Analysis of dimensions and components Model for Teaching Thinking to Children in the Framework of Islamic Educational Philosophy

Subject Areas :

Farshad Mahnegar ¹ , Somayeh Kiarasi ² , Faranak Omidian ³

1 -
2 -
3 -

Received: 2025-04-01 Accepted : 2025-07-09 Published : 2025-07-09

Keywords: Teaching thinking to children, Islamic educational philosophy, aesthetics, art.,

Abstract :

Background and Objective: The present study was conducted with the aim of designing a model for teaching thinking to children in the framework of Islamic educational philosophy and with an emphasis on aesthetics and art. The model is based on four main pillars: Islamic educational philosophy, aesthetics, art and teaching thinking, and by utilizing components such as monotheistic education, the connection of reason and heart, and Islamic anthropology, it seeks to present a theoretical and practical model in the cultural-value context of Islam. Art and aesthetics have also been used as tools to enhance learning and cultivate thinking.

Method: This research was qualitative with a data-based approach and an applied purpose, and the statistical population included 32 teachers and experts in the field of teaching thinking, Islamic education and art. The data were collected through semi-structured interviews and analyzed in three stages of open, axial and selective coding.

Findings: The findings led to the design of a conceptual model that includes components such as: necessity and need, goals, content, teaching-learning methods, teacher role, evaluation, time, space, resources, implicit learning, and program outcomes. This model includes 60 indicators that provide a comprehensive framework for teaching thinking.

Conclusion: The results of the study show that teaching thinking within the framework of Islamic philosophy and aesthetics requires a coherent and multidimensional model that pays attention to the cognitive, emotional, and aesthetic dimensions of the child. The use of art, meaningful content, interactive methods, a capable teacher, and organizational support can help foster creative, ethical, and reflective thinking in children and provide a new model for an educational system based on a philosophical, artistic, and religious attitude.

References:

