An examination of the process of critical thinking from Islamic

Point of View
E.M. MUHAMMAD SUHAIL AL-HUDAWI
Lecturer, Dept. Aqeeda and Philosophy,
Darul Huda Islamic University, Kerala, India
P.B. NO. 3, 676306 (PIN)
suhailems@gmail.com
+91 9605744822

Abstract
This paper examines the process of critical thinking. How we can start thinking critically on
one issue? How to move forward in that direction? How many steps are there? How we can
conclude that process? will be discussed in this paper. The writer says that critical thinking
process starts with recognizing the issue. For no one can make any decision on one issue
without understanding the issue properly. Then comes analyzing. Analysis includes study of
the main components or constituents of the issue like, its goal and purpose, questions at issue,
information and data used, evidence, assumptions and beliefs upon which the issue is made,
conclusion and judgment and consequence. Evaluation comes as a result of the analysis.
Therefore, it is the third step. And the next step is the stage of decision making that is
‘developing one’s own perspective.’ As a prelude to the process skills of the critical thinker,
the attributes that he should avoid and the standards of the critical thinking will be discussed.
For all these components are essential to understand the process properly. At last a brief
evaluation is given on the Islamic point of critical thinking is given. The author says that
there is no need to Islamize every aspect of western critical thinking. Because there are many
issues that come from our ‘fitrah’ or innate behavior and some others is the remaining of the
revelation. Any issue that come in these two heading doesn’t require islamization. But
islamization comes in that issues that emerged from the fault of solely depending upon
reasoning. Like the issue of assumption. Here correction is needed.

Introduction

Man is a thinking being. He cannot live without thinking. In his everyday life man has been

confronting many issues which urge him to think. One who lives without deciding his way by

thinking cannot be considered as ‘normal’. When making a decision in any issue man is,

knowingly or unknowingly, thinking. Thinking makes him more courage and self confident

on his position. Thinking has many different variations like, creative and critical thinking. In

this article we will concentrate on critical thinking. What critical thinking is? What are the

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requirements for the critical thinking? What are the standards and skills of the critical

thinking? How the process of critical thinking can be accomplished? Such topics will be

discussed in this article.

Definition

Richard Paul and Linda elder defines critical thinking as: critical thinking is that mode of

thinking- about any subject, content, or problem- in which the thinker improves the quality

of his or her thinking by skillfully analyzing, assessing, and reconstructing it. 1

Stella Cottrell Further elaborates it: critical thinking is cognitive activity, associated with

using the mind. Learning to think in critically analytical and evaluative ways means using

mental processes such as attention, categorization, selection and judgment. 2

John Dewey, father of the modern critical thinking, defines: active, persistent, careful

consideration of belief or supposed form of knowledge in the light of grounds which support

it and the further conclusions to which it tends. 3

In the view of Robert Ennis: critical thinking is reasonable, reflective thinking that is focused

on deciding what to believe or do.4

All the above definitions say that critical thinking is a mental activity which gives more

importance to reasoning. This reasoning should begin with evaluating and assessing the data

given in the particular issue and from that point it will decide what to believe or do. It is clear

from the definitions given above that critical thinking is a process. No one can take part in

this process as he wishes or to face it as it comes. But there are some procedures, according to

1
Richard Paul and Linda Elder. The miniature guide to critical thinking: concepts and tools. (The Foundation
for Critical Thinking).2.
2
Stella Cottrell. Critical Thinking Skills Developing Effective Analysis and Argument (Palgrave Macmillan Ltd.).2.
3
Alec Fisher. Critical Thinking: An Introduction. (Cambridge: Cambridge University Press). 2.
4
Ibid. 4.

2
which he can move forward. This procedure requires some skills from the thinker. For a man

without those skills, will not be able to participate in this activity perfectly. In short, skills

and procedures are inevitable parts of critical thinking.

Effects of critical thinking

Many people think that critical thinking is a bad activity. This feeling comes from

approaching this process from a negative meaning. But the reality is against this belief.

Critical thinking means to evaluate the issue we face or experience, whether it is true or not.

This evaluation has effective role in molding a creative society. Any society, which is the

group of individual, that thinks, evaluate their problem and reach to the most appropriate

solution, can move farther in the way of development.

