تأثیر آموزش "هنر به روش فلسفه برای کودکان" بر تفکر زیبایی‌شناختی و نمره نقاشی دانش‌آموزان ابتدایی

Bae, B. (2012). Children and teachers as partners in communication: Focus on spacious and narrow interactional patterns. International Journal of Early Childhood, 44(1), 53–69.

Barrow, W. (2015). I think she's learnt how to sort of let the class speak: Children's perspectives on Philosophy for Children as participatory pedagogy. Thinking Skills and Creativity, 17, 76-87.

Behbahani, S. (2008). Take art education seriously (Challenges of art education in schools). Art Literature. 7 (202). 61-62.

Daniel, M. F., & Auriac, E. (2011). Philosophy, critical thinking and Philosophy for Children. Educational Philosophy and Theory, 43(5), 415–435.

Fisher, R. (2005). Teaching Children to Think, Cheltenham: Nelson Thornes.

Hagaman, S. (1988). philosophical aesthetics in the art class: A look toward implementation. Art education, 41(3), 18-22.

Hajwani, M. (2010). Aesthetics of children's literature. Iran, Tehran: Institute of Humanities and Cultural Studies.

Hart, L. M., & Goldin-Meadow, S. (1984). The child as a non-egocentric art critic, Child Development, 55, 2122-2129.

Hosseini, A., & Hosseini, S. H. (2011). A study of different approaches in the PFC and its relationship with the formal curriculum. New Thoughts in Education. 7 (2). 157-147.

Kutnick, P., & Colwell, J. (2010). Dialogic enhancement in classrooms: Towards a relational approach for group working. In K. Littleton, & K. C. Howe (Eds.), Educational dialogues: Understanding and promoting productive interaction (pp. 192–215). London, New York: Routledge.

Lipman. M., & Pizzurro. S. (2001). The Vigotsky touch critical and creative thinking. The Australasian journal of philosophy in education. 9, 12-17.

McGuiness, C. (2005). Teaching thinking: theory and practice. Pedagogy—learning for teaching. BJEP Monographs series, 30(3), 107–126.

McLeod, T. L. (2010). Philosophy for Children as a pedagogy for developing oral English language skills with English as a second language students.  Ph. D. Dissertation: New Mexico State University.

Mehr Mohammadi, M., & Kian, M. (2014). Art Curriculum and Teaching  in Education. Iran, Tehran: Samat.

Mercer, N., & Littleton, K. (2007). Dialogue and the development of children’s thinking: a sociocultural approach. Abingdon: Routledge.

Mohammadi, M., Shaghaghi, F., & Agha Yousefi, A. (2013). The effect of implementing philosophy program for children on logical intelligence and math lesson progress. Quarterly Journal of Education. 113. 158-135.

MotahaRradi, J. (2014). About aesthetics. Art Quarterly Book Review. 274. 295-273.

Naji, M. (2014). Philosophical digging for kids. C 1 and 2. Iran, Tehran: Institute of Humanities and Cultural Studies.

Naji, S., & Qazi Nejad, p. (2008). Evaluation of the results of the PFC program on children's Reasoning Skills and Behavioral Functions. Quarterly Journal of Curriculum Studies. 7. 150-123.

Pearson. D. (1994). Aesthetic philosophy in the class: an experimental study to determine the effects of philosophical inquiry upon student levels of aesthetic thinking. Ph.D Dissertation:Boston university.

Reznitskaya, A., Glina, M., Carolan, B.,Michaud, O., Rogers, J., & Sequeira. (2012). Examining transfer effects from dialogic discussions to new tasks and contexts. Contemporary Educational Psychology, 37, 288-306.

Shariatzadeh, N. (1988). Teaching art in school. Teacher Roshd. 46, 43-41.

Sodagar, M., Dibaj, M., & Islami, Gh. (2011). The Necessity of Mediation of Art in Teaching philosophy to children. Thinking and children. 2(3). 26-32.

Trickey, S., & Topping, K. (2004). Philosophy for Children: A systematic review. Research Papers in Education, 19(3), 365–380.

Topping, K. J., & Trickey, S. (2014). The role of dialog in Philosophy for Children. International Journal of Educational Research, 63, 69-78.

Vygotsky, L. S. (1981). "The Genesis of the Higher Mental Functions", J. B. Wertsch (ed.), the Concept of Activity in Soviet Psychology, Armonk, NY: ME. Sharpe.

Wegerif, R. (2008). Dialogic or dialectic: the significance of ontological assumptions in research on educational dialogue. British Educational Research Journal, 34(3), 347–361.

Wertsch, J. V. (2007). Mediation. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The Cambridge Companion to Vygotsky (pp.178-192). Cambridge University Press. https://doi.org/10.1017/CCOL0521831040.008