جستجوی مقالات مرتبط با کلیدواژه "تفکر" در نشریات گروه "علوم انسانی"

This study aims to develop a conceptual model of critical thinking based on Islamic sources. The research employs qualitative content analysis of religious texts (Shujaei, 2020), a method used to derive psychological insights from Islamic teachings. To achieve this objective, relevant concepts and propositions related to critical thinking were collected from Islamic sources. The gathered texts underwent pre-processing for analysis. Next, inferential content from each proposition was recorded on a structured form. To ensure validity, the findings were evaluated by 13 experts, who expressed their opinions on the interpretations of Quranic verses and hadiths using a four-point Likert scale ranging from "strongly agree" to "strongly disagree." Based on expert feedback, two validity indices—Content Validity Ratio (CVR) and Content Validity Index (CVI)—were calculated. After applying the specified criteria and analyzing the results, 11 key components of critical thinking were identified: Use of Reliable Sources, Clear and Coherent Explanation, Logical Evaluation of Ideas, Evidence, and Claims, Scientific Approach, Open-Mindedness, Foresight and Consideration of Consequences, Reasoning and Rational Argumentation, Comprehensive Analysis, Inquiry and Questioning, Reflective Thinking and Avoidance of Hasty Judgments. Finally, a conceptual model of critical thinking was developed using these components, and the final report was compiled.

The Islamic civilization has experienced various ups and downs throughout history. The Islamic Revolution marks a turning point in the revival and reformation of Islamic civilization, which has been one of the fundamental ideals of the revolution. In recent years, the Supreme Leader has referred to it as the "New Islamic Civilization" and has outlined its formation in five stages: the Islamic Revolution, Islamic System, Islamic Government, Islamic Society, and the New Islamic Civilization.The aim of this research is to examine the relationship between the culture and thinking of the Basij (volunteer force) and the software dimension of the New Islamic Civilization. The study is applied-developmental in nature, and its methodology is descriptive-analytical with a mixed approach. Data collection was done through fieldwork and library research, using tools such as note-taking, interviews, and questionnaires. The research sample consisted of 53 experts from these fields, selected purposively, and 17 individuals were interviewed. Qualitative data were analyzed using MAXQDA software, while structural equation modeling for quantitative data was conducted using Smart PLS software.The time frame of the study ranged from 2019 to 2023 for data collection, and the research results are intended to be applied until the sustainability of the research findings. The geographical scope of the research is the Islamic Republic of Iran, and the thematic focus is on the culture and thinking of the Basij and the New Islamic Civilization.The results of the study show that the culture and thinking of the Basij have a significant relationship with the software dimension, with a t-value of 9.267, a path coefficient of 0.571, and a significance level of 0.000. Therefore, with 95% confidence, it can be stated that the culture and thinking of the Basij have a significant positive indirect impact on the software dimension

Critical thinking is a cognitive process that allows an individual to evaluate various facets of a problem using well-founded reasoning. The objective of the present study is to design a model for the antecedents and consequences of employees' critical thinking in public organizations in Iran

In this study, a mixed-methods approach was employed. The qualitative component's statistical population comprised management professors and senior managers from government organizations, with a purposive sampling method yielding a sample size of 18 participants. The statistical population for the quantitative segment included managers and experts from Iranian government organizations, with the sample size determined to be 176 individuals through two-stage cluster sampling based on Cohen's statistical table. Data analysis was conducted utilizing NVIVO and SMART PLS software.

The analysis identified nine themes: organizational atmosphere and culture, human resource training and development, employee competence, and employee motivation are acknowledged as antecedents to critical thinking, enhanced decision-making, and problem-solving capabilities. Additionally, the sustained management of human resources, productivity, organizational effectiveness, creativity, innovation, and foresight regarding the implications of cognitive processes are critically examined.

To foster critical thinking among employees in government organizations, it is essential to concentrate on the antecedents identified by management and to institutionalize these factors within the organizational environment.

The purpose of the current research is to investigate the factors and obstacles affecting the development of critical thinking in Islamic thought. According to the teachings of Islam, cultivating the critical faculty is particularly important; So that it has been prevalent in the orders and practices of religious elders, and religious scholars have spoken a lot about its necessity in the field of intellectual education. Based on this, the main question of this article is what factors and obstacles are effective on the growth of critical thinking according to Islamic thought? This research is a fundamental research with a descriptive analytical method, which was obtained by studying religious texts and sources such as the Holy Quran and the traditions and hadiths of the infallible Prophets. The results of the research show that the factors that influence the development of critical thinking are thinking, science, self-cultivation, consultation and interpretation, which increase the ability to analyze scientific topics and, of course, the ability to criticize thought, which can provide guidelines for the development of critical thinking. brought The most important obstacles to critical thinking from the point of view of the Holy Qur'an are things like ego, attachments, following suspicions, weakness of knowledge, blind imitation, weakness of attention and physical obstacles.