The benefit of critical thinking is that it will give us strength to face the problems. For

example: many people may be talkative about their certain faiths. They may not think the

credibility of their belief. They may be repeating what they hear from someone. But when

they are thrown with some questions, hurriedly they will be put into silence. They cannot

answer the questions. Here, if the man who is confronting such questions had confirmed his

position by evaluating and analyzing it and reached he can face any questions boldly. This

can be applied to everybody. As a Muslim, instead of accepting everything with conformism

we should be ready to assess our belief. It will give our belief more clarity and strength.

Skills of critical thinker

Before we start explaining the process of critical it would be better to know what

prerequisites of critical thinker are. Not everyone can do critical thinking. Only those who

have some skills are eligible to do that task. Some necessary skills that the critical thinker

should have are as follows:

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Depth of knowledge: deep knowledge and understanding is the first prerequisite of a critical

thinker. No doubt, no can materialize effective thinking without having deep understanding

of the subject he deals with. It will be clear from the process of critical thinking that their

intimate relationship with knowledge. Depth of knowledge helps the thinker from being

trapped by fallacies and assumptions which pose threat to the thinking process. For example:

how a critical thinker can analyze that the information used in the problem are relevant or

irrelevant and taken from authentic sources or not, if he has no knowledge on that issue. So if

a man approaches an issue critically without having acquaintance with that issue it will be a

dangerous activity.

Fair-mindedness: having a mentality to treat the different points of view alike, and to be

ready to hear and read all dimensions of an issue will save the thinker from errors. If the

critical thinker make a decision on an issue positively or negatively without referring to other

sides of the topic will help to create a successful critical thinker. When treating with different

views he must be freed from the fetters of nation, culture and religion. After giving attention

to all sides he can make a decision according to the data he collected.

Intellectual humility: to be consciousness about one’s own limitations in knowledge and to

acquire knowledge from everybody will help a thinker to save himself from committing more

errors. Nobody can deny that he may be controlled by the limitations of the data, depth of

knowledge, boundaries of place and time and culture. If a man is aware about these he will be

more humble and will suspend a judgment until he gets enough data.

Intellectual courage: intellectual humility is not a obstacle in front of the critical thinker,

rather it will make him aware about his ability. Being conscious about this limitation will

encourage him to learn more. But after he gets adequate information and he became aware

that he has tried his best, he declares his judgment, though they are against the generally

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accepted way. This is called intellectual courage. Without having this attribute a critical

thinker cannot tell his decisions loudly.

Intellectual empathy: to put oneself imaginatively while dealing with an issue will help the

critical thinker to think about the consequences of his thinking. It is also correlate with the

remembrance of our past in which we were surely thinking that we were right, while actually

we were wrong.

Intellectual integrity: honesty and truthfulness in one’s own actions and writings are the

basics of acceptability. Once a man get the name of dishonesty it will be difficult to him to

overcome that notoriety. Honesty is an attribute that can be achieved by frequent efforts and

can be loosed with one second. So it is inevitable for everybody, especially for critical

thinkers about whom people have a negative concept.

Attributes that a critical thinker should avoid

It is equally important to know the skills of a critical thinker to know what the bad skills that

he should not have are. All those attributes that are in opposition with the above mentioned

skills are to be avoided from a critical thinker. Lack of knowledge, narrow mindedness,

intellectual hypocrisy, intellectual arrogance, intellectual cowardice, intellectual conformity

and intellectual laziness are the barriers in front of the real critical thinking. Some of the

major barriers in front of the critical thinking are given below.

Egocentrism: egocentrism comes from the feeling that I am superior to others. Egoism will

block in front of the healthy discussions and the exchange of ideas. It is sure that nobody can

achieve everything in the world. As a social being man has to accommodate with others and

has to learn from others. We can improve only if we are following the giving and take

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method, i.e., to exchange what we know with others and to acquire what we don’t know from

others. Richard Paul and Linda have identified some symptoms of egocentrism. They are as

follows:

“IT’S TRUE BECAUSE I BELIEVE IT.” Innate egocentrism: I assume that what I believe is

true even though I have never questioned the basis for many of my beliefs.

