A comparative study of the role of critical thinking in education according to Allameh Tabataba'i and Habermas

By comparing the philosophical and educational ideas of Allameh Tabataba'i and Habermas, this study explored the indicators of critical thinking and its effects on educational elements (objectives, teaching methods, curriculum, teacher’s role) to offer practical educational implications. A descriptive, comparative, and qualitative content analysis approach was adopted in compliance with the research questions. A conceptual framework relying on scholars’ definitions was employed for data analysis. The data were collected by taking notes on purposively selected articles and books penned by the two philosophers. Investigator triangulation, check and recheck, comparison of findings with those of similar studies, and theoretical triangulation were performed to confirm the validity and dependability of the results. Based on the findings, the components of critical thinking (questioning, discussion and debate, rationality, logical reasoning, liberal thinking, ethical education, and seeking the truth) appear in the works of both philosophers. The following educational implications resulting from their viewpoints are presented based on educational elements: reason-based and nature-based ethical education, freedom from ignorance and domination, attaining closeness to God, honesty, liberal thinking, a collaborative method based on constructive discussion, and teachers’ communicative action in line with their knowledge and practice.