<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[Child.philo.]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872012000100115</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2017.30504</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Pupils' age and philosophical praxis: two factors that influence the development of critical thinking in children]]></article-title>
<article-title xml:lang="fr"><![CDATA[Age des élèves et praxis philosophique: deux facteurs qui influencent le développement de la pensée critique chez les enfants]]></article-title>
<article-title xml:lang="pt"><![CDATA[Idade dos aluns e praxis filosófica: dois fatores que influenciam o desenvolvimento do pensamento crítico das crianças]]></article-title>
<article-title xml:lang="es"><![CDATA[Edad de los alumnos y praxis filosófica: dos factores que influencian el desarrollo del pensamiento crítico de los niños]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marie-France]]></surname>
<given-names><![CDATA[Daniel,]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mathieu]]></surname>
<given-names><![CDATA[Gagnon,]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Université de Montréal  ]]></institution>
<addr-line><![CDATA[Québec ]]></addr-line>
<country>Canada</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Université du Québec à Chicoutimi  ]]></institution>
<addr-line><![CDATA[ Québec]]></addr-line>
<country>Canada</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2012</year>
</pub-date>
<volume>8</volume>
<numero>15</numero>
<fpage>115</fpage>
<lpage>142</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872012000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872012000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872012000100115&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: One of the fundamental objectives of Philosophy for Children (P4C) is the cognitive development of pupils. In this text, we examine to what extent the age of the children and the number of years of praxis in P4C influence the development of their critical thinking. Participants were groups of pupils (vs. individuals): 13 groups from preschool to the end of elementary school. These groups originated from two schools, one in Quebec and one in Ontario. At the time the data were collected, the Quebec school groups had one year of P4C praxis, whereas the Ontario school groups had two years of praxis. The content analyzed was the philosophical exchanges among pupils. As an analysis grid, we used the model of the developmental process of dialogical critical thinking (DCT). The model includes four thinking modes (logical, creative, responsible and metacognitive) and six epistemological perspectives (egocentricity, post-egocentricity, pre-relativism, relativism, post-relativism/pre-inter-subjectivity and inter-subjectivity). With regard to the thinking modes, it emerged from the exchanges analyses that age may have an impact on the mobilization of the logical mode, and the number of years of philosophical praxis may have an impact on mobilization of the metacognitive mode, however, in all the cases studied, these factors could not be considered particularly determining. With regard to the epistemological development, results showed that the age factor is observable in the lack of mobilization of the more complex perspectives (i.e. post-relativism/pre-intersubjectivity) in preschool and the beginning of elementary school classrooms. And the impact of the number of years of praxis is observable in the increasing sophistication of DCT. In the groups with one year of philosophical praxis, the transition from simple perspectives such as pre-relativism to more complex perspectives such as relativism or post-relativism, appeared in the 4th grade, whereas in groups with two years of praxis it appeared in the 3rd grade, one year earlier. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[R&#233;sum&#233; : Une des vis&#233;es fondamentales de la Philosophie pour enfants (P4C) est le d&#233;veloppement cognitif des &#233;l&#232;ves. Dans ce texte, nous &#233;tudions dans quelle mesure l'&#226;ge des enfants et leur nombre d'ann&#233;es de praxis philosophique influencent le d&#233;veloppement de leur pens&#233;e critique. Les participants &#233;taient des groupes d'&#233;l&#232;ves (vs les individus) : 13 groupes fr&#233;quentant des classes du pr&#233;scolaire &#224; la fin du primaire. Ces groupes relevaient de deux &#233;coles, situ&#233;es respectivement au Qu&#233;bec et en Ontario. Les groupes de l'&#233;cole qu&#233;b&#233;coise avaient une ann&#233;e de praxis avec la P4C au moment de la collecte de donn&#233;es; les groupes de l'&#233;cole ontarienne avaient deux ann&#233;es de praxis. Le contenu analys&#233; &#233;tait les &#233;changes philosophiques entre &#233;l&#232;ves. Comme grille d'analyse, nous avons utilis&#233; le mod&#232;...]