References
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Smetana A.G. (1981). Preschool children’s conceptions of moral and social rules. Child Development, 52, 1333-1336; Smetana A.G. (2006)
Smetana A.G. (2006). Social Domain Theory: Consistencies and variations in children’s moral and social judgments. In Killen, M., and Smetana, A.G. (Eds.), Handbook of moral development. Mahwah, NJ: Erlbaum.
Nucci, L. (1982). Conceptual developments in the moral and conventional domains: Implications for values education. Review of educational research , Vol. 52, No. 1, pp93-122
Nucci, L. (2005). Education for moral development. In M. Killen & J. Smetana (Eds.) Handbook of moral development . Mahwah, NJ: Lawrence Erlbaum.
Nucci, L. (2008). Social cognitive domain theory and moral education. In L. Nucci & D. Narvaez (eds.). Handbook of moral and character education. (pp. 291-309). Oxford, UK: Routledge.
Lind, G. (2015, in press). Favorable learning environments for moral competence development. A multiple intervention study with 3.000 students in a higher education context. International Journal of University Teaching and Faculty Development (accepted for publication Nov. 21, 2014);
Lind, G. (2002). Can morality be taught? Research findings from modern moral psychology]. Second Edition. Berlin: Logos-Verlag
Rest, J. R., Narvaez, D., Bebeau, M. J. & Thoma, S. J. (1999). Postconventional moral thinking. A Neo-Kohlbergian approach. Mahwah, NJ: Erlbaum;
General reasoning skills
Abrami P.C., Bernard, R.M., Borokhovski, E., Wade, A., Surkes, M.A.,Tamin, R., Zhang, D. (2008). Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis. Review of Educational Research, vol. 78 no. 4 1102-1134
Higgins S, Hall E, Baumfield V, Moseley D (2005) A meta-analysis of the impact of the implementation of thinking skills approaches on pupils. In: Research Evidence in Education Library . London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
Kuhn, D. (2005) Education for Thinking . Harvard University Press
Marin, L.M., Halpern, D.F., Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains . Thinking Skills and Creativity, September 2010
Resnikskaya, A., Kuo, L., Clark, A. Miller, B., Jadallah. M., Anderson, R.C., Nguyen- Jahiel, K. Collaborative reasoning: a dialogic approach to group discussions. Cambridge Journal of Education Vol. 39, No. 1, March 2009, 29–48
Ethical reasoning capabilities
Lind, G. (2002). Can morality be taught? Research findings from modern moral psychology]. Second Edition. Berlin: Logos-Verlag
Lind, G. (2013) A multiple intervention study with 3.000 students in a higher education context. International Journal of University Teaching and Faculty Development, 4.4 (2013): 173-192.
Nucci, L., Creane M.W.,& Powers, D.W. (2015). Integrating moral and social development within middle school social studies: a social cognitive domain approach. Journal of Moral Education 44 (4):479-496
Gorard, S., Siddiqui N., See, B.H. (2015). Philosophy for Children Evaluation report and Executive summary.
Higgins S, Hall E, Baumfield V, Moseley D (2005) A meta-analysis of the impact of the implementation of thinking skills approaches on pupils. In: Research Evidence in Education Library . London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
Lipman, M. (1987). Philosophy and the cultivation of reasoning. Thinking: Journal of Philosophy for Children, Vol. 5, No.4, 33-41.
Lyle, S. (2008). Dialogic Teaching: Discussing Theoretical Contexts and Reviewing Evidence from Classroom Practice. Language and Education, 22.3, 222-240.
Trickey, S. and Topping, K.J. (2004) Philosophy for Children: A systematic review. Research papers in education Vol. 19, no. 3.
Trickey, S. and Topping, K.J. (2007). Collaborative philosophical inquiry for schoolchildren: Cognitive gains at 2- year follow-up. British Journal of Educational Psychology, 77 (4) 787-796. Abstract