Critical Thinking in Iranian Students for Pedagogical Reason

Zohreh Zare Toofal, Hamed Barjasteh


Critical thinking is the ability or disposition that would let students to discern certain kinds of falsehood, inaccuracies, and distortions limit freedom in the society that they are living. There is a direct relationship between critical thinking and critical pedagogy which they share some common concerns and barriers. A critical thinker is also a critical pedagogue, wants pose problems for finding suitable solutions for population especially in Iran’s educational system. It is mostly banned by different authorities or programs which are not made upon pedagogical reasons, but they are made upon political views. Fostering a critical thinker can be utilized in critical pedagogy to sift students being more critical in thought and action and help them to see the world with progressive minds. The aim of this study is to find out the benefits of CT through many classroom observations and interviews that how students’ perception is going to find solutions, and raising questions in many schools and colleges .The investigation of this study shows that CT is obviously a teaching tool in pedagogical programs to find solutions for the problems which is performed in the mind of students and it has many benefits for pedagogical programs, it also finds out that open-minded approach will help students toward CT programs but there is not enough CT curriculums by specialist designers in educational system to teach CT.


critical thinking, pedagogical reason, educational system, teaching, environmental learning

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