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Um dos objetivos fundamentais da Filosofia para crian&#231;as (P4C) &#233; o desenvolvimento cognitivo dos alunos. Nesse texto, n&#243;s estudaremos em que medida a idade das crian&#231;as e o n&#250;mero de anos de sua praxis filos&#243;fica influenciam o desenvolvimento de seu pensamento critico. Os participantes eram grupos de alunos (vs. os indiv&#237;duos): 13 grupos frequentam classes do pr&#233;-escolar ao fim do prim&#225;rio. Esses grupos eram de duas escolas, situadas respectivamente no Quebec e em Ontario. Os grupos da escola quebequense tinham um ano de pr&#225;xis com a P4C no momento da colheita de dados; os grupos da escola de Ontario tinham dois anos de pr&#225;xis. O conte&#250;do analisado era feito das trocas filos&#243;ficas entre os alunos. Como grade de an&#225;lise, n&#243;s utilizamos o modelo do processo de desenvolvimento de um pensamento cr&#237;tico dial&#243;gica (PCD). O modelo inclui quatro modos de pensamento (l&#243;gico, criativo, respons&#225;vel e meta-cognitivo) e seis perspectivas epistemol&#243;gicas (egocentrismo, postegocentrismo, pr&#233;-relativismo, relativismo, post-relativismo/pr&#233;-intersubjetividade e intersubjetividade). Ressaiu durante as an&#225;lises das trocas, no que refere aos modos de pensamento, que a idade pode ter tido uma incid&#234;ncia sobre a mobiliza&#231;&#227;o do modo l&#243;gico e o n&#250;mero de anos de pr&#225;xis filos&#243;fica poder ter tido uma incid&#234;ncia sobre a mobiliza&#231;&#227;o do modo meta-cognitivo, mas em nenhum dos casos estudados, esses fatores puderam ser colocados como sendo particularmente determinantes. No que refere ao desenvolvimento epistemol&#243;gico, os resultados indicam que o fator da idade &#233; observ&#225;vel pela aus&#234;ncia ou a fraca mobiliza&#231;&#227;o das perspectivas mais complexas (relativismo, post-relativismo) nos grupos do pr&#233;-escolar e do come&#231;o do prim&#225;rio. E o fator ligado ao n&#250;mero de anos de praxis &#233; observ&#225;vel no movimento de complexifica&#231;&#227;o do PCD. Nos grupos que t&#234;m um ano de praxis filos&#243;fica, a passagem das perspectivas simples como o pr&#233;-relativismo &#224;s perspectivas mais complexas como o relativismo ou o post-relativismo se efetuou no 4o ano, quando nos grupos que tinham dois anos de praxis, operou no 3o ano, ou seja um ano antes. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Uno de los objetivos fundamentales de Filosof&#237;a para Ni&#241;os (P4C) es el desarrollo cognitivo de los alumnos. En este texto, se examina en qu&#233; medida la edad de los ni&#241;os y el n&#250;mero de a&#241;os de praxis en P4C influencia el desarrollo de su pensamiento cr&#237;tico. Los participantes fueron grupos de alumnos (vs. personas): 13 grupos desde el nivel preescolar hasta el &#250;ltimo a&#241;o de escuela primaria. Estos grupos se originaron de dos escuelas, una en Quebec y otra en Ontario. Al mismo tiempo que los datos eran recogidos, los grupos de la escuela de Quebec ten&#237;an un a&#241;o de praxis en P4C, mientras que los grupos escolares de Ontario ten&#237;an dos a&#241;os de praxis. El contenido analizado fueron los intercambios filos&#243;ficos de los alumnos. Como grilla de an&#225;lisis, se utiliz&#243; el modelo del proceso de desarrollo del pensamiento cr&#237;tico dial&#243;gico (DCT). El modelo incluye cuatro modos de pensamiento (l&#243;gico, creativo, responsable y metacognitivo) y seis perspectivas epistemol&#243;gicas (egocentrismo, p&#243;segocentrismo, pre-relativismo, relativismo, post-relativismo/pre-inter-subjectividad e intersubjetividad). En cuanto a los modos de pensar, surgi&#243; de los an&#225;lisis de intercambios que la edad puede tener un impacto en la movilizaci&#243;n del modo l&#243;gico, y el n&#250;mero de a&#241;os de praxis filos&#243;fica puede tener un impacto en la movilizaci&#243;n del modo metacognitivo, sin embargo, en todos los casos estudiados, estos factores no pod&#237;an ser consideradas particularmente determinantes. En lo que respecta al desarrollo epistemol&#243;gico, los resultados mostraron que el factor de la edad se observa en la falta de movilizaci&#243;n de las perspectivas m&#225;s complejas (es decir, postrelativismo/ pre-inter-subjectividad) en el pre-escolar y al comienzo de las clases en la escuela primaria. Y el impacto del n&#250;mero de a&#241;os de praxis se puede observar en la creciente sofisticaci&#243;n de la DCT. En los grupos con un a&#241;o de praxis filos&#243;fica, la transici&#243;n desde perspectivas simples, tales como pre-relativismo a las perspectivas m&#225;s complejas, como el relativismo o el pos-relativismo, apareci&#243; en el 4&#186; a&#241;o, mientras que en los grupos con dos a&#241;os de praxis apareci&#243; en el 3&#186;, un a&#241;o antes. ]]></p></abstract>
<kwd-group>
<kwd lng="fr"><![CDATA[Philosophie pour enfants]]></kwd>
<kwd lng="fr"><![CDATA[Pensée critique dialogique]]></kwd>
<kwd lng="fr"><![CDATA[Perspectives épistémologiques]]></kwd>
<kwd lng="fr"><![CDATA[Préscolaire et école primaire.]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia para crianças]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento crítico dialógico]]></kwd>
<kwd lng="pt"><![CDATA[perspectivas epistemológicas]]></kwd>
<kwd lng="pt"><![CDATA[Pré-escolar e escola primária]]></kwd>
<kwd lng="es"><![CDATA[Filosofía para niños]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento crítico dialógico]]></kwd>
<kwd lng="es"><![CDATA[Perspectivas epistemológicas]]></kwd>
<kwd lng="es"><![CDATA[Jardín de infantes]]></kwd>
<kwd lng="es"><![CDATA[Escuela primaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Berland]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[McNeill]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A learning progression for scientific argumentation : Understanding student work and designing supportive instructional contexts]]></article-title>
<source><![CDATA[Science Education]]></source>
<year></year>
<page-range>766-93</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Burnard]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Craft]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Cremin]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Duffy]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Hanson]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Keene]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Haynes]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Burns]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[International Journal of Early Years Education]]></source>
