اثربخشی آموزش فلسفه برای کودکان بر تفکر آینده‌نگر و مسئولیت‌پذیری دانش‌آموزان ابتدایی با نقش تعدیل‌گر تفکر انتزاعی

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Bagheri, K., & Khosravi, Z. (2012). Cultural foundations of philosophy for children: The case of Iran. Thinking: The Journal of Philosophy for Children, 20(3), 3-10. https://doi.org/10.5840/thinking20122032

Bagherpur, M., Abdollahzadeh, H., Eskandary Rad, M., & Kolagar, M. (2021). Effectiveness of spirituality-based problem solving on moral responsibility, and spiritual education of students. International Journal of Children's Spirituality. https://doi.org/10.1080/1364436X.2021.1982679

Berenjkar, M., Aghqar, G., & Ansarian, F. (2018). The Effectiveness of Teaching Philosophy to Children on Students' Learning Strategies and Its Sustainability Over Time. Thinking and Children, 9(1), 73-94. http://ensani.ir/fa/article/415074

Burns, P., McCormack, T., O'Connor, P. A., Fitzpatrick, Á., & Atance, C. (2021). The effect of episodic future thinking on young children's future-oriented decision making. Developmental Psychology, 57(6), 976. https://doi.org/10.1037/dev0001179

Elhamifar, A., Mehdinezhad, v., & Farnam, A. (2019). The Effect of Critical Thinking on Metacognitive Knowledge and Epistemological Beliefs of High School Students [Research Article]. Iranian Journal of Educational Sociology, 2(3), 47-55. https://doi.org/10.29252/ijes.2.3.47

Eugenio, D. G. (2025). Burden and Responsibility: Perceptions of Social Science Teachers in Teaching Civic Education to College Students. J. Tert. Educ. Learn., 3(1), 65-71. https://doi.org/10.54536/jtel.v3i1.4500

Ghaedi, Y., Mahdian, M., & Fomani, F. K. (2015). Identifying dimensions of creative thinking in preschool children during implementation of philosophy for children (P4C) program: A directed content analysis. American Journal of Educational Research, 3(5), 547–551. https://www.researchgate.net/profile/Fatemeh-Khoshnavay-Fomani/publication/275952178_Identifying_Dimensions_of_Creative_Thinking_in_Preschool_Children_during_Implementation_of_Philosophy_for_Children_P4C_Program_A_Directed_Content_Analysis/links/55cc4f2708aebc967dfe2213/Identifying-Dimensions-of-Creative-Thinking-in-Preschool-Children-during-Implementation-of-Philosophy-for-Children-P4C-Program-A-Directed-Content-Analysis.pdf

Hedayati, M. (2018). Development and Standardization of a Caring Thinking Assessment Questionnaire Based on the Educational Approach of Philosophy for Children. Educational Sciences (Journal of Educational Sciences and Psychology), 6(2), 153-178. https://www.sid.ir/paper/186673/en

Hosseini, A. H., Podineh, F., & Azarbadgan, S. (2023). Investigating the impact of educational animations on the abstract thinking of elementary school students.

Isiklar, S., & Abali, Ö. Y. (2022). The effect of Philosophy for Children (P4C) curriculum on critical thinking through philosophical inquiry and problem-solving skills. International Journal of Contemporary Educational Research, 9(1), 130–142. https://doi.org/10.33200/ijcer.942575

Kanani, S., Nourian, M., Noroozi, D., & Abai, M. (2021). The Effect of Philosophy for Children Curriculum on Students' Creativity Growth. Thinking and Children, 12(1), 203-230. https://www.noormags.ir/view/fa/articlepage/1786154

Karadaǧ, F., & Demirtaş, V. Y. (2018). The Effectiveness of the Philosophy with Children Curriculum on Critical Thinking Skills of Pre-School Children. Eğitim Ve Bilim, 43(195), 19-40. https://doi.org/10.15390/EB.2018.7268

Mahmoudi, S. N. (2021). Designing a situational creativity model based on a reflective training approach (Case study: Philosophy for Children program). Thinking and Child, 12(1), 289EP - 317. https://doi.org/10.30465/fabak.2021.6236

Mayseless, O., & Kizel, A. (2022). Preparing youth for participatory civil society: A call for spiritual, communal, and pluralistic humanism in education with a focus on community of philosophical inquiry. International Journal of Educational Research, 115, 102015. https://doi.org/10.1016/j.ijer.2022.102015

Mirzaei, L., Golizade, Z., & Samadi, Z. (2024). Meta-analysis of the effectiveness of teaching philosophy to children on students' cognitive skills. Thinking and Children. https://fabak.ihcs.ac.ir/article_9263_en.html?lang=fa

Mohammadi, G., Pirani, Z., & Zangeneh Motlag, Firoozeh. (2023). A Comparison of the Effectiveness of the Philosophy for Children Program and Group Play Therapy with Cognitive-Behavioral Method on Psychological Flexibility in Children with Separation Anxiety Disorder. Thinking and Children, 13(2), 215-239. https://doi.org/10.30465/fabak.2023.7563

Pala, F. (2022). The effect of philosophy education for children (P4C) on students' conceptual and critical thinking skills: A mixed-method research. Education Quarterly Reviews, 5(3), 27–41. https://doi.org/10.31014/aior.1993.05.03.522

Shah Mohammadi, N. (2020). Examining the Effectiveness of Teaching Philosophy to Children on Critical Thinking in Sixth Grade Students. Thinking and Children, 11(1), 95-116. https://www.magiran.com/paper/2211224

Siddiqui, N., Gorard, S., & See, B. H. (2019). Can learning beyond the classroom impact on social responsibility and academic attainment? An evaluation of the Children's University youth social action programme. Studies in Educational Evaluation, 61, 74–82. https://doi.org/10.1016/j.stueduc.2019.03.004

Wu, C. (2022). Can Philosophy for Children improve critical thinking and attainment for Chinese secondary students? In Making Your Doctoral Research Project Ambitious, 117-128. https://doi.org/10.4324/9781003201366-11

Yang, J., & Seyed Alitabar, S. H. (2024). The Effects of School Size on Student Participation and Sense of Community [Research Article]. Iranian Journal of Educational Sociology, 7(1), 205-211. https://doi.org/10.61838/kman.ijes.7.1.20

Zare, R., Taklavi, S., & Ghaffari, A. (2022). The Effectiveness of the Children Philosophy Education on Self-determination and Responsibility of the Elementary Students [Research]. Rooyesh-e-Ravanshenasi Journal(RRJ), 10(12), 37-48. http://frooyesh.ir/article-1-3265-en.html

Zulkifli, H., & Hashim, R. (2020). Philosophy for children (P4C) in improving critical thinking in a secondary moral education class. International Journal of Learning, Teaching and Educational Research, 19(2), 29-45. http://ijlter.myres.net/index.php/ijlter/article/view/431