A study on common factors between critical thinking and religious education

Abstract

Critical thinking (CT) has been one of the most popular interests among many scholars, educators, and others who are concerned with thinking skills. There are many evidences to believe that critical thinking skills can lead to more prepared, productive and employable students in the workforce. On the other hand, religious educations have been increasing subject of interest in different countries. When the rules and regulations in a country are based on religious, it is necessary to use religious educational systems as part of regular teaching education. However, there are common factors between CT and religious education and we can benefit from these common factors. This paper studies on recent advances on critical thinking and existing common factors between CT and religious educations. We explain that a hybrid of CT and religious education helps people search for truth, gives precise vision, helps use unbiased judgment, increases tolerance, helps become independent, helps people have fair judgment and work harder.

Using the pedagogy of thinking skills in Christian studies lessons in primary school years 4–6: the teacher’s perspective

“…For each school and learner, thinking processes and strategies can look different and need to be creative and flexible, considering the needs of the learners and developmental characteristics of the age group (Lacey 2016;Phillips and Soltis 2004). In the Religious Education classroom, learners are allowed to question and develop their faith through exploring their own spirituality and beliefs, and critical thinking is essential to these religious pursuits (Aslan 2018;Fisher 2003;Homayoonfard and Sajjadi 2012;Weinstein 1996;Williams 2014). Space needs to be given in Religious Education to meaningfully engage with others and explore the wider Christian story so it can be considered from both cognitive and affective domains.…”