جستجوی مقالات مرتبط با کلیدواژه « تفکر » در نشریات گروه « علوم انسانی »

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.

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.

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,

To make a novel Islamic civilization based on indigenous and Islamic knowledge, segmentation of science unlike the posterior view which has been done according to the method and the end of available science, should be done based on the prior view to its true and real teacher who is the God.so the goal of this study is presenting a prior plan for segmentation of sciences. The current study was analytical descriptive and has been organized according to library rational analysis method. The findings of study shows that deep thinking in areas of life for discovery, creation, changing, management, excellence and promotion of a pleasant meaningful life, leads us to a modern segmentation of sciences and our orientation as well. Due to the six goals of Quranic thought, a conceptual spiral model of knowledge according to divisions of sciences to detectable, productive, changeable, applicable and perfect model is being suggested. And also, its mediator model to make an executive structure of science production in three dimensions of think tank, library, and applicable sciences in successive generation of the novel Islamic civilization as well.

Despite the fact that philosophical education has a long and bright history in Iran and also enjoys matchless resources in terms of content, it has failed to address modern issues and needs to be updated. This article seeks to study and evaluate the challenges facing the education of philosophy in Iran. six major challenges have been selected and studied in this research. Some of these challenges arise from the confrontation between the culture and ideas of the Islamic civilization and the modern culture and civilization and its novel issues. New perceptions of philosophy are one of the challenges facing the issue of philosophy education in Iran as well as Islamic nations. Furthermore, another part of the challenges stems from intra-cultural dialogues and differences over the status of philosophy in Islamic thoughts. This difference is highlighted when we want to make all teenagers and young people learn philosophy based on a modern education system that occurs in formal and public education. Some Islamic schools of thought are diametrically opposed to philosophy and others embrace it; they consider philosophy as a systematic study of general and fundamental questions which is not for a public engagement. This article seeks to present suggestions to overcome the challenges facing philosophy for all.

Two promises of God to man; are language and thought that, if well known and used, play an important role in human excellence. By studying the relationship between the two and the effect of each on the other, we will know the advantages and disadvantages of these two abilities. Many psychologists and linguists have offered their views on this issue. Among Islamic scholars, the issue of the effect of language on Qur’an-centered thinking has been addressed. But the two-way relationship between language and thought has been less seen. In the bilateral study of these two, each of them was first recognized in the presence of the Qur’an. Then, the principle of the existence of this relationship and then the effect of thinking on language and the effect of language on thinking were considered separately, taking into account the Qur’anic reasons. In the end, it became clear that not only language and thinking are related, but also thinking directly affects language and language also affects thinking. But the main point in this discussion is that God’s view is based on the principle that language and thought should be used together and simultaneously, especially in the recitation of the Qur’an, to facilitate the attainment of the sublime goal of well-being.

This research examines the concept of reasonable life from the point of view of Allameh Jafari and rational education in this concept. In the circles of Islamic thinkers, reason has long been mentioned as the source of inference, the power of understanding, and the agent and judge, and the nature of human education and training is his rationality, so that if rationality is taken away from him, his humanity will collapse and his educational role will disappear. Education is one of the most basic needs of human life. In the light of education, man is correct, as a goal-oriented and thoughtful being, he achieves his goals and ideals and conquers the lofty peak of his desired happiness. In fact, education is providing the grounds and factors to actualize and flourish human talents in the desired direction. The research method in this work is analytical and descriptive, using the collection of Allameh Jafari's works and his opinions and thoughts in the field of rational life and rational education, and a library was used to collect data. Allameh considers intellectual education to be the cultivation of human thinking power to move from ordinary life to rational life. According to Allameh Jafari, the ultimate goal of intellectual education is the worship and service of God.

