تفکر انتقادی

The aim of this research was an analytical review of the definition of critical thinking and the importance of teaching it, the concept of epistemological beliefs and their role in critical thinking. The method of this research was descriptive-analytical. For this purpose, articles related to research variables were searched and reviewed.The findings showed that critical thinking is a complex and multifaceted term that is considered the ability to effectively analyze information and judge, as well as epistemological beliefs, which are people's beliefs about what knowledge is, how to acquire it, certainty and its limits. Another part of the results showed that student-centered learning activities help the development of students' critical thinking, and their teaching should be considered an integral part of teaching and learning. Also, epistemological beliefs and critical thinking are related, and epistemological beliefs are an important prerequisite for critical thinking and play an important role in its development.The obtained results provide insights for education practitioners in the integration of epistemological beliefs and critical thinking in students' educational programs and the use of student-centered approaches.

The main purpose of this research is to determine the effectiveness of critical thinking skills in explaining the principle of enjoining good and forbidding evil in the second year students of Gilan secondary school. The statistical population was all high school students, with a frequency of 1626 girls' classes and 1678 boys' classes. The sampling method was of a multi-stage clustered probability type. The statistical sample of 262 people included 12 classes (6 treatment classes and 6 control classes) which were randomly selected from among tenth grade students. The experimental research method was conducted with the critical thinking skills questionnaire tool (Glaser-Watson test) for the pre-test. One week after teaching critical thinking skills to the treatment group, a post-test was conducted from both groups. The content of the indirect post-test was about enjoining good and forbidding evil. For analysis, parametric descriptive and inferential statistics were used according to the type of question and hypothesis. The findings showed that teaching critical thinking skills is effective for increasing students' ability to explain what is known and what is forbidden from what is wrong.

Theories of critical thinking are generally divided into two groups: theories that describe the positive and negative characteristics of various phenomena, such as human beings, and the Qur’ānic theory indicating that critical thinking should be based on believing in the open, creative, and infinite knowledge of God. Challenging the content of the first approach paves the way for introducing the creative and variable approach to knowledge. In this way, education adopts a religious and unlimited nature more than ever before. The non-restrictive aspect dominates knowledge and, as a result, the content of educational courses based on critical thinking and is developed under the influence of other dimensions of a philosophical system, including values and knowledge. The open and unlimited process of Qur’ānic critical thinking leads to the priority of creative approaches and their effective incorporation into education. The present study aims to explain a kind of critical thinking based on a constructive approach to the open and unlimited Qur’ānic critical knowledge. Deconstruction means analyzing and reviewing each subject through decentralizing it and discovering some of its new other dimensions that are usually neglected.

The current research was conducted with the aim of investigating the effectiveness of using the brainstorming teaching method on critical thinking (case study: 6th grade elementary school girls in Dashtestan).

The research method was semi-experimental. The statistical population of the present study was made up of 1259 sixth grade female students of Dashtestan city. The sample size of the research was 40 people who were selected by random cluster sampling and were replaced in two experimental and control groups. After the pre-test, the experimental group was exposed to the brainstorming teaching method of Kerami et al.

The results of the findings showed that the application of the brainstorming teaching method has improved the critical thinking of the subjects of the experimental group compared to the control group, which shows the positive effect of the application of the brainstorming teaching method on the critical thinking of the subjects of the experimental group compared to The control group has.

The general conclusion of the research showed that by strengthening the teaching method of brainstorming among students, it can help improve their critical thinking in schools.

Cultivating intellectual powers and strengthening critical thinking are essential to human excellence and are of interest to thinkers and policymakers of different societies. Therefore, the present study aims to examine the place of critical thinking in postmodern educational ideas. A descriptive-analytical method has been used to achieve this goal. The scope of the research was all the documents and sources related to post-modernism, and the analysis and investigation were carried out in a targeted and selective manner until the theoretical saturation was reached, and the data collection was done in the form of documents. The research results show that postmodernists emphasize critical and democratic citizen training in educational goals and critical dialogue in teaching methods. From their point of view, learning is collaborative the relationship between teacher and student is horizontal, and the curriculum includes issues related to knowledge and power, identity, cultural politics, social criticism, and rereading of texts and narratives.

The aim of the current research was the effectiveness of self-awareness training on critical thinking and positive emotion regulation of male students of the first secondary school in Chadegan city. The method of the current research was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the present study was made up of all male students of the first secondary school in Chadegan city. The sample size of this research included 30 people, which was obtained through available sampling. The data collection tool in this research was Jafari et al.'s self-awareness skill training protocol (2015) and Fashion's (1989) critical thinking questionnaires and Garnevsky et al.'s (2001) emotion regulation questionnaires. In order to analyze the data, the analysis of covariance test was used and the results showed that self-awareness skill training improved critical thinking in the subjects of the experimental group compared to the control group. Also, self-awareness skill training improved the regulation of positive emotions, i.e., acceptance, positive refocusing, planning refocusing, positive reevaluation, and marketing in the subjects of the experimental group compared to the control group. The general conclusion of the research showed that by strengthening the training of self-awareness skills among students, it is possible to improve their critical thinking and regulate their positive emotions in schools.