“IT’S TRUE BECAUSE WE BELIEVE IT.” Innate sociocentrism: I assume that the

dominant beliefs of the groups to which I belong are true even though I have never

questioned many of those beliefs.

“IT’S TRUE BECAUSE I WANT TO BELIEVE IT.” Innate wish fulfillment: I believe in

whatever puts me (or the groups to which I belong) in a positive light. I believe what “feels

good,” what does not require me to change my thinking in any significant way, what does not

require me to admit I have been wrong.

“IT’S TRUE BECAUSE I HAVE ALWAYS BELIEVE IT.” Innate self-validation: I have a

strong desire to maintain beliefs that I have long held, even though I have not seriously

considered the extent to which those beliefs are justified by the evidence.

“IT’S TRUE BECAUSE IT IS MY SELFISH INTEREST TO BELIEVE IT.” Innate

selfishness: I believe whatever justified my getting more power, money, or personal

advantage even though these beliefs are not grounded in sound reasoning or evidence. 5

Bias: bias as defined by Paul and Linda: is a mental leaning or inclination; partiality or

prejudice.6 One point must be noted here that bias always is not bad. Sometimes bias is good,

that we confirmed something by the thinking process and reached to a point of view. in this

5
Richard Paul and Linda Elder. The miniature guide to critical thinking.21.
6
Richard Paul and Linda Elder. Critical Thinking: learn the tools the best thinkers use. (New Jersey: Pearson
Prentice Hall). 314.

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stage our inclination to our view is not bad. For this inclination is coming only after our

understanding of that point. On the other side bad inclination or bias comes before any

evaluation or understanding. He simply lean to what his mind says good. There are some

kinds of biases:

Bias towards the majority or minority: if we feel more comfortable with the majority on our

side, we may choose the majority view. If we identify with the underdog and love the

challenge of confronting superior numbers, we may embrace the minority view. Each of these

choices can occur with little or no awareness of our underlying bias. And in each case we put

feelings of comfort and personal preference above the evidence. 7

Bias for or against change: some people will not accept any change. They are not against it

because their way is right or because they have confirmed. But they are rejecting the new

only because it is a change to the followed way.

Bias to one’s own culture/ feeling of superiority: this kind of bias is clearly expressed by

many dominant cultures. The feeling of superiority was the fuel of many cultures in the past

and present. The ancient Greeks were thinking that they are superior to all ‘others’. This

feeling urged them to think that the ‘others’ are not civilized like them. They thought that the

rest of the people cannot think as they think. Brahmins in Hinduism also hold this view. in

the current period the west hold this view. They have parted the world on the ground of

‘whiteness’ and considered themselves superior to ‘others’.

Standards of critical thinking

There are some generally accepted standards for critical thinking. Critical thinkers apply

them to the issues to ensure its quality. To have an acquaintance with those standards is

useful to make the critical thinking process more effective and easier. They are as follows:
7
Vincent Ryan Ruggiero. Becoming a Critical Thinker. (New York: Houghton Mifflin Company).110.

7
clarity, accuracy, precision, relevance, depth, breadth, logic, fairness and significance. A brief

explanation on them will be given below:

Clarity: clarity means the reader or listener can understand what is being said. Clarity is a

fundamental standard to assess an issue. If the matter is unclear our move towards any further

step will be difficult. Any steps of standard will be based upon the standard of clarity. So

clarity of something being said or written is very important.

Accuracy: a statement may be clear but not accurate. Somebody can deceive the reader by

making statement but it does not mean that it is accurate. Accurate statement will be free

from errors, mistakes or distortion.

Precision: precision is the quality of being accurate, definite, and exact. For example: if

somebody says ‘he is overweight’, the sentence is not precise. He has to precisely say, how

much he is overweight, two kilo or more.

Relevance: some statement may be clear, accurate, and precise but may not be relevant to

that context, issue or question. So the relevance of a statement should be checked. Some

people may talk issues out of the topic to divert the attention of the people or to hide his

incompetency in certain topics.

Depth: depth of the statement will come from the depth of knowledge. if the writer or

speaker has no deep understanding of the subject he cannot go deep into the issue. Their

discussion will be superficial.

Breadth: breadth has relation with the depth. No one can speak in breadth without having

broad understanding of the topic, its different dimensions, historical background,

consequences, etc.

