Editorial: Publishing in Studies in Philosophy and Education

Academic journals perform a double role. On the one hand they represent a particular field or area of scholarship and research; on the other hand they intervene in the field by representing the field in a particular way and by being open to contributions that challenge existing definitions of what the field is about. Sometimes such contributions challenge the boundaries of the field in an explicit manner, but more often than not such shifts occur over time and only gradually open up new areas of scholarship and research. Particularly in the humanities and social sciences such shifts are less of a revolutionary and more of an evolutionary nature (see Toulmin 1972). Journal editors occupy an interesting position in relation to this. Since they generally rely on unsolicited manuscripts and the outcomes of peer review, they have limited opportunity to steer a field in a particular direction. In this regard their role is more that of a facilitator and intermediary, albeit that there is some scope, particularly through special issues, to highlight or promote particular areas of scholarship