<year></year>
<volume>14</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>243-62</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[British Columbia Ministry of Education]]></surname>
</name>
</person-group>
<source><![CDATA[Le programme du primaire. Cadre d'enseignement]]></source>
<year></year>
<page-range>36-7</page-range><publisher-loc><![CDATA[Victoria, B.C. ]]></publisher-loc>
<publisher-name><![CDATA[Ministry of Education]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Camhy]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Iberer]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Philosophy for children: A research project for further mental and personality development of primary and secondary school pupils]]></article-title>
<source><![CDATA[Thinking]]></source>
<year></year>
<numero>7</numero>
<issue>7</issue>
<page-range>18-26</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cannon]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Good reasoning: A reconsideration drawn from experience with Philosophy for Children]]></article-title>
<source><![CDATA[Analytic Teaching]]></source>
<year></year>
<numero>8</numero>
<issue>8</issue>
<page-range>30-5</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cannon]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Weinstein]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Reasoning skills: An overview]]></article-title>
<source><![CDATA[Thinking]]></source>
<year></year>
<volume>6</volume>
<page-range>29-33</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Caron]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Philosophie et pensée chez l'enfant]]></source>
<year></year>
<publisher-loc><![CDATA[Montreal ]]></publisher-loc>
<publisher-name><![CDATA[Agence d'Arc]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chandler]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Hallett]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Sokol]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Competing claims about competing knowledge claims]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hofer]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Pintrich]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Personal epistemology. The psychology of beliefs about knowledge and knowing]]></source>
<year></year>
<page-range>145-69</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Collins]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Education for a just democracy: The role of ethical inquiry]]></source>
<year></year>
<publisher-loc><![CDATA[Adelaide ]]></publisher-loc>
<publisher-name><![CDATA[University of South Australia]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Comte-Sponville]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Petit traité des grandes vertus]]></source>
<year></year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Seuil]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Craft]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Creativity across the primary curriculum : Framing and developing practice]]></source>
<year></year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Routledge Falmer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cuypers]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Haji]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Education for critical thinking: can it be nonindoctrinative?]]></article-title>
<source><![CDATA[Educational Philosophy and Theory]]></source>
<year></year>
<volume>38</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>723-43</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Daniel]]></surname>
<given-names><![CDATA[M.-F]]></given-names>
</name>
</person-group>
<source><![CDATA[Les contes d'Audrey-Anne.]]></source>
<year></year>
<publisher-loc><![CDATA[Quebec City ]]></publisher-loc>
<publisher-name><![CDATA[Le Loup de Gouttière]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Daniel]]></surname>
<given-names><![CDATA[M.-F.]]></given-names>
</name>
<name>
<surname><![CDATA[Delsol]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Learning to Dialogue in Kindergarten. A case study]]></article-title>
<source><![CDATA[Analytic Teaching]]></source>
<year></year>
<volume>25</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>23-52</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Daniel]]></surname>
<given-names><![CDATA[M.-F.]]></given-names>
</name>
<name>
<surname><![CDATA[Lafortune]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Pallascio]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Splitter]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Slade]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[De la Garza]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Modeling the development process of dialogical critical thinking in pupils aged 10 to 12 years]]></article-title>
<source><![CDATA[Communication Education]]></source>
<year></year>
<volume>54</volume>
<page-range>334-54</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Daniel]]></surname>
<given-names><![CDATA[M.-F.]]></given-names>
</name>
<name>
<surname><![CDATA[Gagnon]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A developmental model of dialogical critical thinking in groups of pupils aged 4 to 12 years.]]></article-title>
<source><![CDATA[Creative Education]]></source>
<year></year>
<volume>2</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>418-28</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Daniel]]></surname>
<given-names><![CDATA[M.-F.]]></given-names>
</name>
<name>
