Universal Rational Education: Teaching Thinking through Qur’anic Stories

This study aimed to rethink conventional approaches to teaching thinking and propose a localized model for fostering cognitive skills in children by investigating the potential of Qur’anic stories within the “Philosophy for Children” (P4C) program. The study employed a descriptive-analytical and comparative method. First, memory-based educational systems were critiqued, and the “process-oriented” approach to teaching thinking (based on Matthew Lipman’s theory and the Socratic tradition) was analyzed, focusing on developing reasoning skills within a “Community of Inquiry.” Second, shifting the focus from skill to subject matter, the “content-oriented” approach was examined, wherein the quality and richness of reflective content are deemed essential for stimulating thought. The analysis revealed that imported stories in existing P4C programs carry cultural dependencies, highlighting the need for localized content. Qur’anic narratives, due to their philosophical structure across three domains ontology, epistemology, and axiology can effectively serve as “reflective stimuli” to replace non-local materials. The pedagogical potential of Qur’anic concepts was evaluated for adaptation and simplification in children’s philosophy classrooms. The integration of Qur’anic stories not only provides a fertile ground for practicing critical and creative thinking but also establishes a deep connection between children’s cognitive frameworks and Islamic-Iranian culture. This approach internalizes the goals of religious education in moral and cognitive dimensions through a reflective, inquiry-based process.