اعتبارسنجی حلقه‌ی کندوکاو اخلاقی در تربیت اخلاقی دانشجویان و اثرسنجی آن بر میزان رفتارهای جامعه‌پسند

 

Cam, Ph. (1995). Thinking together : Philosophical inquiry for the classroom. Australia: Hale & Iremonger.

Cam, P. (2008). Dewey, Lipman, and the traition of reflective education. In M. Taylor, H. Schreier, & P. Ghiraldelli Jr. (Eds.), Pragmatism, education, and children (163-181). Amsterdam: Brill Rodopi.

Cam, Ph. (2016). A philosophical approach to moral education. Journal of Philosophy in Schools, 3(1), 5-15.

Carlo, G., Knight, G. P., McGinley, M., Zamboanga, B. L., & Jarvis, L. H. (2010). The multidimensionality of prosocial behaviors and evidence of measurement equivalence in Mexican American and European American early adolescents: Multidimensional prosional prosocial behaviors. Journal of Research on Adolescence, 20(2), 334-358. https://doi.org/10.1111/j.1532-7795.2010.00637.x

Carlo, G., & Randall, B. A. (2002). The development of a measure of prosocial behaviors for late adolescents. Journal of Youth and Adolescence, 31(1), 31–44.

Chaudhary, S. V. S., Dagar, B. S., Sabharwal, N., & Singh, I. V. (2017). Understanding morality and moral education. Delhi: IGNOU.

Cheung, C. K., & Lee, T. Y. (2010). Contributions of moral education lectures and moral discussion in Hong Kong secondary schools. Social Psychology of Education, 13(4), 575-591. https://doi.org/10.1007/s11218-010-9127-x

Chin Leong, T. (2020). Values education and the community of ethical inquiry: Philosophical reflections for educators. Retrieved February 06, 2020, from Encyclopedia.com: https://www.encyclopedia.com/education/applied-and-social-sciences-magazines/ values-education-and-community-ethical-inquiry

Chrysikou, E. G., & Thompson, W. J. (2016). Assessing cognitive and affective empathy through the interpersonal reactivity index: An argument against a two-factor model. Assessment, 23(6), 769-777. https://doi.org/10.1177/1073191115599055

Cosentino, A. (2005). La pratica del filosofare per lo sviluppo di una professionalità riflessiva.pdf. Napoli: Liguori Editore.

Davis, M. H. (1980). A multidimensional approach to individual differences in empathy.  Journal of Personality and Social Psychology, 18, 85-105.

Davis, M. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personalilty and Social Psychology, 44, 113-126. https://doi.org/10.1037/0022-3514.44.1.113

Eisenberg, N., Spinrad, T. L., & Morris, A. S. (2013). Prosocial development. In P. D. Zalazo (Ed.), The Oxford handbook of developmental psychology (Vol. 2).

Gulcan, N. Y. (2015). Discussing the importance of teaching ethics in education. Procedia - Social and Behavioral Sciences, 174, 2622-2625. https://doi.org/10.1016/j.sbspro.2015.01.942

Hogan, R. (1969). Development of an empathy scale. Journal of Consulting and Clinical Psychology, 33(3), 307–316. https://doi.org/10.1037/h0027580

Johnson, M. (1994). Moral imagination: Implications of cognitive science for ethics. University of Chicago Press.

Kirschenbaum, H. (2000). From values clarification to character education: A personal journey. The Journal of Humanistic Counseling, Education and Development, 39(1), 4–20.

Kizel, A. (2017). Philosophical communities of inquiry: the search for and finding of meaning as the basis for developing a sense of responsibility. Childhood & Philosophy, 13(26), 87-103.

Lam, C. M. (2013). An empirical study of the effectiveness of Lipman’s philosophy for children programme on promoting children’s critical thinking in Hong Kong, China. In Childhood, Philosophy and Open Society (Vol. 22, pp. 67-120). Singapore: Springer.

Lipman, M. (1995). Moral education higher‐order thinking and philosophy for children. Early Child Development and Care, 107(1), 61-70. https://doi.org/10.1080/0300443951070108

Lipman, M. (2003). Thinking in education (Second Edition). New York: Cambridge University Press.

Lipman, M., Sharp, A. M., & Oscanyan, F. S. (1980). Philosophy in the classroom. Temple University Press.

McGinley, M., & Carlo, G. (2007). Two sides of the same coin? The relations between prosocial and physically aggressive behaviors. Journal of Youth and Adolescence, 36(3), 337-349. https://doi.org/10.1007/s10964-006-9095-9

Mehrabian, A., & Epstein, N. (1972). A measure of emotional empathy. Journal of Personality, 40(4), 525-543. doi: 10.1111/j.1467-6494.1972.tb00078.x

Mizell, K. (2015). Philosophy for children, community of inquiry, and human rights education. Childhood & Philosophy, 11(22), 319-328.

Nielson, M. G., Padilla-Walker, L., & Holmes, E. K. (2017). How do men and women help? Validation of a multidimensional measure of prosocial behavior. Journal of Adolescence, 56, 91-106. https://doi.org/10.1016/j.adolescence.2017.02.006

Noddings, N. (2010). Moral education and caring. Theory and Research in Education, 8(2), 145-151. https://doi.org/10.1177/1477878510368617

Ricketts, J. C. (2003). The efficacy of leadership development, critical thinking disposition and student academic performance on the critical thinking skills of selected youthleaders. Doctoral dissertation. The university of Florida.

Ricketts, J., & Rudd, R. (2005). Critical thinking skills of selected youth leaders: The efficacy of critical thinking dispositions, leadership, and academic performance. Journal of Agricultural Education, 46(1), 32-43. https://doi.org/10.5032/jae.2005.01032

Sharp, A. M. (2007). Education of the emotions in the classroom community of inquiry. Gifted Education International, 22(2-3), 248-257. https://doi.org/10.1177/026142940702200315

Sojourner, R. J. (2012). The rebirth and retooling of character education in America. Washington: CEP and McGraw Hill Research Foundation.

Sprod, T. (2001). Philosophical discussion in moral education: The Community of Ethical Inquiry. London; New York: Routledge.

Striano, M., Oliverio, S., & Sharp, A. M. (2012). Philosophy for children: An educational path to philosophy. Thinking: The Journal of Philosophy for Children, 20(1/2), 33-43. https://doi.org/10.5840/thinking2012201/25

van Ommen, M., Daalmans, S., Weijers, A., Eden, A., de Leeuw, R. N. H., & Buijzen, Moniek. (2017). A vigilante serial killer as ethics educator? An exploration of Dexter as a tool for moral education in the professional domain. Journal of Moral Education, 46(4), 378-395. https://doi.org/10.1080/03057240.2017.1338558

Ventista, O. (2018). A literature review of empirical evidence on the effectiveness of philosophy for children. In E. Duthie, F. G. Moriyón, & R. Robles Loro (Eds.), family resemblances: Current proposals in philosophy for children. (pp. 448-469). Madrid: Anaya.