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Logic: as Richard and elder says: when we think, we bring a variety of thoughts together into

some order. When the combination of thoughts is mutual supporting and make sense in

combination, the thinking is 'logical'. When the combination is not mutually supporting, is

contradictory in some sense, or doesn't 'make sense,' the combination is 'not logical' 8

Fairness: fairness is one of the ornaments of thinking. It will make our thinking more

accurate and free from error. Fairness is that quality of referring to all points of view of the

topic alike without sticking on our own point with prejudice, emotions or feelings.

The process of critical thinking

Critical thinking is a process. This process is a combination of many constituents. If the

critical thinker lacks any of these constituents it will reflect in his thinking. This process

includes many thinking standards, skills, elements of reasoning and intellectual traits. As

Linda elder and Richard Paul observe: critical thinkers routinely apply intellectual standards

to the elements of reasoning in order to develop intellectual traits. 9 (See the figure. 1.)

The following lines will try to clarify the process of critical thinking along its constituents:

The process of reasoning has several steps. The reasoning in this process will start from the

bottom to the high. However all of them cannot be considered as one after another or as a

linear process. Because some of them will intertwine with another. The main steps in a

critical thinking process, as Danny Weil explains, are as follows (here the main point to be

noted is that scholars vary in naming the issue on which this reasoning is being conducted.

Some call it issue, some as point of view, some as argument, some as frame of reference and

8
Richard Paul and Linda Elder. The miniature guide to critical thinking.9.
9
Richard Paul and Linda Elder. Critical Thinking: learn the tools the best thinkers use. (New Jersey: Pearson
Prentice Hall). 12.

9
some others as problem. Here Danny Weil calls it as point of view.): recognizing the point of

view, questioning the point of view, analyzing the point of view, evaluating the point of view,

and developing one’s own perspective. 10

as we learn to
INTELLECTUAL
• THE TRAITS
STANDARDS • THE ELEMENTS
•clarity •intellectual humility
•purposes
•accuracy
•questions •intellectual autonomy
•relevance •intellectual integrity
•points of view
• logic
•information •intellectual courage
•breadth
•inferences •intellectual
•precision perseverance
•concepts
•significance •confidence in reason
•implications
•completness •intellectual empathy
•assumptions
•fairness •fair mindedness
•depth must be applied to

Figure. 1.11

So this process will start from recognizing one point of view and will end in developing one’s

own perspective regarding the particular issue. Developing one’s own perspective is the aim

of any critical thinking. For every one is evaluating some issues to verify its validity. Hence if

some says that he completed his evaluation it means that he has developed his own opinion,

perspective or point of view regarding that issue. In the following lines we are discussing

these steps in detail.

10
Danny Weil. Learning to Reason Dialectically: Teaching Primary Students to Reason within Different Points of
View. In Perspectives in Critical Thinking (Ed. Danny Weil and Holly Kathleen Anderson). (New York: Peter
Lang).7, 8.
11
Ibid: 12.

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How to recognize a problem

The starting point of understanding a problem must begin its recognition. Recognition of a

problem is the first step in approaching a problem. By the recognition, critical thinkers mean

that: one should be able to concretely, precisely, and accurately depict the problem- its

argument, its premises and its reasoning. For no one can make reasoning or any further steps

without understanding it.

A problem can be understood by separating them into many parts. That is to say, every

problem is constructed around many constituents. Scholars of critical thinking have identified

those parts, using of which we can recognize the problem easily. They are as follows:

A goal or purpose: Every problem attempts to reason towards a goal or purpose. Goal or

purpose mean that something one intends to get or do. Every problem, whether it is to

convince in favor of something or against something, is an act of attempted accomplishment

towards conscious ends. Our thinking is an integral part of a patterned way of acting in the

world, and we act, even in simple matters, with some set of ends in view. To understand

someone’s thinking- including our own- we must understand the functions it serves, and what

it is about, the direction it is moving, the ends that make sense of it.

So, when attempting to recognize the problem one question we need to ask ourselves is, ‘Can

I see its vision, where it wants to go and what it attempts to accomplish?’

