), pp. 627-648; DOI: 10.1111/edth.12087, 2014.
• Reznitskaya, A. & Gregory, M., «Student thought and classroom language: Examining the mechanisms of change in dialogic teaching», Educational Psychologist, 48(2), pp. 114-133, 2013.
• Gregory, M., «Επιστημολογικές Εναλλακτικές στην Κοινότητα έρευνας [Epistemological Alternatives in the Community of Inquiry]», in: Theodoropoulou, E. (Ed.) Φιλοσοφία, φιλοσοφία, είσαι εκεί; Κάνοντας φιλοσοφία με τα παιδιά [Philosophy, philosophy, are you there? Doing philosophy with children]. Zefiri, Greece: Diadrassi Publishers, 2013, pp. 53-82.
• Gregory, M. & Granger, D. (eds.), «John Dewey and the child as philosopher [Special issue]», Education and Culture: The Journal of the John Dewey Society, 28(2). (Gregory, M. & Granger, D.: «John Dewey on Philosophy and Childhood», introductory essay), 2012, pp. 1-25.
• Gregory, M. & Laverty, M. (eds.), «Philosophy, education and the care of the self [Special issue]», Thinking: The Journal of Philosophy for Children, 19(4). (Gregory, M. & Laverty, M.: “Philosophy, education and the care of the self,” introductory essay) 2010, pp. 3-9.