Designing a Model for Teaching Thinking to Children within the Framework of Islamic Philosophy of Education with an Aesthetic and Artistic Approach

Abstract

The present study was conducted with the aim of designing a model for teaching thinking to children within the framework of the Islamic philosophy of education, with an emphasis on aesthetics and art. The model is based on four main pillars: Islamic philosophy of education, Aesthetics, Art, and Thinking education. Drawing on components such as monotheistic education, the integration of intellect and heart, and Islamic anthropology, it seeks to provide a theoretical and practical model rooted in the cultural and value-based context of Islam. Art and aesthetics were used as tools to enhance learning and foster thinking. This study adopted a qualitative design with a grounded theory approach and an applied objective. The statistical population included 32 teachers and experts in the fields of thinking education, Islamic education, and art. Data were collected through semi-structured interviews and analyzed through three stages of open, axial, and selective coding. The findings led to the development of a conceptual model encompassing components such as necessity and need, objectives, content, teaching–learning methods, the teacher’s role, evaluation, time, space, resources, implicit learning, and program outcomes. This model includes 60 indicators, providing a comprehensive framework for thinking education. The results of the study indicate that teaching thinking within the framework of Islamic philosophy and aesthetics requires an integrated and multidimensional model that considers the cognitive, emotional, and aesthetic dimensions of the child. The use of art, meaningful content, interactive methods, skilled teachers, and organizational support can contribute to fostering creative, ethical, and reflective thinking in children and offer an innovative model for an educational system grounded in philosophical, artistic, and religious perspectives.