Questions at issue or problems to be solved: every problem is organized around some

questions or set of problems to be solved. Question can be defined as a “problem or matter

open to discussion or inquiry, something that is asked, as in seeking to learn or gain

knowledge”12

12
Richard Paul and Linda Elder. Critical Thinking.330.

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Questions can be categorized into two according to their nature. First one is questions of mere

preference. Questions of this kind confront us every day. They are such types of questions

that are to be evaluated subjectively and for which there are at least as many right answers as

there are people asking and answering the questions. 13For example: questions as to where we

might have dinner, or what color of dress to wear. Answers to such questions depend upon

the subject dealing with it. He can select any restaurant or any color of dress he likes. It is

according to his preference.

Second types of questions are questions requiring reasoned judgment. They are the questions

that call upon us to seek alternative points of view with recognition of their strengths and

weaknesses, use criteria to guide our thinking, understand what we do when we think,

analyze a point of view and learn to abandon our tendency toward self-deception and

egocentric thinking.14 For example: the issue of abortion. To make a decision on this problem

we must refer to the reasoned judgment. We cannot make a judgment on this issue according

to our personal interests. The questions that we are dealing with in the process of critical

thinking fall in the second category.

These questions at issue are constructed in order to accomplish the goals or purposes of the

problem. In this step we could ask our self, ‘what are the questions around which this

problem is constructed?’

Information and data: every problem relies on information, data, or ideas to make a point of

view. They can be demonstrated as statements, statistics, data, facts, and diagrams gathered in

a way, as by reading, observation, or any other way. By using information in our reasoning,

we mean using some set of facts, data, or experiences to support our conclusions. At times

the information is demonstrable, experiential or anecdotal and often times it comes from

13
Danny Weil. 4.
14
Ibid. 4, 5.

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secondary sources. However, each information contained in a problem is organized in the

service of its purposes and thus seeks to classify, categorize and use this information to solve

given problems or resolve specific question s at issue. For example whether to support the

issue of abortion or to stand against it we must give our attention to the data given to support

both sides. To accept an information or data given in an argument we must look to it whether

it is collected from primary or secondary sources. Ones we understand the reliability of the

data our motion forward will be easy.

When attempting to recognize a problem, we would ask to ourselves, ‘Am I clear as to how

the problem uses information, i.e. what its sources are how it classifies and assembles the

information within the parameters of its arguments?’

Vocabulary and ideas: every problem uses language and expresses ideas through its symbols

in the form of words. Language has an important role in structuring an argument. An

eloquent man can change our attitude through his powerful language. Therefore,

understanding the language is an important step. Failure to understand the language used its

meaning results in a failure to understand the problem. Even a man with powerful language

capacity may not be able to understand the language of science or logic, if his field of interest

is different.

So one question we would ask at this situation, ‘Can I clearly understand what it means by

what it says and the definitions it offers for important terms?’

Assumptions or beliefs: This is an important part of an argument. The difference between the

western and the Islamic ways arguments lay in this stage. As the western scholars say, all

their thoughts rest on assumptions. Assumption is something we take for granted or

presuppose. Usually it s something we previously learned and do not question. It is a part of

belief system. Usually we assume our beliefs to be true and use them to interpret the world

13
about us. While defining assumption, Richard Paul and Linda elder say: [an assumption is] a

statement or supposed as true without proof or demonstration; an unstated premise or belief.

All human thought and experience are based on assumptions. 15 To be free from assumptions

is inevitable to become an effective critical thinker. As a Muslim we cannot rely upon

assumptions. Our frame of reference should be based upon the Holy Qur’an, the book of

knowledge, the source of true and authentic knowledge. As Qur’an says which means: “and

most of them follow but assumptions. Undoubtedly, assumption avails not against truth”16

This will elaborated later.

Identifying the assumptions inherent in a given point of view is essential for accurate and

clear understanding of how conclusions and solutions to problems and decisions are

formulated along with the origin or its claims. For example: if we believe that to walk at night

in big cities late at night, and we are staying at Kula Lumpur, we will infer that it is

dangerous to walk late at night in big cities. If our belief is sound our assumption is sound,

and the belief is weak our assumption is weak. The task here is to find out the assumptions

and beliefs included in the problem.

Thus, we would need to ask, ‘What assumptions does the problem rest upon? Am I clear as to

what the starting point of reasoning is that fuels the problem?’

