Revista Colombiana de Psicología

Arthur, J. (2008). Traditional approaches to character education in Britain and America. En L. Nucci & D. Narvaez (Eds.), Handbook of moral and character education (pp. 80-98). New York: Routledge.

Bennett, W. J. (1993). The book of virtue: A treasury of great moral stories. New York: Simon & Schuster.

Bennett, W. J. (1996). El libro de las virtudes para niños: relatos de hoy y siempre. Barcelona: Ediciones B.S.A.

Blumenfeld, P. Hamilton, V. Wessels, K., & Falkner, D. (1979). Teaching responsibility to first graders. Theory into Practice, 18(3), 174-180.

Blumenfeld, P., Pintrich, P., & Hamilton, V. (1987). Teacher talk and students' reasoning about morals, conventions, and achievement. Child Development, 58(5), 1389-1401.

Botero, C. (2005). La formación de valores en la historia de la educación colombiana. Revista Iberoamericana de Educación, 36(2), 3-19.

Centro de Estudio y Análisis en Convivencia y Seguridad Ciudadana - CEACSC (2008). Diagnóstico de seguridad. Recuperado de http://www.ceacsc.gov.co/index.php?searchword=localidad+de+fontibon&_option=com_search&_Itemid

Elliot, I. (2000). Exploring life as a work of art: A basic school teachers commitment to character. Teaching Pre K-8. Magazine for professional development, 64-67.

Helwig, C. (1995). Adolescents' and young adults' conceptions of civil liberties: Freedom of speech and religion. Child Development, 66, 152-166.

Kilpatrick, W. (1992). Why Johnny can't tell right from wrong: Moral illiteracy and the case for character education. New York: Simon & Schuster.

Kilpatrick, W. & Wolfe, G. (1994). Books that build character. New York: Simon & Schuster.

Kohlberg, L. & Turiel, E. (1971). Moral development and moral education. En G. Lesser (Ed.), Psychology and educational practice (410-465). Chicago: Scott Foresman.

Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York: Bantam Books.

Mischel, W. (1968). Personality and assessment. New York: Wiley.

Mischel, W. (1973). Toward a cognitive social learning reconceptualization of personality. Psychological Review, 80(4), 252-283.

Mischel, W. (1990). Personality dispositions revisited and revised: A view after three decades. En L. A. Pervin (Ed.), Handbook of personality theory and research (pp. 11-134). New York: Guilford.

Nucci, L. (1981). Conceptions of personal issues: A domain distinct from moral or societal concepts. Child Development, 52(1), 114-121.

Nucci, L. (1982). Conceptual development in the moral and conventional domains: Implications for values education. Review of Educational Research, 52(1), 93-122.

Nucci, L. (1984). Evaluating teachers as social agents: Students' ratings of domain appropriate and domain inappropriate teacher responses to transgressions. American Educational Research Journal, 21(2), 367-378.

Nucci, L. (2001). Education in the moral domain. Nueva York: Cambridge University Press.

Nucci, L. (2009). Nice is not enough: Facilitating moral development. New Jersey: Pearson Education.

Nucci, L. & Nucci, M. (1982). Children's social interactions in the context of moral and conventional transgression. Child Development, 53(2), 403-412.

Nucci, L. & Herman, S. (1982). Educational implications of behavioral disordered children's classifications of moral, conventional and personal issues. Journal of Abnormal Child Psychology, 10, 411-426.

Nucci, L. & Turiel, E. (1978). Social interactions and the development of social concepts in pre-school children. Child Development, 49(2), 400-407.

O'Sullivan, S. (2004). Books to live by: Using children's literature for character education. The Reading Teacher, 57(7), 640-645.

Posada, R. (2012). Experiences of violence and moral reasoning in a context of vengeance. Revista Colombiana de Psicología, 21(2), 197-212.

Posada, R. & Wainryb, C. (2008). Moral development in a violent society: Colombian children's judgments in the context of survival and revenge. Child Development, 79(4), 882-898.

Power, C., Higgins, A., & Kohlberg, L. (1989). Lawrence Kohlberg approach to moral education. New York: Columbia University Press.

Ross, L. & Nisbett R. N. (1991). The person and the situation: Perspectives on social psychology. Philadelphia: Temple University Press.

Smetana, J. (1981). Preschool children's conceptions of moral and social rules. Child Development, 52, 1333-1336.

Smetana, J. (1995). Morality in context: Abstractions, ambiguities, and applications. En R. Vasta (Ed.), Annals of Child Development (Vol. 10, pp. 83-130). London: Jessica Kingsley.

Smetana, J. (2006). Social cognitive domain theory: Consistencies and variations in children´s moral and social judgments. En M. Killen & J. Smetana (Eds.), Handbook of morald development (pp. 119-153). New Jersey: Lawrence Elbraum Associates.

Smetana, J., Bridgeman, D., & Turiel, E, (1983). Differentiation of domains and prosocial reasoning. En D. Bridgeman (Ed.), The nature of personal development: Interdisciplinary theories and strategies (pp. 163-183). New York: Academic Press.

Turiel, E. (1983). The development of social knowledge: Morality and convention. Cambridge UK: Cambridge University Press.

Turiel, E. (1998). The development of morality. En W. Damon, R. M. Lerner, & N. Einsenbeg (Eds.), Handbook of child psychology: Social, emotional, and personality development (Vol. 3, 5th ed., pp. 863-932). New York: Wiley.

Turiel, E. (2001). Foreword. En L. Nucci, Education in the moral domain (pp. 9-14). Cambridge UK: Cambridge University Press.

Turiel, E. (2002). The culture of morality. Cambridge UK: Cambridge University Press.

Wainryb, C. & Turiel, E. (1993). Conceptual and informational features in moral decision making. Educational Psychologist, 28(3), 205-218.

Weston, D. & Turiel, E. (1980). Act-rule relations: Children's concepts of social rules. Developmental Psychology, 16(5), 417-424.