Introduction Caring thinking is the third category of thinking based on Lipman’s classification that integrates human emotions in intellectual affairs. Caring thinking conjugates 3H,Head, Heart, and Hand as symbols of contemplation, kindness, and behavior. Research Question This new category of thinking has not been effectively considered, especially in philosophical view. Therefore, the pros and cons of caring thinking and its implementation should be assessed and identified from a philosophical perspective. So the goal of this research is the analysis of caring thinking’s quiddity based on its dimensions, types, and nature and responding to challenges in these areas. Method In this paper, we elaborate quiddity of caring thinking by applying the concept analysis method. The basic purpose of our methodology is to consider concepts of different types of caring thinking that results in distinguishing characteristics of each type. Discussion and Results We investigate: (1) The interference and differentiation of 5 types of caring thinking (Appreciative / Valuational, Emotional, Active, Normative, Empathetic ), the interaction between these types, their relations to Bloom’s taxonomy of educational approaches, and their individual and social effectiveness scope, (2) Dimensions of caring thinking based on how it affects the thinker (subject), the target (object), and the target’s manner of thinking, (3) The nature of caring thinking that shows emotional thinking as the start point which consequently results in ethical values, motivations, and actions. Finally, we introduce a four steps implementation of caring thinking that demonstrates its life cycle in a dynamic and self-rectifying society: (1) To pay attention and care to others including living and inanimate creatures as a result of Valuational, Empathetic, and Emotional thinking types, (2) To accredit and respect the rights of others, because of being involved in Emotional and Normative thinking, (3) To apply social, ethical, and biological rights of others in personal decision making and activities as a consequence of the usage of Active thinking, (4) Re-evaluate and revision the previous steps by assessing conditions using the Valuational and Normative thinking types.

The purpose of this research is to investigate the subject of caring thinking in the Holy Quran with reference to the interpretation of al-Mizan. Caring thinking is in fact caring in the way of thinking and contemplating in caring; caring of transformation of feelings into choices, evaluations and decisions. Caring thinking is interpreted as the care of subject for object and verb simultaneously, which is divided into admiral or evaluating, emotional or affective, active, normative, and empathetic thinking. The research method in this research is of qualitative analytical method. And with investigation of Holy Quran Ayahs, examples of caring thinking have been identified. The findings suggest that a great number of Qur’ anic verses affirm it and are objective verifications of various subgroups of caring thinking such as kindness, modesty, trusteeship, justice, truth and honesty. By putting effort into them in the process of teacher training, can lead to consolidation of different dimensions of caring thinking.

Objective: The present study aimed to investigate the effectiveness of philosophy education based on the Wartenberg approach on adolescents' critical thinking and caring thinking. Methods and Materials: The research method was quasi-experimental with a pre-test, post-test, and control group. The statistical population of this study consisted of 12 to 15-year-old adolescents in Tehran Province who lived in residential care centers,24 adolescents were selected by convenience sampling and randomly assigned to experimental and control groups. The experimental group received 12 sessions of philosophy education, while the control group received no training. Research tools included Ricketts' Critical Thinking Questionnaire and Hedayiati's Caring Thinking Questionnaire. Data analysis was performed using SPSS software version 26 and covariance analysis. Findings: The results showed that philosophy education for children had a positive and significant impact on improving adolescents' critical thinking and caring thinking. Conclusion: Therefore, given the effectiveness of this education on critical thinking and caring thinking, it is recommended to provide this education for adolescents.

Background and Aim: Researches show that to teach thinking skills is a priority in educational programming of education centers. Critical thinking is one of the thinking education methods. The aim of this study is to determine the effect of Critical thinking on bedridden patients care process in nursing students.Materials and Methods: This case-control study was done on 30 female nursing students in clinical training of Gastroenterology as the case group of critical thinking and further 30 control students as the traditional system. The mean of improvement in the 2 groups was compared by independent t test and the mean of the scores before and after education.Results: The results showed that the mean age and the two previous semester scores were not significantly disparate in the case and control groups. The mean of study improvement scores had a significant increase after education in both groups (P 0.005), though the increase was more considerable in the case group (P 0.05 versus P 0.4).Conclusion: The results showed that educational status in the two groups developed but not so much in the case group versus the control. We propose a study on graduated nurses received a high level of critical thinking for a long time in future.