Evidence: evidence is the data on which a judgment or conclusion might be based or by

which proof or probability might be established. Critical thinkers distinguish the evidence or

raw data upon which they base their interpretations or conclusions from the inferences and

assumptions that connect data to conclusions. Uncritical thinkers treat their conclusions as

something given to them in experience, as something they directly observe in the world. As a

result, they find it difficult to see why anyone might disagree with their conclusions. After all,

15
Richard Paul and Linda Elder. Critical Thinking.314.
16
Surah yunus: 36.

14
the truth of their views, they believe, is right there for everyone to see! These people find it

difficult or even impossible to describe the evidence without confusing that description with

their interpretation.17

Here, to be able to clearly and precisely iterate the evidence marshaled by a specific problem

is fundamental in understanding. Similarly, being aware that a problem lacks evidence and

what that evidence might be also is important in this stage.

In this step we would ask, ‘What evidence or reasons are being marshaled in support of the

positions, assumptions or claims adopted by the problem? How is the evidence being

assembled and presented?’

Conclusions, decisions, and actions: conclusion is the last step in reasoning. One problem

begins with an introduction and will end in a conclusion. A conclusion is to decide by

reasoning to infer, to deduce a judgment, decision, or belief framed after investigation or

reasoning. All that we believe is, one way or another, based on conclusions that we have

come to during our lifetime. By ‘coming to conclusions,’ we mean taking something we

believe we know and figuring out something else on the basis of it. 18

When understanding the conclusion we could ask ourselves, ‘What conclusions does the

problem come to or what solutions or decisions it offer to problems? Is the conclusion really

come from the evidences, data and the arguments given in the problem?’

Consequences: even not included in the problem directly, a consequence has a vital role in

deciding the right and wrong of the problem. A good thinker will give much attention to the

consequence that comes as a result of the either side of the judgment. Every problem has

17
Richard Paul and Linda Elder. Critical Thinking. 318.
18
Ibi.315.

15
consequences for believing or not believing it, for accepting or not accepting it. We should be

able to trace out the implications of a problem.

We should ask at this stage, ‘Has the decision made for the problem consequences of one

position or another? What are they? What consequences have not been stated that should be

noted?’

Once we accurately understand the problem we can proceed to the next step. That is to

question it. How to perform this step perfectly? If there is any procedure to be followed in

this step? Such issues will be elaborated in the coming lines.

How to Question a Problem

Questions are the cornerstones of the critical thinking. There is no critical thinking if there are

no questions. Those who take everything as granted and do not ask any question can develop

critical thinking. So the questioning has a major role in developing critical thinking. Here the

process of questioning must be seen in a positive way. For many people are hating questions.

They think it is a bad activity. This attitude should be removed. For the questions are tools to

give the problem more clarity.

In this respect we can ask questions, like: what is the origin of the problem? What evidence

or reasons motivate the problem? What are the consequences for accepting this problem as

true? Once we complete raising questions on the problem we can attempt to find out the

answers for it. That is the next step in the process of critical thinking; to analyze the problem.

How to Analyze a Problem

We cannot analyze a problem that which we do not know. Hence, understanding and

recognizing a problem must precede analysis. As Danny Weil says: when we begin to

analyze a point of view as a system relative to its constituent parts and then examine those

16
parts relative to the whole, we can begin to uncover and expose its logic, its rationality, and

the merits of its claims-in short, we come to understand it as a system of thought that is

accessible through mental understanding. 19

He continues: furthermore, we must look to issues of clarity, precision, accuracy, breadth,

justifiability, and fairness when attempting to analyze a point of view we have recognized. 20

To assure the presence of standards of critical thinking in our analysis is compulsory. For

they will help him not only to make sure that the problem is well stated, rationally strong,

logically consistent but also will urge him to avoid prejudice, bias and egocentrism.

In the step of recognition we have identified all constituents of the problem. We have

recognized the goal, questions, data, information, evidence, language, conclusion and

consequences. Now we can analyze all these things. In the previous step we were identifying

them in a passive way. In the current step we are going analyze their clarity, logic, rationality,

relevance, reliability, strength and weakness of the assumptions, etc.

