Document Type : Research Paper
Authors
1
Imam Khomeini Educational and Research Institute
2
Psychology, Imam Khomeini Institute, Qom
3
Assistant Professor, Department of Psychology, Imam Khomeini Educational and Research Institute, Qom, Iran
10.30471/psy.2024.9874.2207
Abstract
The present study was conducted to develop a conceptual model of critical thinking based on Islamic sources. This research, with its fundamental aim and utilizing a mixed-method approach, employed both qualitative and quantitative methods. In the qualitative section, initially, by forming the semantic field of critical thinking, 14 preliminary indicative concepts were identified: thought, contemplation, reasoning, perception, insight, understanding, acumen, astuteness, knowledge, awareness, consideration, remembrance, critique, and discernment. A form was prepared, and five experts in humanities and psychology were asked to determine the closeness of these terms to critical thinking in Islamic sources and provide their suggestions. The results from the "content validity assessment" for conceptual proximity to critical thinking led to the elimination of 6 concepts, leaving 8 concepts remaining. Using these 8 indicative concepts, Islamic sources were analyzed, and the data obtained were interpreted using descriptive-analytical methods during inferential stages. Considering the conditions, integration of components, and the correlation between categories, the initial model was designed. In the quantitative section, the extent to which the findings aligned with the documents and their relevance to the components was validated by seven experts in humanities and psychology using the Content Validity Index (CVI). The research findings indicated that the conceptual model of critical thinking comprises three dimensions: conditional (systematic, truth-seeking, open-mindedness, inquiry, active listening), core (independence, processing power, flexibility, deep understanding), and consequential (constructive communication, self-awareness, review and enhancement of knowledge, decision-making, and evidence-based speaking). The obtained model can be translated into psychological measures and educational protocols.
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