<surname><![CDATA[Pettier]]></surname>
<given-names><![CDATA[J.-C.]]></given-names>
</name>
<name>
<surname><![CDATA[Auriac]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The incidence of philosophy on the discursive and language competencies of pupils aged four years]]></article-title>
<source><![CDATA[Creative Education]]></source>
<year></year>
<volume>2</volume>
<page-range>296-304</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Darling]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The essential moral dimensions of citizenship education: what should we teach?]]></article-title>
<source><![CDATA[Journal of Educational Thought]]></source>
<year></year>
<volume>36</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>229-49</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Darling]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Teaching social studies as if it matters: Young children and moral deliberation]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Ross]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[The social studies curriculum: Purposes, problems, possibilities]]></source>
<year></year>
<publisher-loc><![CDATA[Albany ]]></publisher-loc>
<publisher-name><![CDATA[State University of New York Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dewey]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[How we think.]]></source>
<year></year>
<publisher-loc><![CDATA[Boston ]]></publisher-loc>
<publisher-name><![CDATA[Heath and Co]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dewey]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Theory of Moral Life.]]></source>
<year></year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Irvington Publishers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fong]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Of character and citizenship]]></article-title>
<source><![CDATA[Peer Review]]></source>
<year></year>
<volume>4</volume>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogy of the oppressed]]></source>
<year></year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Herder and Herder]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gagnon]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[La pratique enseignante du dialogue philosophique en communauté de recherche]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Bouchard]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Gagnon]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[.). L'Éthique et culture religieuse en question. Réflexions critiques et prospective]]></source>
<year></year>
<page-range>65-83</page-range><publisher-loc><![CDATA[Québec ]]></publisher-loc>
<publisher-name><![CDATA[PUQ]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gagnon]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Couture]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Yergeau]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Pratiquer la philosophie em communauté de recherche au secondaire: quels apprentissages pour les élèves?]]></article-title>
<source><![CDATA[Vie pédagogique]]></source>
<year></year>
<numero>159</numero>
<issue>159</issue>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gazzard]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Thinking skills in science and philosophy for children]]></article-title>
<source><![CDATA[Thinking]]></source>
<year></year>
<volume>7</volume>
<page-range>32-41</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Giancarlo]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Facione]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A look across four years at the disposition toward critical thinking among undergraduate students]]></article-title>
<source><![CDATA[The Journal of General Education]]></source>
<year></year>
<volume>50</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>29-55</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gibbs]]></surname>
<given-names><![CDATA[J. C]]></given-names>
</name>
</person-group>
<source><![CDATA[Moral Development and Reality. Beyond the theories of Kohlberd and Hoffman]]></source>
<year></year>
<publisher-loc><![CDATA[Ohio ]]></publisher-loc>
<publisher-name><![CDATA[The Ohio State University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Golding]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Epistemic positions and Philosophy for Children.]]></article-title>
<source><![CDATA[Farhang, Journal of the Institute for Humanities and Cultural Studies]]></source>
<year></year>
<volume>69</volume>
<page-range>83-115</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Golding]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA["That's a better idea!" Philosophical progress and philosophy for children]]></article-title>
<source><![CDATA[Childhood &amp; Philosophy]]></source>
<year></year>
<volume>5</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>223-69</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Haroutunina-Gordon]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Listening to a challenging perspective: The role of interruption]]></article-title>
<source><![CDATA[Teachers College Record]]></source>
<year></year>
<volume>112</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>2793-814</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hofer]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Pintrich]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Personal Epistemology. The Psychology of Beliefs About Knowledge and Knowing]]></source>
<year></year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kennedy]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Young children's moves: Emergent philosophical community of inquiry in early childhood discourse]]></article-title>