Here our search will be undertaken in the form of some questions: is the point of view clear

in its goals? Does it marshal evidence for its claims and beliefs? Have the consequences or

implications of the point of view been traced out? Is the information reliable or unreliable?

Are the questions and problems clearly defined? Are the arguments valid, i.e. do the

conclusions flow from the premises? Are the reasons and premises true? And is the point of

view is sound?21

How to Evaluate a Problem

Evaluation comes immediate after or in some in cases intertwines with the analysis. The lines

differentiate between is very narrow. Once we analyze the problem we can evaluate

19
Danny Weil.13.
20
Ibid.
21
Ibid.

17
immediate after it. For example, if the assumptions that construct the problem are weak,

unclear, or unsubstantiated then we can evaluate them as such. If the information is

unreliable, irrelevant, or over generalized, then we can evaluate it so.

The one important point we have to take care in evaluation is that we should suspend our

judgment in the interest of fair-minded examination. If this point is forgotten while evaluating

all the efforts that we undertook prior to this step will go in vain. In reality the mistake to

evaluate the problem in the light of the data is one of the major obstacles in front of the

critical thinking.

Developing one’s own Perspective

By evaluation we have completed all the steps related to the problem put in front of us. We

have recognized the problem, questioned, analyzed and evaluated it. Now we are going to

develop our own perspective. As we said in the evaluation, here also we must put our own

assumptions and opinions away and get ready to develop our perspective regarding this issue

in the light of the steps that we completed.

Critical thinking from an Islamic point of view

There are basic differences between the concepts of Islam and the west with regard of

thinking. While the west look at thinking as only a tool to find out truth Islam sees thinking

as an act of worship. Through thinking Muslim is not only trying to reach to the truth but is

acquiring deserves reward from the Allah almighty. As prophet said: if anyone think and

reach to the truth will get double rewards and if couldn’t reach the truth will get one reward.

There are many verses which say that thinking is an act of worship. Alllah says, which

means:

18
“Those who remember Allah standing, sitting and laying down on their sides and deeply

think about the creation of the heavens and the earth, (Saying): “our Lord! You have not

created (all) this without purpose, glory to you! Give us salvation from the torment of the

fire.”22

“When you furnished al-salat, remember Allah standing, sitting, laying down on your sides

but when you are free from danger, perform salat. Verily, al-salat is enjoined on believers at

fixed hours.”23

“Do they not travel in the land, and see what the end of those before them was?”24

“Say: travel in the land and see how (Allah) originated the creation, and then Allah will bring

forth the creation of the hereafter (i.e., resurrection after death). Verily, Allah is able to do all

things.”25

All these verses urge man to think through observation. Observation will lead to thinking.

Allah has set the world as a mark to reach the truth gradually. Whenever he finds difficulty in

the way of thinking he can refer to the holy Qur’an, the book true and authentic knowledge.

Although Islam has encouraged thinking, it has put some restrictions on thinking. According

to Islam, which is universal and applicable to all, there are some boundaries set in front man’s

thinking. He cannot go beyond that. To go deeply to the supernatural issues is not allowed to

man. Because he is short lived and is bounded with time and place. Since they are beyond

man’s reach Allah sent his messengers to elaborate those issues. Messengers were given

revelation to convey to the ordinary people. Through this revelation man can know what is

beyond this world, what is after this life, etc.

22
Alu imran: 191.
23
Al-Nisa: 103.
24
Al-Rum: 9.
25
Al-Ankabut: 20.

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Qur’an says, which means:

“And with him are the keys of the unseen (ghayb) and none know them but he and he knows

what ever in the land and in the sea; not a leaf falls but, he knows it. There is no grain in the

darkness of 26the earth or anything fresh or dry but is written in a clear record.”