The aim of the present study was to investigate the effect of philosophizing education on creativity and critical thinking of fifth grade female students in Abpakhsh city. The present research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the present study was made up of all female students of the fifth grade of Abpakhsh city. The sample size of this research included 30 people, which was obtained through available sampling. The tools of data collection in this research were Torrance's (1998) creativity and Fashion's (1989) critical thinking questionnaires. The findings showed that the average adjusted score of each of the components of creativity i.e. fluidity, development, initiative and flexibility in the subjects of the experimental group in the post-test stage is significantly higher than that of the control group, which shows the positive effect of philosophizing education on Each of the components of creativity, i.e. fluidity, expansion, initiative and flexibility in the subjects of the experimental group compared to the control group. Philosophizing training has improved the critical thinking of experimental group subjects compared to the control group, which shows the positive effect of philosophizing training on critical thinking in experimental group subjects compared to the control group. The general conclusion of the research showed that by strengthening the education of philosophizing among the students, it is possible to improve their creativity and critical thinking in schools.

Story has a very critical role in the formation of critical thinking skills. The purpose of the prison research is to explore the potential benefits of normal stories in the formation and promotion of critical thinking skills in children. The present research has utilized content analysis method to explore the extent and components of critical thinking skills in the view of Richard Paul in stories authored for children at the age range of “C” (10-12 years) all of which were published during 1961 -2006 and listed as appropriate books in the Council of Children’s Books. The results indicate that the components of implications and consequences, information, data, evidence, experience, purpose, moral reasoning capabilities are in a better position than other components. The weakest components are assumptions, confidence in thinking, opinions and inferences, and interpretations. Also, most of the successive growth of stories in terms of critical thinking components has occurred in the late works and in the eighties, regardless of the cross-sectional growth of the forties.

The aim of this study is to reveal the position and role of critical thinking in the flourishing of innate self-awareness based on the words of Imam Ali (as).

Using descriptive-analytical method, first a common definition and concept was extracted from various philosophical, educational and psychological perspectives.

In order to reveal the place of this common meaning in the words of Imam Ali (as), examples such as self-criticism, lack of mental prejudice, foresight and empiricism, as the most important attributes for critical thinking. , were identified as requiring skills such as fact-finding, solution-finding, and the ability to migrate from the past.

The results of the study revealed that these three skills in critical thinking have a significant role in innate self-awareness and are considered as an integral part of it. because the concept of innate self-awareness was not separated from the concept of the ability to comprehend reality, which was introduced in critical thinking; but it included; because the basis of esoteric consciousness in critical thinking in the manner of Imam Ali (as) has been considered as a fundamental factor in the flourishing of innate self-consciousness and ultimately has made it possible for human being to access to the pure truth by paying attention to the supernatural and metaphysics.

“Critical thinking”  “organizational ethics” and “organizational innovation” are the main variables that in organizational management, are in the core of attention of researchers. The purpose of this study was to investigate the relationship between critical thinking and organizational innovation with organizational ethics mediation among employees of Urmia University.

  This study is an applied research and descriptive – correlation survey. The population universe of this research included 630 people the employees of Urmia University, That 230 person of them were selected through random sampling. The data were collected by using three standard questionnaires; critical thinking, organizational ethics and organizational innovation. Data were analyzed by using statistical analysis of structural equation modeling with the method of partial least squares (pls).

The findings of this study showed that critical thinking has the ability to explain changes in organizational ethics and organizational innovation by 67% and 46%, respectively. And 60% of the changes in organizational innovation are described by organizational ethics. Also Critical thinking has the potential to explain organizational innovation through the role of mediating organizational ethics by as much as 40%.

According to the statistical results, all the assumptions of the research are confirmed
And this overall result of the research was obtained, that organizational ethics has a mediating role between the relationship between critical thinking and organizational innovation.

In different branches of science, the word  can denote different scientific activities. Logic courses taught in humanities departments and the ones taught in engineering departments only share similar course titles, a number of preliminary definitions, and examples. This raises the question about the nature of logic and the purpose for teaching it to students of different academic majors in higher education institutions. Normally, the answer would be that logic, similar to other courses, equips students with tools or skills which they will need in their studies. But what are these tools and skills and what is the best method for teaching them to students of different academic majors? In this article, I aim to answer this question by examining the three major options: Aristotelian logic, first-order predicate classical logic, and informal logic. I try to demonstrate that there are both philosophical and psychological reasons in favor of teaching informal logic as the main material in introductory courses in logic; specifically introductory courses aimed at student who do not major in logic.