<source><![CDATA[Critical &amp; CreativeThinking]]></source>
<year></year>
<volume>4</volume>
<page-range>28-41</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[King]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Kitchener]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<source><![CDATA[Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescentes and adults.]]></source>
<year></year>
<publisher-loc><![CDATA[San Francisco ]]></publisher-loc>
<publisher-name><![CDATA[Jossey-Bass]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[King]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Kitchener]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The reflective judgment model: Twenty years of research on epistemic cognition]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hofer]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Pintrich]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[<source>Personal Epistemology. The Psychology of Beliefs About Knowledge and Knowing</source>Personal Epistemology. The Psychology of Beliefs About Knowledge and Knowingen]]></source>
<year></year>
<page-range>37-63</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ku]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Ho]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Metacognitive strategies that enhance critical thinking.]]></article-title>
<source><![CDATA[Metacognitive learning]]></source>
<year></year>
<volume>5</volume>
<page-range>251-67</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kuhn]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A developmental model of critical thinking.]]></article-title>
<source><![CDATA[Educational Researcher]]></source>
<year></year>
<volume>28</volume>
<page-range>16-25</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kuhn]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Park]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Epistemological understanding and the development of intellectual values]]></article-title>
<source><![CDATA[International Journal of Educational Research]]></source>
<year></year>
<volume>43</volume>
<page-range>111-24</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kuhn]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Pease]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Do children and adults learn differently?]]></article-title>
<source><![CDATA[Journal of Cognition and Development]]></source>
<year></year>
<page-range>279-93</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kuhn]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Weinstock]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[What is epistemological thinking and why does it matter?]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hofer]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Pintrich]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Personal epistemology. The of beliefs about knowledge and knowing]]></source>
<year></year>
<page-range>121-45</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kwak]]></surname>
<given-names><![CDATA[D.-J]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Re-conceptualizing critical thinking for moral education in culturally plural societies]]></article-title>
<source><![CDATA[Educational Philosophy and Theory]]></source>
<year></year>
<volume>39</volume>
<page-range>460-70</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lane]]></surname>
<given-names><![CDATA[N. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Lane]]></surname>
<given-names><![CDATA[S. A]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Rationality, self-esteem and autonomy through collaborative enquiry]]></article-title>
<source><![CDATA[Oxford Review of Education]]></source>
<year></year>
<volume>12</volume>
<page-range>263-75</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lipman]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Philosophy for Children]]></article-title>
<source><![CDATA[Metaphilosophy]]></source>
<year></year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>17-39</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lipman]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Sharp]]></surname>
<given-names><![CDATA[A. M]]></given-names>
</name>
<name>
<surname><![CDATA[Oscanyan]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<source><![CDATA[Philosophy in the classroom]]></source>
<year></year>
<publisher-loc><![CDATA[Philadelphia, PA ]]></publisher-loc>
<publisher-name><![CDATA[Temple University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lipman]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Critical thinking: What can it be?]]></article-title>
<source><![CDATA[Educational Leadership]]></source>
<year></year>
<volume>46</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>38-43</page-range></nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lipman]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Thinking in Education]]></source>
<year></year>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mejia]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Are we promoting critical autonomous thinking? A discussion on conversational genres and whether they can help us answer this question]]></article-title>
<source><![CDATA[Cambridge Journal of Education]]></source>
<year></year>
<volume>37</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>409-26</page-range></nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nucci]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Education in the Moral Domain]]></source>
