The Philosophy of Education Society is pleased to sponsor this annual collection  of some of the best work in our field. Here, we explain the review  and selection procedures for the essays included in the Philosophy of Education Yearbook. Each  year the Philosophy of Education Society invites its members to submit work for  possible inclusion in this collection, and these papers are carefully reviewed by an  Editor and Editorial Committee. The refereeing process is anonymous and rigorous;  the committee rejects more than half of the papers submitted. Accepted essays are  commented upon and returned to their authors for revision. They should be counted  as refereed publications.


The papers that are accepted for this annual volume are also presented at the  annual meeting of the Philosophy of Education Society. The most highly rated of  these papers are scheduled as General Sessions and are identified either as “Distinguished  Invited Essays” or “Featured Essays” in this collection. In addition, each  volume includes a lead essay from the current President of the society. Within the  field of philosophy of education, inclusion in this collection is regarded as a significant  scholarly achievement, and identification as a Featured Essay is a special honor.  Authors typically do not seek republication of a piece once it has been published in  this volume. Because submitted essays are subject to a rigorous screening process,  because they are revised both before and after the conference, and because they are  subject to close editing in preparation for publication, the Philosophy of Education  annual collection represents something quite different from a typical conference  “proceedings.”


Accompanying every primary paper is an invited response. Respondents are  selected on the basis of their acknowledged expertise on the topic of the primary  paper. The respondent’s task is to undertake an analysis and critique of that paper with  the purpose of advancing its ideas and arguments. These responses are themselves  carefully worked out manuscripts; they are not merely typed up “comments” from  the conference session. This dialectical structure of primary paper and response is  fundamental to the way in which our field views the advancement of knowledge,  and a great deal of emphasis is placed on having responses of high quality so that  each contributor truly gains from and adds to the other.  From this long and rigorous process of criticism and review, the papers finally  accepted for this volume take shape. They represent a sample of the very best in  philosophical discourse about educational issues, including the cutting edge, emergent  perspectives that are shaping the field for the future.


The Philosophy of Education 2017 Yearbook is available here. To access previous volumes from  1996 through 2016, visit