The concept of philosophy is closely intertwined with the concept of intellectualization. Moreover, the way of transmitting thought from the realm of subject to the realm of object has been the inevitable concern of thinkers. A question may arise in our mind as to how can we express our ideas so that to be perceivable to the lovers of philosophy? On the one hand, the technique of choosing proper terms, the way of chapter wising and referring to philosophical ideas, all acknowledge the close relationship between art and philosophy. On the other hand, in the program of “philosophy and children” the way of developing stories and rising questions as well as the style of speaking of teachers indicate the use of a kind of art in this field. Dialectic or conversation in the program of “philosophy and children” is one of the basic principles and if we succeed to apply exactly the art of dialectic to attain exact definitions of philosophical concepts then we can concede our relative success in implementing this program. The present work, by reviewing the pattern of critical thinking and giving a brief account of the program of “philosophy and children”, intents to explain the place of the art of dialectic in the program of “philosophy and children”.

Ethical reasoning and critical thinking have an effective role in adapting to the environmental and educational conditions in students. Accordingly, identifying the factors affecting them is essential. By understanding this important issue, this study aims to investigate impact of education through infographic on ethical reasoning and critical thinking in heavenly gift lesson.

The research method was quasi experimental with pre-test and post-test design with control group. The statistical population of this study includes all second-grade elementary students in Urmia city in the academic year of 2017-2018. Using random sampling method, 48 students were divided into two experimental and control groups (each group was 24). Research data after collection based on research questions and using analysis of covariance was analyzed.

The results of the study showed that the effect of education through infographic on ethical reasoning and critical thinking of students in the lesson of the heavenly gift is positive and significant.

As a result, development of moral reasoning and critical thinking of students
can be considered to education info graphic

Richard Paul is a renowned thinker in the field of critical thinking who believes in the implementation of critical thinking in human decisions and actions. By analyzing reasoning and thinking, he found certain ideas that turned out to be significant in analyzing thinking. Here his contextualism is blatant which along with foundationalism and coherenticism seem to be a kind of reaction to skepticism. From this perspective, in epistemology, there is a turn towards social contexts. In this way, contextualism enjoys certain contextual elements such as actions, social relations, culture, and other human situations in justifying a belief or vice versa. Context, in this sense, can formulate Paul’s inclination towards textulism, pluralism, and relativism. The main objective of the present work is to explore the consequences of Richard Paul’s theory. Resolving the problem of contextualism by critical thinking is one of the Paul’s innovations that so far has remained unnoticed. So universal attention towards his ideas made this research necessary for analyzing his views. According to this research, Paul has succeeded to follow a moderate method that contains in itself certain universal standards which at the same time attended to context. Consequently, in his fair-minded critical thinking, Paul has sought to be saved from falling into reductionism, and in this way he has succeeded to reduce the consequences of contextualism.

Today, the proper and effective use of multimedia learning environments requires the design, compilation, and integration of the components of the field of science education. One of the main components that has been overlooked in these softwares is the critical thinking component. The purpose of this study was to develop and validate the curriculum of the sixth elementary school curriculum based on the constructivist approach (Van Morinbour's multimedia model) and its impact on critical thinking skills in two interpretive and inferential areas. This research was carried out in two phases. In the first phase, the curriculum was designed and prepared with the emphasis on interpretive and inferential skills based on the Van Mearburn multimedia model. In the second stage, the effect of the application of the educational package prepared on the basis of interpretive and inferential skills was assessed by semi-experimental and based on pre-test and post-test design. The results showed that the teaching of thinking and research based on the educational package prepared on experimental and experimental inferential skills had a significant effect (P <0.05). According to the results of the research, the application of the curriculum of thinking and research with constructivist approach increases the skills of critical thinking in two areas of interpretive skill and inferential skills of learners

The main purpose of this study is to investigate the effect of need-centered teaching of the thematic commentary on the Quran on the critical thinking of female students of Vali-e-Asr University in Rafsanjan. The present study is a quasi-experimental research and pre- and post-test design with a group was used to achieve the goals. The population of the study is female undergraduate students of Vali-e-Asr University of Rafsanjan in the second semester 2017-2018. The sample size is responded to California Critical Thinking Questionnaire (Form B)180 people had inclusion criteria. Using a simple random method, 30 people were selected. After a 14-session need-centered teaching of commentary course, the test was performed again. Data analysis is performed on descriptive and inferential levels. There was a significant difference between pre-test and post-test results in terms of mean scores of critical thinking subscales and ultimately critical thinking before and after training. The appropriate teaching method and content are the important factors influencing development of critical thinking skills. The need-centered presentation of the course of the thematic commentary on the Quran had a significant effect on improving students' critical thinking skills.