Despite having common perceptive tools such as the senses, intellect, and intuition, our understanding of the truths of the universe and the cause of its existence varies. This research, using a descriptive-analytical method, seeks to explain the reason for such differences in cognition. As such, it suggests that the tools of recognition may not be able to lead us all to shared knowledge and understanding. Reflecting on Quranic verses and examining the tenets of the school of literary Realism show that reasoning is a means of cognition. Human senses, intellect, and intuition are the sources of knowledge, and all knowledge involves a combination of intellect and experience. Most experiential knowledge – linguistic skills – is obtained through eyes and ears. Therefore, linguistic skills and reasoning – or language and thinking (mental ability) – are shared tools of cognition. Investigating the relationship between language and thinking leads to the following conclusions 1. Language and thought are one, and the diversity of thought causes differences in knowledge. 2. The Quran introduces the intelligent as the owners of shared understanding. 3. Acquiring the features of intelligent individuals leads us to shared understanding.

The occurrence of illness has been a complex issue for humanity throughout the ages. Philosophical psychologies consider health essential for human growth and development, viewing illness as an obstacle to human progress. However, Islamic traditions emphasize the constructive nature of illness. This research delves into the analysis of illness's impact on human spiritual growth from the perspective of Transcendent Philosophy, aiming to contribute to the understanding of illness' ultimate purpose. Through a library-based approach and considering the philosophical principles of Transcendent Philosophy, this study examines the effects of illness on humans. Contrary to the views of many physicians and philosophers who perceive illness as a hindrance to human growth and development, based on the principles of Transcendent Philosophy, illness can be one of the most important tools for the ascension and spiritual growth of the human soul. In other words, illness, in the very roles that seem detrimental to human growth, can aid in its advancement. Accordingly, illness can have beneficial effects on at least learning, worship, remembrance, thought and judgment, experiencing pleasure, and controlling anxiety. It can even, better than health, awaken humans and lead to their spiritual growth.

The purpose of this article is to examine John Dewey's views on "education" and "ethics" and his efforts to apply these two categories in solving society's problems. Dewey introduces "problem solving" as a practical method in education and believes that this method plays an effective role in achieving social goals. Although Dewey does not explicitly mention the "problem solving" method in his moral philosophy, he seems to be trying to present a similar method in this area, especially moral education. In order to achieve this goal, he pushes fixed moral principles to the sidelines and makes moral judgment dependent on the evaluation of each situation and its unique characteristics. Dewey believes that the presentation of ethics lessons by educators and the learning of ethical principles by students does not lead to any results, and the prerequisites for the effectiveness of ethics should be provided in the field of "action". The main issue in this article is how Dewey tries to present a method such as "problem solving" in the field of ethics and moral education, a method that is used to solve a complex situation in which a person is caught. The results of this research show that Dewey, as one of the pioneers of pragmatism and instrumentalism, considering ethics as a "science", considers moral principles as "hypotheses" that need to be re-evaluated to be used in a new situation. Therefore, moral education depends on "rational inquiry", "thinking", "research" and "experience", elements that evoke "problem solving" in Dewey's philosophy of education.

This research has been done with the aim of explaining the conceptual model of the relationship between language and thinking based on the Qur'an and extracting its educational implications for children's intellectual development. Therefore, using the descriptive-analytical-inferential method; First, the frequently used keywords referring to language and thinking in the Quran were equated, which include Notgh, Ghol and Kalam.Then the characteristics of each one are based on the verses related to the key words of the analysis, then the relationship between language and thinking is explained philosophically and it was concluded that the steps taken in thinking correspond to the linguistic phenomena of Notgh, Kalam and Ghol. From another point of view, each of the linguistic phenomena of Notgh, Kalam and Ghol can be adapted to the process of thinking. In the following, the conceptual model of this relationship was drawn based on the Qur'an, and finally, the educational implications of the relationship between language and thinking for children's intellectual development were extracted. Considering that the best educational approach in relation to a child can be an aesthetic approach; By means of favorable verbal stimuli, the child should be directed towards real values and needs. In order to activate the correct thinking in the child, he should be exposed to the word of truth, and by using the power of the divine word in its artistic and aesthetic forms, it is possible to teach children the ways of learning the word.

