چکیده:
From the historical perspective looking at the trends and origins of knowledge in the Iranian society, we find that critical thinking has not had a significant position in any of them, and the modes of epistemic communication are such that thinking is not present in them, or if they exist, they are very weak. As a cultural feature published in contemporary Iranian society, these currents of knowledge manifest the reflection of the low level of rationality and critical thinking. Hence, in the relationship between individuals, social and even in the scientific sphere of thought, there is no significant position. On the other hand, scientific advancement entails serious attention to critical thinking. In this way, if we consider development as a national strategy, we cannot expect a particular change in the quality of contemplative thinking in society and social, political, and cultural relations, because with the advent of the concept of thought, we are encountering a crisis and the need for development requires serious attention. It is an effort to provide the ground for its growth in society. Therefore, in this paper, suggestions are made to promote it using the method of historical analysis, introducing an anti-reflection background in the Iranian society and expressing its importance for advancement and development.
خلاصه ماشینی:
In this way, it can be concluded that in the course of this process and the influence of various phenomena on the emergence and expansion of critical thinking in the West, this intellectual current, as a "cultural phenomenon," has been reproduced within a structure of social relations, connections, and values, and beyond any specific normative characteristic in the realm of institutions and the scientific community, manifests itself in the social relations and connections of those societies as a social norm (social norm), in the terminology of Berger and Luckmann (1375), as the "social construction of reality" within the context of everyday life and cognition.
Therefore, following these statements, clearer and more relevant questions are now raised in connection with this writing and in relation to the institution that provides and supports critical thinking, such as: ـ "What is the intellectual history of Iranian-Islamic society's relationship with critical thinking, and to what extent is it compatible or aligned with it?" ـ "To what extent can each of the main intellectual currents in Iran be a creator and supporter of the culture of critical thinking?" Selectively and expressively, what follows in this writing, primarily relying on historical-epistemological analysis, through which epistemic phenomena are examined as a process over time 3, will attempt to answer the above questions while examining the characteristics of the most important Iranian intellectual currents in this regard.
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