The definition of proof means "definitely coherent analogy" indicates that it is important that the secret of the rise and greatness of this art in the science of logic must be understood on the one hand in relation to its purpose with the purpose of developing logic and on the other hand in the secret of truth for the purpose of the art of proof in case of compliance The rules contained in it searched. In this article, with the analytical-argumentative method, the conclusion is reached that firstly, the science of "logic" was compiled with the purpose of summarizing the rules of avoiding errors in thinking, and the art of "argument" was included in this knowledge with the purpose of summarizing the rules of the method of acquiring error-free knowledge. and secondly, since the acquisition of "certainty" depends on the two principles of "thinking on the basis of reality" and "using the element of necessity in thinking" and the law of causality is the only law that provides these two principles, the importance of "proof" depends on the law "Causality" returns.

In the new world, metaphysical thinking, that is, conceptual thinking, proposition-oriented, logic-dominated, and as a technical matter, transferable and inter-subjective, has gained complete dominance over the globe, to such extent that the metaphysically obsessed human of our era has lost his familiarity and intimacy with any kind of spiritual knowledge, non-scientific, non-theoretical, non-objective and non-methodical, which was considered as a fundamental part of human experiences in historical theoretical traditions.This is while scientific knowledge which is objective and methodical cognition is not the only form of awareness but forms only a part of the human experience. Alongside scientific knowledge, as emphasized in all historical traditions other than metaphysical ones, spiritual knowledge forms a fundamental and inevitable part of human experiences.From Heidegger’s point of view, metaphysical subjectivism has led to the “homelessness” of modern humans. He refers to art and artistic experience in order to criticize metaphysical subjectivism and detach from it and to show that contrary to metaphysical thinking neither can we reduce the human to a subject (the agent of scientific and theoretical cognition) nor can we consider the world only an object for that subject for cognition purposes nor can we consider subject-object relation i.e., theoretical and scientific relation as the most important relation and the foundation of any kind of relationship between human and the world.This research attempts to show that in Heidegger’s thought by allowing the presence of “absence” in an artistic work the artists are not just preparing the scene for the occurrence of truth for existence but also by making us aware of the distinction between “existence” and “being” detach us from subjectivism which consequently will cause an opening window towards the spiritual matter.

Bildung in Fichte's philosophy is related to his general ideas in practical philosophy, especially with his interpretation of the importance of social unity to shape the members of the society and the influence of moral rules in people's lives. Also, Fichte's cosmopolitan desire for human flourishing is influenced by his thoughts on cultivating a model nation. His thought direction is not in line with a racist point of view and in his thought he encourages people to form a single society with the component of humanity and freedom. In his early thought, Fichte seeks to form a collective Bildung through the issue of freedom in the position of interpersonal harmony, and in his late thought, with the help of freedom and a new definition of knowledge, he wants to cultivate a model nation that is be an objective example in front of other nations in order to create a cosmopolitan world. The method of this research is qualitative, and the description and analysis of the relationship between freedom and Bildung in Fichte's thought has been done with the documentary-analytical method, and the research data has been collected in a documentary way. The result of this research wants to show that Fichte, with his definition of human freedom and its relationship with Bildung, places the ultimate goal of man as absolute thought and free will, which is the creator of harmony between people.

For Heidegger, thinking cannot be limited to metaphysics, science and technology, subjectivism, representation, and logic. Rather, meditative thinking has requirements, the most important of which are questioning and getting on the path of thought. In his view, thinking (denken) and thanks giving (thank / danken) are cognate and are associated with logos or speech. However, the main feature of thinking is that it seeks an existence that invites it to think. According to Rumi, true knowledge cannot be achieved through theoretical or acquired knowledge. Rather, thinking is below mystical or by-presence perception and implies memory, intuition, taste and love. According to him, the main requirement of thinking is behavior, in the highest level of which, a perfect human being will attain certainty and knowledge by connecting with the truth. Thus, in spite of their obvious differences in terms of intellectual origin and principles of thought, but also common elements can be seen in their thought. As Heidegger and Rumi believe, the ratio belief and rationalism alone cannot lead to thinking. Rather, it is a meditative or spiritual thought that will occur through intuition and Openness.