Islamic Approach to Critical Thinking

central position of CT from the Islamic perspectives, also to serve as reference material to both teachers and students of knowledge.

SSRN Electronic Journal, 2017

Pakistan Journal of Humanities and Social Sciences, 2019

Critical thinking is of very high importance in our information age. Knowledge of logical fallacies and their detection in discourses is one of the significant end results of it. Islamic and Western critical thinking have many common shared characteristics, yet there are some essential differences between them. These differences are because of the differing understanding and perception of ontology, epistemology, and ethics. This research paper explains the Western stand of critical thinking on Argumentum ad Hominem (Argument Directed at the Person) and then provides its critical evaluation from Islamic perspective. According to the Western critical thinking, knowledge cannot be rejected by attacking the personality of the person who claims it, doing so amounts to the fallacy of Argumentum ad Hominem. However, according to Islamic perspective as it has roots in the original sources of Islam and in its historical scholarly tradition there are some distinctions that are necessary to be made regarding the issue. In brief, knowledge in Islam could be divided into transmitted knowledge (al-ulum al-naqliyah) and rational knowledge (al-ulum al-aqliyah). The fallacy of Argumentum ad Hominem in Islamic tradition is irrelevant to transmitted knowledge (al-ulum al-naqliyah), when historical reports and narrations are rejected because of the unreliability and known vices of their reporter as being liars, untrustworthy, having a sectarian bias, dishonest, etc. The fallacy of Argumentum ad Hominem is relevant to rational knowledge.

IJASS JOURNAL, 2024

This research investigates the incorporation of critical thinking into the educational framework of the Qur'an and Hadith at Madrasah Tsanawiyah Negeri (MTsN) 2 Tulungagung, with an emphasis on methods aimed at cultivating students’s analytical and reflective competencies. In addressing the deficiencies prevalent in religious education, typically marked by rote memorization, this inquiry examines two primary facets: the varieties of exercises that promote critical thinking, and the mechanisms by which teachers establish a nurturing learning environment. A qualitative case study approach was employed, which included comprehensive interviews, participant observation, and the analysis of relevant documents. The findings indicate that teachers employ literacy-based activities, questions that facilitate Higher-Order Thinking Skills (HOTS), and pedagogical strategies centered on students to enhance engagement with Islamic teachings. Such exercises augment their capacity to analyze, assess, and implement knowledge within practical contexts. Furthermore, instructors cultivate an interactive and supportive classroom milieu through strategies such as democratic learning, contentious discussions, and problem-oriented tasks, which encourage critical inquiry and collaborative problem resolution. The integration of critical thinking within Qur’an and Hadith pedagogy exemplifies a successful method of harmonizing traditional values with contemporary educational practices. By equipping learners with fundamental cognitive abilities, this approach not only deepens their comprehension of religious texts but also primes them to confront modern societal dilemmas. Notwithstanding these achievements, the study underscores challenges such as students’s inclination towards memorization, highlighting the necessity for continual enhancement of pedagogical strategies to optimize the development of critical thinking within religious education.

2016

Article history: Received 3 March 2016 Accepted 2 May 2016 published 26 May 2016

Does the Islamic pedagogy have the capacity to preserve the sacred aspect of knowledge and still encourage critical thought? Is creating critical thinkers actually an objective of the Islamic educational systems and where in the pedagogical system should critical thought be taught? Medieval Muslim scholars have written extensively on curriculum development and the goals and objectives of Islamic educational systems. Comparing Blooms taxonomy to classical medieval scholastic works on curriculum development shows amazing similarities in their understanding of the role of memorization as a fundamental aspect of education.

SCAFFOLDING JurnalPendidikan Islam dan Multikulturalisme, 2025

This study aims to examine the application of Islamic Critical Thinking as an approach in the inquiry-based learning model within the traditional Islamic educational environment (dayah), with a case study at Dayah Jamiah Al-Aziziyah Bireuen, Aceh. In the context of the modernization of Islamic education, the reinforcement of critical thinking rooted in Islamic values has become an urgent necessity to shape a generation of santri who are intellectual, reflective, and reasoned. This research employs a qualitative method with a field study approach. Primary data were collected through participatory observation, in-depth interviews with teachers and dayah leaders, and documentation of learning activities. Data sources consisted of key informants (teachers and dayah leaders) and supporting informants (santri). The data analysis technique was conducted inductively through stages of data reduction, data display, and conclusion drawing. The results indicate that the integration of Islamic Critical Thinking values-such as openmindedness, truth-seeking, and ethics of dialogue-into the inquiry-based learning model significantly enhances active participation, intellectual sensitivity, and the depth of students' understanding of Islamic materials. Moreover, the dayah caretakers and teachers play a central role in guiding the process of critical thinking based on revelation and the Islamic scientific tradition. These findings make a significant contribution to the development of an Islamic education model that is responsive to contemporary challenges while remaining firmly rooted in Islamic values.

International Journal of Nusantara Islam, 2017

God’s revelations, as the main source of knowledge, do not deny, in any way our brain’s functional capabilities. The Quran acknowledges the necessity and importance of the brain. Islamic epistemology regards the brain as the second source of knowledge after the revelations. The holistic perspective on knowledge that is gained by mankind is that it is constructed by man in the context of their thinking culture, education and social concepts. Therefore, in this regard, thinking method directly relates to the objectives of Islam and its Sharia, and gives a significant implication towards understanding and developing Sharia as a dynamic knowledge area. This study combines three (3) methods, content analysis; historical method and comparison of the review of the history of the construction of Islamic thought and the review of screening methods Sociology Society background. The discussion this article covers the definition and concept of scientific thinking skills and scientific Islamic t...

Critical thinking is an intellectual process where it plays a dynamic role in the reconstruction of human thoughts. In Islamic legal thought, this intellectual tool was pivotal in building a full-fledged system of jurisprudence during the glorious days of Islamic civilization. With the solidification of the science of Islamic legal theory and the entrenchment of classical Islamic jurisprudence, this process was somewhat neglected. Recent Islamic revival movements propelled a great zeal for reinstating this process once again. However, the current debate surrounding this concept is not only locked in theoretical intellectualization but also is yet to yield a universally acceptable strategic framework for materializing it in jurisprudential work. This article, therefore, attempts to briefly delineate the concept, unveil the reality on ground and identify some strategies for the application of critical thinking in Islamic law.

Journal of Islamic Governance, 2020

Critical thinking is often misunderstood negatively as the unending pursuit of faults for criticism. Instead, it is a performative practice to develop critical judgements and produce impactful outcomes. In this paper, we will first argue that critical thinking is a religious obligation. Then, we propose that the foundation of these skills must form within early religious education to complement the existing rote-learning methods. We found that an Islamically-oriented critical thinking analytical framework entails the methodological examination of the Qur’ān and the Sunnah and the wisdom of the ‘Ulamā throughout the Muslim history, the sourcing of expert opinions in specific fields, and extensive consideration of social benefits and local customs. Critical thinking also requires development that does not focus solely on developing intellectual capabilities but their character and skill-sets alongside society to manifest personal and social justice. We conclude with a call for more critical thinkers for the Islamic system of governance.