آموزش فلسفه در مدارس ابتدایی و تأثیر آن بر خلاقیت و پیشرفت تحصیلی

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Bleazby, J. (2017). Social Reconstructional Learning: Using Philosophy for Children & John Dewey to Overcome Problematic Dualisms in Education and Philosophy. London: Routledge.

Bleazby, J., Thornton, S., Burgh, G., & Graham, M. (2022). Responding to climate change ‘controversy’ in schools: Philosophy for Children, place-responsive pedagogies & Critical Indigenous Pedagogy. Educational Philosophy and Theory, 9 (5), 1-13. https://doi.org/10.1080/00131857.2022.2132933

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Emmerman, K. S. (2021). Is That a Philosophical Question? The Philosopher as Teacher: The Tension between Democratizing the Classroom and Building Skills in Philosophy for Children. Metaphilosophy, 52 (2), 1-19. https://doi.org/10.1111/meta.12484

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Ganjvar, M. (2022). Philosophy for Children (PFC) as an educational practice to promote peace and non-violent coexistence. South African Journal of Philosophy, 41 (1), 49–60. https://doi.org/10.1080/02580136.2022.2037925

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Gasparatou, R., Ergazaki, M., & Kosmopoulou, N. (2020). Using Philosophy for Children to introduce the living/non-living distinction in kindergarten. International Journal of Early Years Education, 12 (10), 1-16. https://doi.org/10.1080/09669760.2020.1848522

Gatley, j. (2020). Philosophy for Children and the Extrinsic Value of Academic Philosophy. Metaphilosophy, 51 (4), 548-563. https://doi.org/10.1111/meta.12445

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Gorarad, S., Siddiqui, N., & See, B. H. (2016). Can ‘Philosophy for Children’ Improve Primary School Attainment? Journal of Philosophy of Education, 7 (11), 1-18. https://doi.org/10.1111/1467-9752.12227

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Hannam, P. & Echeverria, E. (2009). Philosophy with Teenagers. London: Continuum International Publishing Group.

Haynes, J. (2008). Children as Philosophers: Learning Through Enquiry and Dialogue in the Primary Classroom. London: Routledge.

Haynes, J., & Murris, K. (2011). The Provocation of an Epistemological Shift in Teacher Education through Philosophy with Children. Journal of Philosophy of Education, 45 (2), 285–303. https://doi.org/10.1111/j.1467-9752.2011.00799.x

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Imani, H., Ahghar, Q., & Seifnarraghi, M. (2018). The effectiveness of teaching philosophy for children (Febak) on increasing students' English vocabulary. Educational Journal, 13 (56), 25-36. [In Persian] https://sanad.iau.ir/Journal/educ/Article/939899

Kamalimotlagh, T., & Noshadi, N. (2018). The effect of philosophy education for children on the level of questioning of elementary school students. Thinking and Children magazine, Research Institute of Humanities and Cultural Studies, 8 (1), 1-13. [In Persian] https://fabak.ihcs.ac.ir/article_2840.html?lang=fa

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Kohan, W. O., & Carvalho, M. C. (2021). Daring a Childlike Writing: Children for Philosophy, Moral End, and the Childhood of Conceptions. In D. &. Mendonça, Conceptions of Childhood and Moral Education in Philosophy for Children. Berlin: Heidelberg.

Lam, C. M. (2022). A Philosophy for Children Approach to Professional Development of Teachers. Cambridge Journal of Education, 16 (12), 1-17. https://doi.org/10.1080/0305764X.2022.2056143

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Mardazad, E., Yarigholi, B., & Piri, M. (2021). The Effectiveness of Teaching Philosophy to Children through the Community of Inquiry Approach on Students’ Academic Anxiety. Thinking and Children, 11(2), 231-255. [In Persian] https://doi.org/10.30465/fabak.2021.5961

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Pilgerstorfer, M., Albert, D., & Camhy, D. G. (2016). Cosiderations on Personalized Training in Philosophy for Children. In D.G. Camhy & R.Born (Eds.), Encouranging Philosophical Thinking: Proceeding of the International Conference on in Philosophy for Children in Graz, Austria, 17 (10), 85-89. https://doi.org/10.1007/978-3-642-33687-4_19

Razmkhah, S. (2019). The effect of teaching philosophy for children (P4C) on the emotional intelligence of boys in preschool. [M.A.Dissertation in Educational Research], Islamic Azad University, Faculty of Human Sciences, Faculty of Science and Research, Tehran. [In Persian]

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Rooien, F., Mohebi, S., & Golard, P. (2022). Presenting Professional Manpower Recruitment and Supply system model in Education. Educational and Scholastic studies, 10(4), 163-191. [In Persian] DOR: 20.1001.1.2423494.1400.10.4.7.8

 Samimi, S., Rahimi, B., & Namdari Pejman, M. (2024). Mediating role of using information and communication technology in teaching in relation to problem solving skills and academic performance. Journal of New Approaches in Educational Administration, (), -. https://doi.org/10.30495/jedu.2024.32487.6539

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Siddiqui, N., S. Gorard, H., & See, B. (2017). Non-cognitive Outcomes of Philosophy for Children. Durham: Durham Research Online.

Tesar, M. (2021). Philosophy as a Method”: Tracing the Histories of Intersections of “Philosophy,” “Methodology,” and “Education. Qualitative Inquiry, 27 (5), 544–553. https://doi.org/10.1177/1077800420934144

Toor, K. (2016). A Study of Teacher Effectiveness, General Intelligence and Creativity of Secondary School Teachers. MIER Journal of Educational Studies, Trends and Practices, 1 (4), 56-77. https://doi.org/10.52634/mier/2014/v4/i1/1482

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Ventista, O. M. (2021). Philosophy for Children: Discussing about Pedagogy, How to Evaluate the Effectiveness of a School-Based Intervention: Evaluating the Impact of the Philosophy for Children Programme on Students' Skills. Bingley: Emerald.

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