The present research aims to identify the components that can increase the quality of architectural design education for conservatory students.

This study is applied in terms of purpose and qualitative in terms of execution method, and it was done using synthesis research and meta-synthesis. In this regard, several databases were reviewed based on the six-step method of Sandelovski and Barso, and 66 related research sources were used for analysis. In order to analyze the findings, Roberts' six-stage synthesis model was used utilizing open and axial coding methods.

Based on the analysis of statistical data, the factors of education, knowledge, skill, and measurement from the dimension of general pedagogy, factors of creative thinking, design thinking, critical thinking, and reflective thinking from the dimension of thinking, and factors of cognitive differences, learning psychology, and individual ability from the dimension of adolescent psychology have the greatest effect on improving the quality of architectural design education and increase the efficiency of education.Conclusion and suggestions: The findings of this research showed that it should be accepted that teaching-learning approaches have changed today. Learners prefer to play an active role in the classroom and learning. Therefore, one of the most important things to pay attention to in teaching-learning approaches is creating attractive learning situations. The findings of this study have provided appropriate practical achievements to improve students' learning and can provide the necessary platform to improve its quality.

Innovation and originality:

 An interdisciplinary study and identification of the quality themes of the department on improving the quality of architectural design education in three different areas and their combination are the innovations of the present research.

Creating "disposition to thinking" is an approach that has recently been taken into consideration for cultivating thinking in the world's educational systems; because simply by teaching the "skill" of thinking to the learners, it is not possible to guarantee becoming a thinker. Since intellectual disposition is a cultural phenomenon and originates from interaction with environmental beliefs, values and norms, it is very important to pay attention to cultural elements in the disposition to think. Therefore, the research aim is to identify the strengthening factors and barriers to the disposition to think based on the Holy Qur'an, and as a result, some suggestions for educational systems. For this purpose, 232 verses whose conceptual scope and themes represented the topic of thinking in the Holy Quran were identified and analyzed. After extracting the basic concepts (28 basic concepts), finally, 4 key axes for the strengthening factors and barriers to the disposition to think from the perspective of the Holy Quran were obtained. The results of the present research, from the perspective of the Holy Quran, indicated that making thinking flow requires factors such as: sources and topics for thinking, appropriate methods, protecting thinking from inhibiting factors (obstacles) and strengthening and guiding thinking through facilitating factors. Based on this, it is necessary for educators to play the role of a model for thinking, providing rich and useful content, providing opportunities and activities for thinking and intellectual challenges, hypothesis testing, expanding the capacity of intuitive and esoteric understanding, moral education and refinement of the self can provide the students with a disposition to think.

Numerous contemporary philosophers have found inspiration in Heidegger's body of work, incorporating his ideas into their own philosophical reflections. Consequently, a comprehensive examination of Heidegger's perspectives and intellectual framework reveals these influences, notably demarcated by the distinction between calculative thinking and disclosure thinking. Employing an analytic approach, this article delves into Heidegger's oeuvre, where he delineates philosophies concerned with existence as opposed to those focused on existents, often neglecting existence itself. It explicates his portrayal of humans as beings summoned by existence, embarking on a journey of inquiry and questioning. Heidegger perceives himself in a state of anticipation, awaiting the summons of existence. As elucidated, Heidegger espouses an alternative form of thinking, one achieved through a liberating process wherein individuals traverse arduous paths of contemplation to unveil reality as a mode of disclosure and revelation. The articulation of these discoveries is expressed through a poetic language. From this standpoint, existence establishes a profound connection with spiritual thinking, finding its dwelling in language as the very abode of existence. Notably, Heidegger himself intuits a spark of reality within this framework.