Introduction The aim of this research is to construct, and to evaluate the validity and reliability of Caring Thinking Skill (CTS) questionnaire based on ‘ Philosophy for Children’ educational approach, for first high school students in Tehran. Caring Thinking is a one of "higher-order" thinking in Lipman's tripartite educational approach besides critical and creative thinking. Caring Thinking is the thinking skill which attends to what we take to be important, what we care about, what demands, requires or needs us to think about it. It is thinking about what can be done in the world for making better world. Unlike the importance and necessity of fostering this thinking to create a better world in future from childhood, unfortunately there has not been a tool to measure the quality of Caring Thinking Skill yet, and this lack of tools Led to the researcher's reluctance to study the level of this skill and their interventions to improve it in students. Method For this purpose, a pilot study was carried out on 60 students. Then, 742 students (358 girls and 384 boys) were selected by cluster sampling method and CTS questionnaire in Five subscales, including Valuative Thinking, Emotional Thinking, Normative Thinking, Active Thinking and Empathic Thinking, were distributed among them and the results were interpreted and analyzed. Content validity of the questionnaire was assessed by 16 indoor and foreign professors. The Structural Validity of this test was also evaluated by using Exploratory Factor Analysis and Confirmatory Factor Analysis. The findings indicated the content validity was appropriate (CVR = 0. 87), and in the construct validity, according to the results of EFA, 29 questions were deleted and the validity of the 60-item test was confirmed. Finally, from each of the sub skills, five questions that were the most frequent factors were selected and the form of the 25 questions was verified by using CFA. The findings also showed a significant difference between Caring Thinking, Valuative Thinking, Emotional Thinking and Normative Thinking skills in boys and girls. Results This research results indicated that the CTS questionnaire provides information on general skills and five sub skills, and can be used to measure and develop this skill for first high school students. Discussion Caring Thinking is bridge between cognition and emotion and personal values while care about collective vallues. Pedagogical caring is different from the common-sense definition of care, which means emotional attachment to someone or something, For Lipman and Sharp, caring thinking aims at judgments about what is of value, and how that which is valuable may be promoted, preserved, enhanced, or better appreciated. Lipman had been insisting on the addition of caring thinking to critical and creative thinking in higher-order thinking for two major reasons: first, Caring has ample credentials as a cognitive enterprise, even though it consists of low visibility mental acts; second, without caring, higher-order thinking is devoid of a values component. If higher-order thinking does not contain valuing or valuation, it is liable to approach its subject matters apathetically, indifferently, and uncaringly, and this means it would be diffident even about inquiry itself. As the findings of this study showed that, Caring Thinking Skill (CTS) questionnaire that was made and normed in Tehran, can use for study this skill in students and measure the effect some interventions same as participation in Community of Philosophical Inquiries to improve it.

Background & Objective: Given the significance of caring in the nursing profession, it is essential to assess the caring behaviors of nursing students and the factors that may influence these behaviors. This study aimed to explore the relationship between emotional intelligence and critical thinking disposition, as well as their impact on the caring behaviors of a sample of Iranian nursing students. Materials & Methods: This descriptive-correlational study was conducted on 203 nursing students. Participants were selected using a census method. The data were collected from from 17 February 2024 to 29 June 2024 using a demographic checklist, Watson and Lea's Caring Behaviors Questionnaire, Wang and Law's Emotional Intelligence Questionnaire, and Ricketts's Critical Thinking Disposition Questionnaire. Data were analyzed using an independent t-test, one-way ANOVA, Pearson's correlation coefficient, and multiple linear regression in SPSS-25. Results: The present study showed a positive and significant correlation between caring behaviors and emotional intelligence (p < 0.001, r = 0.34), as well as critical thinking disposition (p < 0.001, r = 0.56). Multiple linear regression analysis showed that critical thinking disposition (β = 0.49, p < 0.001) was the strongest predictor of caring behaviors, followed by academic year (β = -0.14, p = 0.01) and emotional intelligence (β = 0.14, p = 0.01). These variables accounted for 34% of the variance in caring behaviors. Conclusion: The results of the study showed that increasing emotional intelligence and critical thinking disposition leads to improved caring behaviors while increasing the academic years leads to a decrease in caring behaviors. Therefore, nursing colleges and instructors should consider integrating critical thinking and emotional intelligence training into internships as potential intervention strategies to enhance students' caring behaviors. In addition, the pressures associated with academic years must be effectively managed.

