Analysis of Farhad Hassanzadeh's Teen’s Novels based on Lippmann's Concept of Care thinking (Case study: Stories of age groups "D" and "E" with the subject of Stability in the sacred Defense)

Fostering self-awareness, moral and religious values ​​as well as social norms are functions of care thinking. Teaching care thinking in the exploratory circle guides the teens into the stressful situation that he or she may face. Lippmann and FEBK intellectuals use story to enhance thinking power, personal and interpersonal development, and foster moral and social values ​​because of the story's appeal in education as well as the teen’s elusive focus based on FEBK content. They know that they are effective in teen curricula. study aimed at recognizing the functions of caring thinking in Hassanzadeh's teen novels for age groups "d" and "e" with the subject of sustainability in sacred defense based on Lippmann's theory in accordance with common values ​​in Iran with a descriptive-analytical approach to answer how many and how functions of care thinking have been done in the studied novels. Hassanzadeh relies on increasing the component of active thinking (problem solving, decision-making skills) and the component of cultivating indigenous values, social norms and relying on more empathy and respect for others, patience, resilience ‌ is a sense of accomplishment and stability in teens ; therefore, some story events arouse the astonishment and questioning of the teens and cause the indirect teaching of active and valuable thinking following this astonishment and questioning to the teen reader / listener.