عنوان مقاله [English]
The aim of present research is the explanation of critical thinking in educational context from the Islamic view point and post structuralism and the comparison of the two approaches. Also this research tries to answer the questions of the nature critical thinking. The methods of fostering critical thinking, the impediments in developing critical thinking, and the similarities and difference between Islam and past structuralism regarding critical thinking. This research is descriptive applied which has a qualitative nature. The comparative approach based on Brudi method is utilized. From the view point of poststructuralists truth is the construct of discourses and the result of power relations the epistemology of poststructuralist is based on pluralism, deconstructing, decentralization of intellect. The rejection of dualism and attention to language is in the construction of knowledge and truth. In Islam absolute truth is the source of creation and human being is the discoverer of truth. Critical thinking of post structuralism is based on self-actualization attending. Other cultures and discourse, cultural pluralism and epistemological attitudes. The method of fostering critical thinking includes the analysis of discourse, deconstruction, interactional and participatory methods, reading critically, and use of text. Critical thinking in Islam is based on fostering theoretical and practical intellect. The methods of critical thinking includes the application of wisdom, accumulating experience, using controversy and dialectic. Questioning and tolerance. In general critical thinking in Islam has the human bing as its axis and mores toward the ideal goals of Islam, while in post structures view humans as a means of reforming structures and the aim is deconstructive citizenship education In effect, it can be said that past structuralist thinking which the critique of metanarrative and ideologies, is in contrast which Islamic thoughts and critical thinking in Islam in the frame work of the principle of impossibility of analogy of some religious axioms and knowledge is acceptable.