Teorie a výzkum

ROGERS, J. A Revolution in the Classroom A review of una otra mirada: ninas y ninos pensando en America Latina. Analytic Teaching, roč. 16 (1995-1996), č. 2, s. 121-123.

DILLON, J. T. Using Discussion in Classrooms. Open University Press, 1994. ISBN 0-335-19325

LONE, J. M. Does Philosophy for Children Belong in School at All?. Analytic Teaching, roč. 21 (2001-2002), č. 2, s. 151-156

SHUHAN, J.-L. MI + MI + CI: Could MI Theory, Multidisciplinary Instruction, and A Community of Inquiry, Sum Up to Math Engagement?. Analytic Teaching, roč. 25 (2005), č. 2, s. 103-111

HOCKENBERY, J. Education for Escaping the Cave: What Socrates Says About Teaching Children to be Just. Analytic Teaching, roč. 23 (2003-2004), č. 2, s. 143-146

HOCKENBERY, J. Philosophy in Service A Philosophy for Children Workshop. Analytic Teaching, roč. 25 (2004-2005), č. 3, s. 33-36

CHAFEE, J. The Thinker´s Way, Eight Steps to a Richer Life. Boston: Little Brown, and Company, 1998. ISBN 0316133337

FRANCO, J. F. The Development of Critical Thinking Skills: Undergraduate Sociology Students as Teaching Assistants for Prisoners. Analytic Teaching, roč. 26 (2006), č. 1, s. 15-20

KORCZAK FIELDS, J. I. Is it Really a Question of Preference? Philosophy Specific or Non-Philosophy Specific Teaching Materials. Analytic Teaching, roč. 19 (1999-2000), č. 1, s. 54-68

KAYE, S.M. Dress rehearsal life: Using drama to teach philosophy to Inner-City high school students. Analytic teaching, roč. 26(2006), č. 1, s. 1-7