“He is alone the all knower of the ghayb(unseen). He reveals to none his ghayb. Except to

messenger whom he has chosen, and then he makes a band of watching gurads to march

before him and after him27”

“And they say: how is it that not a sign is sent down on him from his lord? Say unseen

belongs to Allah alone.”28

In my view such a restriction in front of man is not a discouragement for thinking but is an

encouragement. Because there is, no doubt, something that we cannot find out. If we think

our whole life we cannot discover what his stage was before he comes to this earth and what

will be after his death. In our observation we can detect only that before this life we were in

the back born of our father and then came to mother’s utters. Our observation about the

afterlife is that if a man dies he will become mud. The situations beyond that stage is

unknown. That is why the Makkan pagan rejected the life after death:

Allah says, which means:

And they say: there is nothing but our life of this world, we day and we live and nothing

destroys us except the al-dahr(the time).and they have no knowledge of it: they only

conjencture.29

26
Al-An’an: 59
27
Al-Jinn: 26.
28
Yunus: 20.
29
Al-Jathiyah:24.

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We know many philosophers who were in frequent search to find out the truth or the life

before birth and after death. But they couldn’t find out it. Some told that the essence of man’s

life is water, some said it is fair and some others said it air. None of them couldn’t find out it.

Therefore, by clarifying that there are some truths that man cannot find out it and by

explaining the situations of man before and after this life Islam is encouraging thinking more

and more. Why? Because if such an answer is given to us we can use our thinking skills in

other fields. Hence, our burden is becoming lighter. So for a man who didn’t get the

knowledge of revelation he will be obliged to use his thinking in that area also. But for a

Muslim he is blessed by Allah by getting a true knowledge about the other life, and now he is

only responsible to do what is beneficiary for that life.

As for the process of critical thinking we described, in my view, Islam accord with most of

the parts described there. Islam fully encourage with all efforts to ponder on an issue. In the

critical thinking process we are attempting to discover the right side of any point of view. the

methods to recognize, analyze, evaluate and develop our own perspective based upon our

inquiry has nothing to disagree with Islam.

The only disagreement comes when we apply these methods in searching the metaphysical

issues. Man cannot say that we will apply the same methods to every issue. Because method

has to be replaced with another if they issues change. Here Allah has set a methodology to

understand the metaphysical issues. That is the revelation. The disagreements with the

assumptions come in this regard. As the western critical thinkers say most of their issues are

based on assumptions and the device to clarify assumption is reason (for the west) but, as we

said above reason is not capable to answer the metaphysical questions. The major difference

between Islam and the materialistic west lay in this point. Islam does not agree with

developing an issue based on assumptions. For the assumptions cannot reach to the truth.

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Qur’an says: “and most of them follow but assumptions. Undoubtedly, assumption avails not

against truth”30. Hence the only device to elaborate to explain the metaphysical issues is to

restate the place of revelation in the western critical thinking.

If we give the revelation a major place in critical thinking the result will be severe. As Alec

Fisher says: for many reasons educators have become very interested in teaching thinking

skills of various kinds in contrast with teaching information and content. 31 This is a

challenge. Every student is instructed with the thinking skills, standards, and process. He is

taught to use his reason very well and to find out the truth basing on those attributes of

critical thinking. This western practice is wide spread among Muslims also. Muslim

educators are not ready to include revelation in critical thinking syllabus. According to them

revelation is for religious purpose and the religion has nothing to do with critical thinking.

Hence a redefinition of critical thinking is essential and according to which a boundary has to

be set in front of critical thinking.

ALLAH KNOWS THE BEST

References

1. The Holy Qur’an.

30
Surah Yunus: 36.
31
Alec Fisher.Critical thinking: an introduction (Cambridge: Cambridge university press).1.

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2. Cottrell, Stella. Critical Thinking Skills Developing Effective Analysis and Argument
Palgrave Macmillan Ltd.

3. Fisher, Alec. (2001). Critical thinking: an Introduction. Cambridge: Cambridge

university press.

4. Paul, Richard and Elder, Linda. (2006). Critical Thinking: Learn the Tools the Best
Thinkers Use. New Jersey: Pearson Prentice Hall.

5. Paul, Richard and Elder, Linda. (2007).The miniature guide to critical thinking:
concepts and tools. The Foundation for Critical Thinking.

6. Ruggiero, Vincent Ryan. (2002). Becoming a Critical Thinker. New York: Houghton
Mifflin Company

7. Weil, Danny. (2000). Learning to Reason Dialectically: Teaching Primary Students to

Reason within Different Points of View. In Perspectives in Critical Thinking (Ed. Danny
Weil and Holly Kathleen Anderson). New York: Peter Lang

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