طراحي الگو آموزش تفكر منطقي مبتني بر انديشه خواجه نصير الدين طوسي

The present study was conducted with the aim of designing a comprehensive model for teaching logical thinking based on the thought an‎d epistemological system of Khwājah Naṣīr al-Dīn al-Ṭūsī. This research is fundamental in terms of purpose an‎d qualitative in approach, carried out using the grounded theory method an‎d the three-stage process of open, axial, an‎d selec‎tive coding. The research population included all written texts of Khwājah Naṣīr al-Dīn al-Ṭūsī, from which, through purposive theoretical sampling, two of his seminal an‎d authoritative works were selec‎ted: Asās al-Iqtibās (for logical, epistemological, an‎d ontological dimensions) an‎d Akhlāq-i Nāṣirī (for axiological dimensions), with paragraphs designated as the unit of analysis. The data collection process, conducted through in-depth notetaking an‎d documentary analysis, continued until theoretical saturation was achieved, ultimately resulting in the extraction of 197 open codes (184 from Asās al-Iqtibās an‎d 13 from Akhlāq-i Nāṣirī. To ensure the validity an‎d reliability of the research, Lincoln an‎d Gubaʹs four criteria (credibility, transferability, dependability, an‎d confirmability) were employed. The findings revealed that the foundations of logical thinking rest upon three domains: epistemological, ontological, an‎d axiological. The objectives of the proposed model were delineated in two areas: systematic understan‎ding of concepts an‎d practical application of argumentation to attain truth an‎d achieve certain knowledge. Furthermore, the obstacles to logical thinking were classified into two categories: internal impediments (including cognitive errors, susceptibility to fallacies, incorrect mental habits, an‎d dominance of carnal desires) an‎d external barriers (such as methodological-educational weaknesses, mismatch of content with the cognitive capacity of the audience, an‎d haste in learning). The practical strategies of the research are based on the precise application of formal rules, demonstrative methods, the five arts (ṣinā‘āt khams), an‎d the utilization of persuasive, rhetorical, an‎d imaginative techniques appropriate to the audienceʹs level of perception, all organized within a comprehensive paradigmatic model (comprising causal conditions, central phenomenon, contextual conditions, intervening conditions, strategies, an‎d consequences). In the conclusion section, the present study demonstrates that logical thinking in the thought of Khwājah Naṣīr al-Ṭūsī is not merely a purely formal tool for assessing the form of arguments; rather, it is a dynamic an‎d multidimensional system that links theoretical rationality with practical wisdom an‎d ethical stan‎dards. The results of this research indicate that effective teaching of logical thinking requires moving beyond purely formal techniques an‎d linking them with axiological an‎d ontological foundations. Hence, the model developed in this study can provide a native, profound, an‎d comprehensive framework for curriculum planners an‎d educational policymakers to cultivate not only demonstrative reasoning skills an‎d critique of fallacies in school an‎d university students but also nurture in them a spirit of truth-seeking, self-criticism, intellectual discipline, an‎d ethical responsibility. This model clarifies that by intelligently combining demonstrative methods for elites an‎d persuasive, allegorical, an‎d story-based approaches for more elementary levels, a flexible an‎d practical approach to teaching thinking can be created, the ultimate outcome of which will be the cultivation of rational, analytical citizens who are resilient against cognitive deceptions, media fallacies, an‎d intellectual deviations in contemporary society.

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