The purpose of this study was to identify and explain the features, capabilities, and components of computational thinking as one of the basic learning skills at the primary school level. This qualitative study used meta-analysis to identify the components of computational thinking. For this purpose, Persion keywords such as “thinking”, “thinking skills”, “computational thinking in primary school”, and “computational thinking in students”, together with their equivalents in English, were searched in MagIran, Sid, Civilica, ScienceDirect, Scopus databases, Institute of Electrical and Electronics Engineers from 1390 to 1399 and 2000 to 2021 in Persian and English sources, respectively. Data were collected using Sandelowski and Barroso’s seven-stage metasynthesis method. The sample was selected using acceptance and non-acceptance criteria and Critical Appraisal Skills Programme. The credibility of the results was checked using the researcher’s self-monitoring, peer review, and expert survey. Initially, 1643 articles were extracted, of which 1533 were screened based on the title, 35 based on the abstract, and 51 based on the content. Finally, 24 articles were selected as the study sample and analyzed. Based on the findings, the components of computational thinking can be classified into nineteen general categories. The results, furthermore, highlighted the importance of the following three basic categories in cultivating computational thinking in schools, especially during childhood and the early years of primary schooling: cognitive skills, communication and information skills (technology), and skills related to science, engineering, and mathematics. There was a high level of overlap and a positive relationship between the identified components and categories of computation thinking. In sum, it can be stated that computational thinking is an emerging problem-solving skill that should be taught and learned through technology and computer science in early childhood and primary schools.

This study was organized with the purpose of discovering the most important outputs of creative thinking in the artist Mahdavi.

This research is based on the explanatory-analytical method in content processing, and according to the achievement or result of the research, it is a developmental-applied type and in terms of the type of data used, it is a qualitative research. The method of collecting information is library type and description is used in exploration.

The most important role of creative thinking is in empowering the individual artist. This empowerment can be observed in two fields of motivation and skill. Overcoming the rooting problem, creating a sense of self-efficacy, stable commitment and intelligent understanding of individual differences in conveying Mahdavi's message are the most important research findings in the motivational and psychological empowerment of Mahdavi artist. The innovative design of the artwork and the growth of emotional initiatives are also effective in empowering the artist in the field of Mahdavit doctrine.

The results of the analysis and combination of the collected data show that it promotes creative thinking, promotion of motivational power, innovation and self-esteem in the field of personal empowerment of Mahdavi artist.

Children's books affect children's language, cognitive, personality, and social development. The presence of an accurate definition of this concept can help the child's holistic development. The present study aimed to reach the concept of children's books based on the definition, that Allameh Tabatabai provided from the Qur'an. The library method and focus group have been used. Six experts who had Quranic studies were included in the focus group. The qualitative data analysis identified three types of books in a child's life: 1) a physical book contains the child's memories and experiences and establishing beliefs through it, 2) The book "Parents and their lifestyles" (behavior and speech of the parents and the child's surroundings, facilities and place of his life), 3) a book about nature and natural phenomena. Based on the findings, parents should not ignore the effect of their communication with the child and try to provide holistic development for the child through the three types of books.

In Indian philosophical thinking, philosophy is the explanation of the nature of the innermost essence of the world. In this way of eastern thinking, philosophy is Brahmavidya or knowledge of Brahman. Indian philosophy is not only a philosophy but also a way of salvation. In fact, Hindus use the word "darshan" for philosophy, which in Indian philosophical thinking is a type of thinking and insight (insight) that is based on intuition more than anything else. Hindus also use the word "dharma" for philosophy, which means the right way and order and harmony in the world. This is the reason why Indian thinkers believe that the wisdom and philosophy of India is a wisdom that has been formed in line with dharma and the correct order and harmony of the world. One of the positive characteristics of Indian philosophical thinking is the effort to discover the truth, connection and reconciliation with Nature, the presence of intuition instead of paying attention to reason and reasoning, diversity and variety of schools, unity in moral and spiritual issues, attention to the issue of original art, attention to language and esoteric sciences and deep psychology, and absolute understanding in its negative form and superiority Kelley pointed at Freddie himself. The findings of the research show that Indian wisdom and philosophical thinking use more intuitive methods in discovering truths, and arguments do not have much place in it even to prove the existence of God. Lack of development of natural sciences, austerity and denial of the objective realities of the world, lack of attention to the world and worldly sciences, neglect of history and philosophy of history are negative characteristics of Indian wisdom and philosophy.

The discussion about the nature and dimensions of thinking/reasoning as a fundamental issue has always been the concern of human beings and especially philosophers. In this article, an attempt has been made to discuss thinking in the literal and idiomatic sense, its place in Islamic philosophy and political philosophy, and for this purpose, the opinions of Farabi and Mulla Sadra have been referred to. The result is that, in Islamic philosophy, thinking can be understood in relation to ontology and placing man as a part of the pyramid of existence, and his thinking in such a system is aimed at happiness. Al-Farabi has discussed this issue under the discussion of the chain of intellects and its levels, and he considered the head of Madinah Utopia to be one of those who have reached the rank of "utilized intellect" and has divided the attainment of this rank into the types of Madinah. Mulla Sadra has also been guided to the same point in another way,