نوع مقاله : مقاله پژوهشی
نویسندگان
1 کارشناسی ارشد، روانشناسی عمومی، موسسه آموزشی و پژوهشی امام خمینی(ره)، قم، ایران
2 دانشجوی دکترا، گروه روانشناسی، موسسه آموزشی و پژوهشی امام خمینی (ره)، قم، ایران
3 استادیار، گروه روانشناسی، مؤسسه اموزشی و پژوهشی امام خمینی (ره)، قم، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Extended Abstract
Introduction: Critical thinking is recognized today as one of the most fundamental and indispensable skills for individuals in contemporary societies and holds a prominent position in educational systems worldwide. This skill plays a vital role in empowering individuals to make rational decisions and solve personal and professional problems by enhancing higher-order cognitive abilities such as reflection, self-awareness, and the analysis of complex issues.
In today’s rapidly changing world, critical thinking is crucial in addressing both simple and complex challenges—particularly in response to phenomena such as fake news and conspiracy theories circulating in digital spaces, which require analytical and intelligent information management.
Critical thinking is a complex, multidimensional process involving logical reasoning, evidence evaluation, and decision-making based on rational arguments. Scholars have described it variously as reasonable and reflective thinking or as a purposeful, self-regulated process.
Religious teachings—especially those of the Qur’an and Islamic traditions—place a strong emphasis on thinking and reasoning. The Qur’an repeatedly invites individuals to reflect and critically examine baseless beliefs and inherited traditions, warning against blind conformity. This perspective nurtures rationality and guards against intellectual rigidity. Thinkers such as Murtaza Motahhari and Avicenna have also emphasized the importance of critical thinking as a key factor in intellectual growth and as a safeguard against dogmatism and hasty judgments.
Despite extensive research on critical thinking in psychology, education, and philosophy, no comprehensive, well-
defined model rooted in Islamic sources has yet been developed to systematically identify and explain the components of critical thinking. This study aims to identify such components from Islamic texts and to formulate a conceptual, application-oriented model that can guide educational programs and strengthen rational decision-making at individual and societal levels.
Methods: This study is fundamental in purpose and used a sequential exploratory mixed-methods approach, combining qualitative and quantitative phases.
In the qualitative phase, linguistic semantics and qualitative content analysis were applied to identify concepts related to critical thinking in Islamic sources. The study population included the Qur’an, authentic hadith collections of categories “A” and “B,” and the works of religious leaders up to the fifth century AH. Sampling was purposeful and non-random, and data were analyzed with input from experts.
Initially, linguistic semantics was used to identify terms and concepts in the Qur’an and hadiths that align with critical thinking. These were further examined using qualitative content analysis to extract overarching themes. Data were systematically categorized to identify key concepts.
In the quantitative phase, a descriptive survey design was employed to assess the content validity of the identified components. Opinions from five experts in the conceptual phase and seven experts in the component-validation phase were collected purposefully. The Content Validity Index (CVI) was calculated, and any concept with a CVI below 0.79 was eliminated. The experts’ educational backgrounds—both religious and academic—were also reviewed to ensure credibility.
Finally, the entire research process was depicted in a schematic diagram to clarify the study’s trajectory and enhance the transparency and rigor of the findings.
Findings: The research led to the development of a comprehensive conceptual model of critical thinking based on Islamic sources.
Through linguistic semantics and qualitative content analysis, 14 initial concepts were identified. After content-validity assessment by experts, 8 core components were retained. • Systematic Thinking
Truth-Seeking
Open-Mindedness
Questioning Spirit
Active Listening
Intellectual Independence
Flexibility
Deep Understanding
The conceptual model was structured into three dimensions:
Conditional Dimension:
Refers to factors facilitating the emergence of critical thinking, including systematic thinking (planned, organized thought), truth-seeking (active pursuit of truth), open-mindedness (receptiveness to diverse views), questioning spirit (posing fundamental questions), and active listening (careful and analytical listening).
Core Dimension:
Represents the essence of critical thinking and includes intellectual independence (relying on one’s own judgment), information-processing ability (analyzing and interpreting data), flexibility (adaptability to changing circumstances), and deep understanding (profound comprehension of issues).
Consequential Dimension:
Highlights the outcomes of critical thinking, including constructive communication (effective interaction with others), self-awareness (insight into personal strengths and weaknesses), knowledge revision and enhancement (reviewing and refining one’s learning), logical decision-making, and evidence-based reasoning (arguing on the basis of evidence).
In the quantitative phase, the CVI for all components was reported to be above 0.85, indicating strong content validity. This model can be translated into psychometric tools and educational programs for fostering critical thinking skills.
(Figure 1 presents the Conceptual Model of Critical Thinking Based on Islamic Sources.)
Conceptual Model of Critical Thinking Based on Islamic Sources
Dimensions and Components:
Dimension
Components
Conditional Dimension
• Systematic Thinking
• Truth-Seeking
• Open-Mindedness
• Questioning Spirit
• Active Listening
Core Dimension
• Intellectual Independence
• Flexibility
• Information-Processing Ability
• Deep Understanding
Consequential Dimension
• Constructive Communication
• Self-Awareness
• Knowledge Revision & Enhancement
• Logical Decision-Making
• Evidence-Based Reasoning
Conclusion: Critical thinking is a foundational skill that plays a pivotal role in intellectual development, rational decision-making, and solving complex problems. This study demonstrates that Islamic teachings can offer a comprehensive and effective framework for cultivating this skill.
The proposed model underscores that critical thinking extends beyond individual cognitive abilities: it also involves attitudes such as truth-seeking and open-mindedness that foster constructive engagement with the environment and acceptance of diverse perspectives. Intellectual independence enables individuals to avoid dogmatism and blind
imitation, empowering them to arrive at well-reasoned conclusions. Flexibility and deep understanding further equip them to make rational and intelligent decisions in dynamic situations.
From an Islamic perspective, the emphasis on thought, reflection, and deliberation highlights the importance of critical thinking in advancing both intellectual and moral development. These teachings stress avoiding prejudice, encouraging questioning, and fostering in-depth examination of issues. In the information age—characterized by data overload and the spread of misinformation—critical thinking serves as a vital safeguard against misguided judgments.
The findings of this study suggest that the proposed model can serve as a scientific framework for designing effective educational programs to enhance critical thinking. Future research could further test and refine the model, comparing it with international frameworks to identify strengths and address limitations, ultimately ensuring its practical utility in nurturing generations equipped with robust critical-thinking skills
کلیدواژه‌ها [English]
*قرآن کریم
* نهج‌البلاغة، تصحیح صبحی صالح (۱۴۱۴ق)، ۱ج، قم: مؤسسة دارالهجرة.
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