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

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.