<year></year>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Olafson]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Schraw]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Teachers' beliefs and practices within and across domains]]></article-title>
<source><![CDATA[International Journal of Educational Research]]></source>
<year></year>
<volume>45,</volume>
<page-range>71-84</page-range></nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Paul]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Critical thinking: What every person needs to survive in a rapidly changing world.]]></source>
<year></year>
<publisher-loc><![CDATA[Santa Rosa, CA ]]></publisher-loc>
<publisher-name><![CDATA[Foundation for Critical Thinking]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Paul]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Elder]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Critical thinking: Tools for taking charge of your learning and your life.]]></source>
<year></year>
<publisher-loc><![CDATA[Upper Saddle River, NJ ]]></publisher-loc>
<publisher-name><![CDATA[Prentice Hall]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Peters]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Use of critical interactive thinking exercises in teaching reproductive physiology to undergraduate students]]></article-title>
<source><![CDATA[American Society of Animal Science]]></source>
<year></year>
<volume>80</volume>
<page-range>862-65</page-range></nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Selman]]></surname>
<given-names><![CDATA[R. L]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Taking another's perspective: role taking development in early childhood]]></article-title>
<source><![CDATA[Child Development]]></source>
<year></year>
<volume>42</volume>
<page-range>1721-734</page-range></nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Selman]]></surname>
<given-names><![CDATA[R. L]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The relation of role taking to the development of moral judgement in children]]></article-title>
<source><![CDATA[Child Development]]></source>
<year></year>
<volume>42</volume>
<page-range>79-91</page-range></nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sharp]]></surname>
<given-names><![CDATA[A.-M]]></given-names>
</name>
</person-group>
<source><![CDATA[The Child as Critic]]></source>
<year></year>
<publisher-loc><![CDATA[New-Jersey ]]></publisher-loc>
<publisher-name><![CDATA[Montclair State University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tabak]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Weinstock]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A sociocultural exploration of epistemological beliefs]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Khine]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Knowing, Knowledge and Beliefs: Epistemological Studies across Diverse Cultures]]></source>
<year></year>
<page-range>177-95</page-range><publisher-loc><![CDATA[New York, NY, US ]]></publisher-loc>
<publisher-name><![CDATA[Springer Science / Business Media]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thayer-Bacon]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Relational "(e)pistemologies"]]></source>
<year></year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Peter Lang]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B58">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thomas]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Democratic education: A matter of institutional conscience and skills]]></article-title>
<source><![CDATA[About Campus]]></source>
<year></year>
<volume>6</volume>
<page-range>19-24</page-range></nlm-citation>
</ref>
<ref id="B59">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Torff]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Expert teachers' beliefs about use of critical thinking activities with high and low advantage learners]]></article-title>
<source><![CDATA[Teacher Education Quarterly]]></source>
<year></year>
<page-range>37-52</page-range></nlm-citation>
</ref>
<ref id="B60">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Turiel]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Thought, emotions, and social interactional processes in moral development]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Killen]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Smetana]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of Moral Development]]></source>
<year></year>
<page-range>7-37</page-range><publisher-loc><![CDATA[Mahwah, N.-J. ]]></publisher-loc>
<publisher-name><![CDATA[Lawrence Erlbaum Associates, Publishers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B61">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Weinstock]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Neuman]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Glassner]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Identification of informal reasoning fallacies as a function of epistemological level, grade level, and cognitive ability]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year></year>
<volume>89</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>327-41</page-range></nlm-citation>
</ref>
<ref id="B62">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Windschul]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Thompson]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Transcending simple forms of school science investigation: The impact of preservice instruction on teachers' understandings of model-based inquiry]]></article-title>
<source><![CDATA[American Educational Research Journal]]></source>
<year></year>
<volume>43</volume>
<page-range>783-835</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