1. Ahmadi, F. (2019). Investigating the effect of group art activities on children's social skills. Children's Social Research, 5(1), 53-67.
2. Jafari, M. (2016). The relationship between visual arts and the development of creative thinking in children. Art Studies, 10(1), 22-33.
3. Jafarifar, S. and Teymouri, H. (1402). A comparative critique of the philosophy of the P4C program with the principles of Islamic education. Research Journal of Islamic Education Philosophy, 18(2), 75–94.
4. Hojat, M. (1401). Islamic aesthetics and its role in education. Quarterly Journal of Islamic Art Studies, 10(1), 33–51.
5. Hojati, Mohammad. (2016). Philosophy of Islamic education. Tehran: Research Institute of the Seminary and University.
6. Haddad-Adel, G. (2007). Philosophy of Islamic education. Tehran: Sadra Publications.
7. Hosseinzadeh, Fatemeh. (1400). Presenting a model for aesthetic education based on the principles of beauty in the Quran. Master's thesis, University of Tehran.
8. Hosseini, M. (2019). The Effect of Islamic Art on Teaching Children Critical Thinking. Journal of Visual Arts, 15(2), 45-58.
9. Hosseini, M. (2018). Rational Education in the Islamic Education System. Islamic Studies in Education, 9(1), 65-87.
10. Heydari, Z. (2019). The Relationship Between Art and Critical Thinking in Children’s Education. Journal of Psychology and Art, 9(4), 27-40.
11. Rezaei, A. (2015). Islamic Art and Its Effect on Children’s Learning Process. Journal of Cultural Studies, 7(3), 102-115.
12. Sotoudeh, Fariba; Mohammadi, Reza. (2018). Analysis of Aesthetic Components in Children’s Religious Education with an Islamic Philosophy Approach. Quarterly Journal of Educational Studies, 18(3), 45-64.
13. Soleimani, B. (2016). The role of art in enhancing children's problem-solving skills. Educational Research, 11(2), 91-105.
14. Shabani, S. (2011). Teaching Islamic ethics to children. Tehran: Maarif Publishing House.
15. The Holy Quran. (Translated by Foladvand).
16. Kazemi, N. (2010). Analysis of the challenges of teaching thinking in Iranian education. Journal of Modern Research in Education and Learning, 5(2), 101-119.
17. Larijani, S. (2013). Philosophical foundations of Islamic education. Qom: Bostan Ketab.
18. Mahmoudi, S. (2018). The effect of art education on enhancing children's emotional intelligence. Journal of Educational Psychology, 13(3), 71-84.
19. Motahari, M. (2015). The story of Rastan (Vol. 1). Tehran: Sadra.
20. Motahari, Morteza. (1995). Education in Islam. Tehran: Sadra.
21. Maleki, M. (2019). Play and Thinking: New Methods of Intellectual Education of Children. Tehran: Roshd Publications.
22. Nasr, S. H. (1999). Art and Spirituality in Islam. Translated by Insha Allah Rahmati, Sophia Publications.
23. Nasiri, A. (2018). Aesthetics in Islamic Education. Qom: Islamic Culture and Thought Research Institute.
24. Nikfarjam, R. (2017). Islamic Aesthetics and Its Role in Developing the Child's Personality. Philosophy of Education, 8(2), 121-134.
25. Yousefi, M. (2018). The Effect of Art Education on the Development of Interdisciplinary Skills in Children. Journal of Education, 12(1), 15-28.
External Sources:
Abbs, P. (2003). Against the Flow: Education, the Arts and Postmodern Culture. Routledge.
1. Al-Attas, S. M. N. (2020). The Concept of Education in Islam: A Framework for an Islamic Philosophy of Education. Kuala Lumpur: ISTAC.
2. Alavi, S. M., & Rahimi, M. (2021). The Role of Islamic Philosophy in the Formation of Critical Thinking Skills in Children: A Conceptual Analysis. Journal of Islamic Educational Research, 5(2), 98–114.
3. Bloom, B. S. (2019). Taxonomy of educational objectives: The classification of educational goals. Longman.
4. Bruner, J. S. (2019). The process of education. Harvard University Press.
5. Dewey, J. (2019). Art as experience. Perigee Books.
6. Efland, A. (2020). Art and Cognition: Integrating the Visual Arts in the Curriculum. Teachers College Press.
7. Eisner, E. W. (2002). The Arts and the Creation of Mind. Yale University Press.
8. Eisner, E. W. (2017). The arts and the creation of mind. Yale University Press.
9. Fisher, R. (2013). Teaching Thinking: Philosophical Enquiry in the Classroom (3rd ed.). Bloomsbury Academic.
10. Frawley, A., & Dally, K. (2023). Aesthetic Engagement in Primary Education: Enhancing Philosophical Thinking through the Arts. Journal of Educational Aesthetics, 9(1), 44–63.
11. Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury Academic.
12. Gardner, H. (2020). Frames of mind: The theory of multiple intelligences. Basic Books.
13. Gergen, K. J. (2015). Social construction in context. Sage Publications.
14. Gorard, S., Siddiqui, N., & See, B.H. (2019). Philosophy for Children: Evaluation of an Educational Intervention. Educational Review, 73(2), 165–180.
15. Gregory, M. (2011). Philosophy for Children and Its Critics: A Mendham Dialogue. Educational Philosophy and Theory, 43(5), 452–469.
16. Gregory, M., & Laverty, M. (2021). Philosophy for Children: Theory and Practice. Routledge.
17. Halstead, J. A. (2021). An Islamic Educational Philosophy: Between Tradition and Modernity. International Journal of Islamic Thought, 20(1), 45–56.
18. Haynes, J., & Murris, K. (2012). Picturebooks, Pedagogy and Philosophy. Routledge.
19. Lipman, M. (2003). Thinking in Education (2nd ed.). Cambridge University Press.