Exploring the Implications, Challenges, and Classroom Management Strategies for Critical Thinking in the Humanities.

The purpose of this study is to analyze the consequences, challenges, and strategies of critical education in the humanities. Therefore, the implications of the Critical Thinking Classes, the challenges faced by faculty members in critical thinking education, and appropriate strategies for teaching critical thinking in the humanities area have been discussed. Critical thinking is defined as the art of thinking analysis and evaluation, and it is defined as a correction. (2015،Zeke). In other words, critical thinking is a style of thinking about any subject, content, or form that enhances the thinking of the thinker by analyzing, evaluating, and refining it. (2013،Tashi). Critical thinking encourages students to learn concepts in greater depth and durability, and they are able to explain and apply what they have learned, hence, they will also be able to learn how is possible to relate what they several classes, also they will ask more and more relevant questions and link what they have learned with their daily lives. (Mehrbi, ALIPOOR, 1395). Hence, (Gilfour, 2004) they believe that the necessity of developing critical thinking skills through the curriculum has become one of the major goals of educational coaches. Thus, faculty members can develop students' critical thinking through active teaching methods, such as small groups discussion, case studies, and classroom conferences. The use of active teaching methods can be very effective because of active teaching and learning is the use of strategies that maximize the opportunity for interaction and learners are empowered by participating in teamwork. In fact, whenever teachers in the classroom listening to students' opinions, being comfortable and honest with students, create a warm and intimate atmosphere, encouraging students to participate in classroom activities and to provide ongoing evaluations of paying longer, it becomes true that the motivation of students will increase. (Paul,1995). Therefore, considering the role of faculty members in fostering critical thinking in students, we have attempted to answer the following questions: What are the implications and reflections of the critical thinking classrooms form the point of view of participating faculty members? Moreover, what were the challenges and obstacles faced by faculty members involved in the research in the increase of critical thinking in the classrooms, And what strategies do faculty members in the research suggest for developing and fostering critical thinking in students? This research is qualitative research in terms of approach and is based on the auto ethnography method; auto ethnography should be methodological, ethnographic, cultural in terms of interpretation, and biographical in content. (Chang,2008). The field of study in this study was all professors of the Faculty of Humanities and Social Sciences of Kurdistan University who applied and fostered critical thinking in the classrooms of management processes. Considering the necessity of utilizing the views of a wide range of leading professors in this field, selecting the participants was done using the highest power sampling (checking the cases in which the phenomenon is very strong). High-power sampling can allow the researcher to select a small number of rich items that have in-depth information on the topic and also help them clarify the research topic. (Patton,2000). In this study, we selected faculty members who had a thorough understanding of critical thinking and applied it to the classroom. Finally, 9 professors were interviewed. These teachers ranged in age from 34 to 59 years, with between 8 and 25 years of teaching experience. The semi-structured interview technique was used to collect the required data. At the beginning of the interview, the interviewee was given a general explanation of the research and its aims and after this introduction; the interviewees were allowed to record their interview, each interview lasting between 45 and 60 minutes. Data were analyzed by using a comparative analysis method. This method of comparative analysis is based on comparison to the notion of similarities and differences. Comparative scholars, which focused on the problem of basing a relatively limited number of cases, selected for theoretical and substantive importance. (Ghafari,1388). In this study, we compared open coding to generate basic codes and classify data using methods namely: comparative analysis, congruent events, event-by-category, category-by-category, and concept-by-concept analysis. Finally, a number of categories and several sub-categories were obtained for each question. To determine the validity of the research, three methods of validity, transferability, and validity were used. For data validity criteria, we have tried several times to compare the data obtained from the interview with the real world that was actually the classroom. To make sure that what the interviewees said is true with the facts or not. Also, with a full explanation of how the sample is selected, the method of data collection and a thorough description of how to conduct the interview, a description of the method of data collection has helped to enhance the transferability criterion. Finally, with the help of university professors, especially supervisor and consultant professor, we conduct interviews and various coding steps and analysis methods to enhance the data validation effect. The findings showed that critical education causes a concern and intimacy among students and also increases students' academic achievement. Faculty members also faced challenges and obstacles in teaching critical thinking. One of these challenges was students' lack of motivation and lack of knowledge, and the second was the challenge of incorrect higher education policy making. In addition, faculty members cited attention to classroom management processes and positive student-teacher relationships as critical teaching strategies and strategies. (Gershenson, 2016) acknowledged that the quality of the teacher-student relationship has an impact on student progress. Also, when a student feels that the teacher knows him / her, he / she will feel more committed to the teacher and his / her wishes. It is clear that this depends on the type of teacher's wishes and how they are expressed, but generally speaking, their students are more committed to the professors they know. Students empathize with such teachers and make more positive judgments about them. Having a relationship can help students solve their learning problems more effectively (Lohr, 2004). In relation to the research done, the following suggestions are made by the professors to pay more attention to classroom processes and not all evaluations are summarized in the end-of-semester exam. Relationships have a significant impact on students' academic achievement, and higher education seems to have a serious rethink in quantitative education in order to enhance the quality of teaching.