Editorial

We are pleased to publish Volume 4 Number 1 of Journal of Philosophy in Schools (JPS) in an open-access format. This issue contains five original articles exploring the efficacy of teaching philosophy to children in a variety of countries and cultural contexts. In this issue, we have researchers and practitioners represented from Hawai‘i, Israel, Canada, America and the United Kingdom. This international and multicultural mix serves to remind us that philosophy can be taught in any country and with children of all ages, although some local, religious and cultural considerations and sensitivities ought to be applied in relevant ways to pedagogical praxis.