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Studies in East European Thought provides a forum for Western-language writings on philosophy and philosophers who identify with the history and cultures of East and Central Europe, including Russia, Ukraine, and the Baltic States. The contents include descriptive, critical, comparative, and historical studies of individuals, schools, currents, and institutions whose work and influence are widely regarded in their own environments to be philosophical or provide insight into the socio-cultural conditions of philosophical life in Eastern Europe. Coverage includes concepts of the social, the cultural and the political, following the demise of Marxism-Leninism; foundational questions in metaphysics and epistemology; the standing of ‘culture theory’ (e.g., Russian ‘kul’turologija’); the reception of Western theories and methods as well as intellectual traditions; the reassessment of ‘local’ intellectual traditions; ethics, moral theory, theology and religious studies, and much more.

Studies in Philosophy and Education is an international peer-reviewed journal that focuses on philosophical, theoretical, normative and conceptual problems and issues in educational research, policy and practice. Without adopting any one philosophical or theoretical school or cultural tradition, the journal promotes exchange and collaboration among philosophers, philosophers of education, educational and social science researchers, and educational policy makers throughout the world. Coverage ranges widely from important methodological issues in educational research as shaped by the philosophy of science to educational policy problems as shaped by moral and social and political philosophy and educational theory. Single issues of the journal are occasionally devoted to the critical discussion of a special topic of educational and philosophical importance. A frequent 'Reviews and Rejoinders' section features book review essays with replies from the authors.

SYNTHESE RANKED No1 JOURNAL BY GOOGLE SCHOLAR IN THE FOLLOWING CATEGORIES: PHILOSOPHY: http://scholar.google.com/citations?view_op=top_venues&hl=en&vq=hum_philosophy  EPISTEMOLOGY & SCIENTIFIC HISTORY: http://scholar.google.com/citations?view_op=top_venues&hl=en&vq=hum_epistemologyscientifichistory Synthese is a philosophy journal focusing on contemporary issues in epistemology, philosophy of science, and related fields. More specifically, we divide our areas of interest into four groups: (1) epistemology, methodology, and philosophy of science, all broadly understood. (2) The foundations of logic and mathematics, where ‘logic’, ‘mathematics’, and ‘foundations’ are all broadly understood. (3) Formal methods in philosophy, including methods connecting philosophy to other academic fields. (4) Issues in ethics and the history and sociology of logic, mathematics, and science that contribute to the contemporary studies Synthese focuses on, as described in (1)-(3) above. 

Synthesis philosophica publishes articles from all philosophical and philosophy related disciplines within the thematic and appropriate as the standard columns (studies, surveys and reviews ...). The texts are published in English, German and French. The journal is published twice a year. Each article passes review process where reviewers have no information about the author of the text.

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.