Educational Critical Exploration by Considering Islamic Approach for Specifying Its Perquisites and Development Approaches in Iranian Higher Education System

  •  Mohammad Taheri    
  •  Narges Keshtiaray    
  •  Ali Yousefy    


History shows that human being started his life from the most elementary form and used criticism and creativity to evolve it. Achievements of today’s human society, development of critical forces and the hardworking of creative forces will bring about tomorrow’s completeness. It is obvious that varying human needs, frequent changes of the world, the high rate of progress in science and technology and similarity to modern situations have doubled the need to study criticism in our society. Society, as a whole social system, enjoys an organic and systematic attribute and each of its elements is associated with the whole and is influenced by it. This influence will only be positive and beneficial when the interaction of the elements is organized soundly and in a correct model. This will be realized when the constituting elements (people) of the system have already accepted each other’s supervision naturally and logically. Development of a critical atmosphere crystallizes this issue. Therefore, it can be said that societies that provide the proper conditions for the development of criticism have also provided the conditions for the emergence of creative and innovative thoughts. Societies that disregard different ideas in their actions and do not heed their criticisms, should never expect their people to have innovation and creativity. There is not enough research on the issue of criticism based on Islamic principles. Therefore, the present study tries to investigate educational criticism taking into account the considerations of Islamic principles and perquisites that influence the conditions and obstacles in the creation of critical atmosphere in Iranian higher education centers and universities. The study uses the method of systematic review of previous research to identify the situation of research implications and gaps.

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