New technologies, which are resulted by human thinking and have ‎suddenly changed the level and quality of human life and have caused ‎yesterday's impossibilities to be not only possible but also obvious, has brought ‎the education system into a new era, which is called lifelong learning era. The ‎existence of appropriate opportunities in the lifelong learning era that provides ‎possibility of learning at any time and place a well as increasing information ‎growth has created a serious challenge to traditional ethical education in the ‎education process so that founders of educational system must find a solution ‎for the growth of ethical education. Thinking is the highest level of education. By integrating the components of critical thinking in lifelong learning ‎environments, the context of the growth of ethics education is being provided ‎more than ever.‎ Lifelong learning era has provided a challenge and an opportunity ‎for ethical education.‎‏ ‏The challenge is that traditional education approaches ‎cannot grow up audiences of educational system in terms of ethical education, ‎and the opportunity is that the ethical education goals can be realized through ‎integrating critical thinking elements in a lifelong educational system ‎considering the potential that the lifelong educational system has in terms of ‎critical thinking. The lifelong learning system in the lifelong learning era lies ‎in the components of critical thinking, and these ‎components can be brought from the hidden and potential levels to the actual ‎level by designing and integrating them.‎

Education is considered to be one of the most important activities of human being in all communities. The increasing spread of social structure and the demand for training and preparing the people for a life in progress on the one hand, and the existence of different approaches concerning the role of man in the present age on the other hand, more than ever, have prompted the upholders of teaching systems to undertake the guidance and organization of teaching process. Modern education seeks to focus on promoting critical and proper methods of reasoning and thought in curriculum. Rapid changes of societies, increasing growth of information, intrusion of cyberspace into human life and necessity of proper confrontation with these changes prompt us to think properly and develop our imaginal faculty and judgment in order to come to term with these changes.
In this regard, three decades ago, a program of teaching philosophy for children was worked out in order to modify and strengthen their intellectual power. This program is considered to be one of the latest methods for strengthening the reasoning, judging and detecting power of children as well. Moreover, this program possesses certain cognitive and social objectives and its main objective is to teach thinking method for children. To meet this end, a kind of qualitative method of study has been adopted in collecting data in this work. The conclusions of this study indicate that in this program a great attention has been made to various dimensions of philosophical mind. But keeping in view the changes in the field of internet technologies and cyberspaces and the confrontation of children with these developments, they should be guided through this program toward criticizing the information that come to their mind. More important, threat of cyberspace against children is an important factor for drawing the attention of the educationists to this crucial issue.

Philosophical communities of inquiry enjoy a practical, rational and philosophical attitude toward the development of critical, creative, and controlling insight into the surrounding issues. Since a great deal of people’s ideas, beliefs, thoughts, and worldviews are under the influence of cyberspaces in the present time, particularly in modern communities, it is necessary to develop a critical approach among children in dealing with the contents of the cyberspaces, and teach them how to confront with these immense information provided by these centers. The present paper, as carried out with the participation of children in philosophical communities of inquiry, is an attempt to enhance the critical, creative and accountable ability of children in confronting with the content and existing information of the cyberspaces. An analysis of the data as collected by Covariance method with %99 certainty in twelve sessions indicate that the participation of students in philosophical community of inquiry can affect their critical thought skills including the skills of inductive and deductive reasoning, analysis of media messages, enhancing self confidence, and increasing hypothesis making in internet(p≤0.01). Accordingly, we can benefit from the teaching program of “philosophy for children” in deepening our understanding of information in cyberspaces and reducing the destructive impacts of this invaluable and overall media.

This research aims to investigation of attention to critical thinking and internal desire in natural science textbook of the fifth grade on philosophical skills according to hamedan teachers view point in the school.
Research method was survey. The statistical population are all teacher of primary school of Hamedan city that their number is above 1105 person. The data gathering instrument was researcher made philosophical skills assessment questionnaire that its validity appreciated by experts and its reliabity using Cronbach alpha coefficient computed about./.82. The statistical method were descriptive statistic indices such graph and percent and non-parametric x2.
The results show that natural science textbook of the fifth grade ,in Hamedan teachers` view, focuses critical thinking including evaluation ,inference and reasoning skills and internal desire skill including sub skills of communication, survey and curiosity.
The implementation of the philosophy program for children can be effective on intellectual and behavioral skills of children, and in creating attributes such as strong motivation, clever curiosity, intellectual and practical independence, self-esteem and Selfassurance, And the sensitivity of the person to the issues has a positive impact. Teachers can also influence the quality of critical thinking and intrinsic desire of children by adopting a thinking education approach.