Call for Papers

May 2026 Issue

We are currently inviting submissions for our May 2026 issue with a deadline of February 1, 2026.

Consistent with our editorial approach, we are looking for well-written, conceptually-rich submissions that address questions and concerns relevant to coaching researchers and coach practitioners. These may be in the form of:

  • Philosophically-oriented academic papers that use well-reasoned arguments to open us up to new ways of thinking and feeling about coaching, with implications for how we practice
  • Literature reviews that bring together existing research findings in new, more relevant ways
  • Position papers that explore trends in the field or provide a novel perspective on a topic
  • Empirical studies that explore an intriguing phenomenon to draw conceptual insights
  • Case studies that show, using narrative methods, how a particular coaching engagement went, with informed reflections on what was learned as a result
  • Book reviews that share new perspectives on coaching as a field of research and practice

Alternative forms of writing about coaching, that may include arts-based, phenomenological and other qualitative methods are welcome.

How long should submissions be?

Refer to the For Authors - Philosophy of Coaching page that details format and length.

Special Issue - Living Philosophy in Coaching: From Beliefs to Practices

For this issue, in addition to general papers related to the journal’s theme, we are particularly interested in exploring coaching philosophies.

Think of Socrates walking through Athens, asking apparently simple questions aimed at helping people discover what they already sensed deep down. Or picture a Zen master sitting quietly with a student, knowing that the right moment of silence can be more powerful than any advice. These images capture an essential feature of coaching- the art of supporting others find their own path.

Throughout history, philosophers have embodied different ways of supporting human growth. Aristotle believed in finding the golden mean, the balanced path between extremes-much like coaches help clients find balance in their lives. The Stoic philosopher Epictetus, once enslaved, taught that we can't control what happens to us, but we can control how we respond- a message that resonates in every coaching conversation about choice and responsibility.

These philosophies are embedded into multiple contexts and cultures that shape wisdom about growth and change. Indigenous traditions speak of the importance of community and listening to nature's rhythms. Eastern philosophy emphasizes the journey inward and the interconnectedness of all things. African Ubuntu philosophy reminds us that "I am because we are"—that individual growth happens within relationship and community.

What are the multiple philosophical stances that support coaching, its practices, education and supervision?

Behind every coaching lies a philosophy - sometimes explicit, often implicit - that guides decisions, frames relationships, and shapes the coaching journey (Bachkirova et al., 2017; Robinson & Renshaw, 2023). Yet these philosophical foundations are rarely examined with the rigor they deserve (Jackson & Cox, 2009). Coaches’ values, beliefs, and assumptions influence not only their methods but also their ethical stance, their relationship with clients, and their professional identity (Bachkirova & Borrington, 2019). How do coaches draw from philosophical traditions, whether consciously or unconsciously? How do these influences manifest in their practice? With what impact, especially in terms of power and emancipation (Roche, 2022; Shoukry & Fatien, 2024)?

At the same time, these philosophies are not formed in isolation: they are situated within broader cultural, social, and organizational contexts. Coaches’ philosophies reflect personal histories, educational backgrounds, professional training, and cultural norms (Fatien & Maltbia, 2026). What “coaching” means in one cultural or professional setting may look very different in another. A coach trained in Western positive psychology may approach human flourishing differently than one influenced by Buddhist concepts of interdependence or Ubuntu philosophy's relational understanding of personhood.

For this special issue of Philosophy of Coaching, we invite contributions that explore three key dimensions: the conceptual dimension of what underlying philosophies actually inform coaching practice, education, supervision and research, the practical dimension of how coaching professionals live and express their philosophy in their work, and the comparative dimension of how philosophy in coaching varies across contexts, cultures, and traditions.

We are particularly interested in making visible the often hidden philosophical assumptions that shape coaching. What theories of human nature, change, knowledge, and relationship underpin different coaching approaches? How do these implicit philosophies influence what coaches see, value, and do? We encourage both scholarly and practitioner submissions that critically examine these underlying conceptual foundations and their practical implications, with particular attention to critical perspectives.

Possible Topics

We welcome submissions that address (but are not limited to):

  • Philosophical Genealogies: Tracing how classical philosophical traditions (existentialism, pragmatism, phenomenology, etc.) inform contemporary coaching approaches
  • Living Philosophy: How coaches articulate, refine, and embody their personal philosophy of coaching in their day-to-day practice
  • Values in Action: Ways in which beliefs and worldviews influence coaching relationships, interventions, and ethical decision-making
  • Philosophical Tensions: Conflicts between a coach's personal philosophy and the demands of clients, organizations, or market pressures
  • Cultural Philosophies: How different cultural, spiritual, or indigenous wisdom traditions shape distinctive approaches to coaching
  • Comparative Philosophy: Cross-cultural analyses of coaching philosophies and their underlying assumptions about human nature, change, and flourishing
  • Marginalized Voices: Examining whose philosophical perspectives are recognized in coaching and whose remain invisible or marginalized
  • Embodied Philosophy: How coaches' philosophical commitments manifest in their presence, language, and way of being with clients
  • Evolutionary Philosophy: Reflexive narratives of how a coach's philosophy develops and transforms through experience and encounter
  • Philosophical Praxis: Case studies that make explicit the philosophical underpinnings of specific coaching interventions or approaches

Authors are welcome to send a proposal directly to the editors before formal submission to obtain informal feedback on the suitability of their project.

Form link:

https://forms.gle/zmiXHwxWLfrrza8m9

Please refer to our dedicated webpages for additional information about submission types, lengths etc.

References cited:

Bachkirova, T., & Borrington, S. (2019). Old wine in new bottles: Exploring pragmatism as a philosophical framework for the discipline of coaching. Academy of Management Learning & Education, 18(3), 337–360. https://doi.org/10.5465/amle.2017.0268

Bachkirova, T., Jackson, P., Gannon, J., & Myers, A. (2017). Re-conceptualising coach education from the perspectives of pragmatism and constructivism. Philosophy of Coaching: An International Journal, 2(2), 29–50. https://doi.org/10.22316/poc/02.2.03

Fatien, P., & Maltbia, T. (2026). Philosophy of coaching education’s influence on diversity and multiculturalism in learning spaces and beyond. In Academic standards for graduate coaching education (p. Forthcoming). Fielding University Press.

Jackson, P., & Cox, E. (2009). The philosophical influences that have shaped coaching. International Journal of Coaching in Organizations, 7(1), 81–103.

Robinson, J., & Renshaw, P. (2023). Aligning the ontologies of leadership and coaching using Leadership-as-Practice. Philosophy of Coaching An International Journal, 8(8). https://doi.org/10.22316/poc/08.1.02

Roche, C. (2022). Decolonising reflective practice and supervision. Philosophy of Coaching: An International Journal, 7(1), 30–49. https://doi.org/10.22316/poc/07.1.03

Shoukry, H., & Fatien, P. (2024). That’s political! A Freirean perspective towards coaching as a social practice. Management Learning, 55(1), 17–40. https://doi.org/10.1177/13505076231189776