This study aimed to develop an environmental ethics model based on caring thinking through critical thinking of second grade high school students in Hamadan. The research method was correlational and the data were collected by field method using with questionnaire. The statistical sample of the study included 986 second grade high school students in Hamadan who have been selected by simple random sampling. The measurement tools for data collection were Environmental Ethics Questionnaire, Caring Thinking Questionnaire and Critical Thinking Questionnaire. The face validity of the questionnaires was approved by 15 faculty members of educational sciences. Also, their reliability was determined as α = 0. 895, α = 0. 915 and α = 0. 923, respectively, by using Cronbach's alpha coefficient for Environmental Ethics, Caring Thinking and Critical Thinking Questionnaire. Data were analyzed using Structural Equation Modeling Method and utilizing SPSS and Smart PLS softwares. The results showed that the structural model of environmental ethics based on caring thinking has a good fit due to the critical thinking of second grade high school students in Hamadan. According to this model, caring thinking as well as critical thinking have a significant effect on environmental ethics, but caring thinking does not have a significant effect on critical thinking. Therefore, it can be concluded that caring and critical thinking can be used to explain and predict the environmental ethics of second grade high school students.

The present study examined the teaching of caring thinking and its effectiveness on the well-being of sixth grade elementary students. This quasi-experimental study was conducted with pre-test, post-test and follow-up design (two months later) with a control group of 120 sixth grade elementary students in the academic year 2020-2021 in Tehran, Varamin. Students were selected by multi-stage random sampling method and randomly divided into two groups of and Virtues Questionnaire and the Guided Careful Thinking Questionnaire. Teaching caring thinking in 15 sessions of 90-minutes each, while the control group was not subjected to the training. Collected data were analyzed with the statistical software SPSS 21 using multivariate analysis of covariance (MANCOVA) and Bonferroni post hoc test. Teaching caring thinking significantly increased the average scores related to caring thinking and well-being variables and their components in the intervention group (p<0.001). In a pairwise comparison, there was a significant difference between pre-test vs post-test and pre-test vs follow-up stages (p<0.001), while no significant difference was observed between post-test vs follow-up stages (p<0.05). As a result, teaching caring thinking promotes well-being and all its components in sixth grade elementary school students.

Introduction: The six thinking hats technique is one of the problem-solving methods that can be used to identify problems, and solutions, and discover ideas that are being ignored by a group. The aim of this study was to investigate the effect of the problem-solving method with the technique of six thinking hats on the creativity and caring behavior of nurses working in the emergency department of Baqiyatallah Al-Azam Aliabad Katoul Hospital in 2019. Methods: This quasi-experimental study with a one-group pre-test-post-test design was performed on 40 nurses of the emergency department of Baqiyatallah Hospital in Aliabad Katoul by census method. Then, the studied nurses received training in creativity and caring behavior with the method of six thinking hats in 2 sessions of 8 hours in 4 groups of 10 people for two consecutive days. Data were collected using questionnaires of demographic characteristics, Torrance creativity, and caring behavior and entered in SPS20 software, then it was analyzed with paired t-tests, multivariate covariance analysis, and Pearson correlation at a significance level of p<0. 05. Results: The mean and standard deviation of creativity before the intervention was 127. 91 ±,6. 61 and after the intervention was 144. 37 ±,16. 12 and the mean and standard deviation of caring behavior before the intervention was 160. 17 ±,9. 53 and after the intervention was177. 28 ±,20. 30, which had a statistically significant difference (p<0. 001). Also, according to the significance level of less than 5% of Pearson's correlation test, it can be said that there was a significant correlation between creativity and the caring behavior of nurses (r = 0. 799, p <0. 001). Conclusions: Using the six thinking hats method had an effect on the creativity and caring behavior of nurses. Putting the training of problem-solving methods in patient care intervention programs and teaching nurses can increase the creative skills of nurses and their performance level.