Objective: Studies show that the inquiry-based lesson and curriculum effectively increase students' critical thinking. Therefore, the purpose of doing this project was determing of The effect of inquiry method instruction on critical thinking and in the Empirical Sciences lesson in students were boys in grade eight school of Hamedan.Method: The method that using in this project was from kind of mid expenence with pre testing and after testing with the group of expenence and group of experience and group of control society including all of the student that were boys and were in grade eight first course Hamedan that their numbers were 3941 that they selected in 1394 that these numbers were 60 people and were selected as sample with the method of model available sampling. The tools that are use now, The test of the California critical thinking skil test -form-B (CCTST) was. In order to analyse, the information that got frome questions in pre testing and after testing descriptive statical methods including The mean, standard deviation, frequency distribution and inferential statistical methods, including covariance was used for analysed and with using of soft ware spss, it analysed.Results: The conclusion showed that the inquiry method instruction was effective on critical thinking. Results of covariance analysis showed that the inquiry method instruction was effective on subscales of Critical thinking including, analysis, evaluation, inference, Deductive reasoning and inductive reasoning.Conclusion: So the results of this research can be saidinquiry-based learning is a teaching method could lead to the development of critical thinking abilities.

Argues that the trial court’s judgment is subject to court proceedings and the parties through would cause assertiveness The definition of a result obtained Firstly, this method is similar to full and logical manner in which the subject and predicate are the basic case, the inference is obtained; Second, with foundations of legal reasoning is undeniable that the judicial process is understood to refer to any predicate without crossing the line of argument he rejected; Thirdly, it is a product of judicial reasoning logic support tools are based on the logic of science, the discovery of unknown cases, Fourthly, knowledge and understanding of the demands of the case, the argument is directed; And fifthly, the judge focused on the science knowledge through reasoning, not a science person. The topics discussed in this article, which is based on the lines cross - sectional study, is formed.

Introduction: Frontoparietal (FPN) and cingulo-opercular network (CON) control cognitive functions needed in Deductive and inductive reasoning via different functional frameworks. The FPN is a fast intuitive system while the CON is slow and analytical. The defaultinterventionist model presents a serial view of the interaction between intuitive and analytic cognitive systems. This study aims to examine the activity pattern of the FPN and CON from the perspective of the default-interventionist model via reasoning. Methods: We employed functional magnetic resonance imaging (fMRI) to investigate cingulo-opercular and frontoparietal network activities in 24 healthy university students during Raven and Wason reasoning tasks. Due to the different operation times of the CON and FPN, the reaction time was assessed as a behavioral factor. Results: During Raven’, s advanced progressive matrices (RAPM) test, both the CON and FPN were activated. Also, with the increase in the difficulty level of the Raven test, a linear increase in response time was observed. In contrast, during the Wason’, s selection task (WST) test, only the activity of FPN was observed. Conclusion: The results of the study support the hypothesis that the default-interventionist model of dual-process theory provides an accurate explanation of the cognitive mechanisms involved in reasoning. Thus, the response method (intuitive/analytical) determines which cognitive skills and brain regions are involved in responding.

Background: Clinical reasoning refers to the professional decision-making involved in physical rehabilitation. The hypothetico-Deductive reasoning (HDR) model integrates clinicians' self-perceptions with structured clinical decision-making processes. This study aimed to evaluate the application of the HDR process in the physiotherapy management of a patient with a meniscus injury.Methods: The case involved a 42-year-old male banker referred for physiotherapy rehabilitation, presenting with severe pain, swelling, catching, and locking of the right knee joint. This single-case study was addressed using the HDR process.Results: By the eighth week of intervention, improvements were observed in pain reduction, muscle strength, and range of motion of the knee joint. Additionally, the meniscus evaluation score improved from 20.9% to 71.4%. The subject is now able to participate in routine daily activities. Clinical reasoning, central to practice, was critical in this atypical presentation of a meniscus tear; thus, the HDR process was employed for diagnosis and problem-solving.Conclusion: The HDR process offers a holistic treatment framework and can be effectively applied to unfamiliar or atypical clinical conditions such as meniscus injuries.

This study compared educators’ critical thinking in elementary, secondary, high, and pre-university schools and sought to provide strategies to promote such skills. In this study, a descriptive research method was used. A sample of 280 educators (teachers and managers) from elementary, secondary, high, and pre-university schools of Boushehr province was selected through multi-stage sampling. Research instrument was the California Critical Thinking Skills Test. In order to answer research questions a use was made of t-test and factorial ANOVA. The results suggested that there was no significant difference among educators' critical thinking. The results also indicated that teacher' inductive and Deductive reasoning critical thinking skills were highest. In addition, no significant difference was found between male and female educators, and educators with different degrees, or with different work experience levels in terms of critical thinking skills. Besides, Arts teachers exceeded all other teachers in critical thinking skills.

The purpose of this study was to investigate the effect of mathematical communication-based training (using class discussion method) on the mathematical reasoning ability of students. The statistical universe of the study was all 9th grade female students of Shahre-Rey in the 1392-93 academic year.57 students were selected using multi-stage random method and classified in two, experimental and control groups. Measurement tool of this study is mathematical reasoning ability assessment exam that were selected from TIMSS mathematical reasoning and Miyazaki (2000) questions, and its reliability was obtained 0.79. Designed program was implemented to experimental group during 16 sessions in three launch, explore, discuss and summarizing phases, using Cirillo’s strategies (2013) for facilitating class discussions. Results of ANCOVA demonstrated that mathematical reasoning and Deductive mathematical reasoning abilities of students in experimental group have been increased with respect to the students of control group. The value of Spearman's correlation showed that there are significant correlation between Deductive and inductive reasoning of students in both control and experimental groups so that along with strengthening Deductive reasoning ability and introducing with limitations of inductive reasoning, students less used inductive reasoning for argumentation.

Imam Mohammad al-Ghazali (d. 505) is the most famous opponent of philosophy among theologians of the Islamic world. Despite his claim to critique the discourse of philosophers in the field of theology, he, under the influence of the Muslim commentators Aristotle (Farabi and Ibn Sina), accepted Greek philosophical thought based on meaning and emphasized the legitimacy of logic and mathematics. He introduces the way of thinking of the theologians before him because of its reliance on the word "uncertain" and replaces the logic and method of reasoning of analogical analogy with the method of allegorical reasoning (rejection of the absent to the witness) before him In this article, we will show by explanatory-analytical method that Ghazali, by accepting the possibility of achieving his rational certainty, relied on (argumentative analogy), paved the way for the content of Sinaitic philosophy to enter Islamic theology and began to mix philosophy with theology in the Islamic world. Of course, he was not obsessed with the necessities of this acceptance, and in studying the thoughts of philosophers, he acted like his own predecessors, and suffered from a kind of confrontation with Greek philosophical thought,Accepting the method of thinking and rejecting the content due to opposition to the principles of faith and the appearance of narrated evidence.

This study was conducted to examine the results of comparing critical thinking components instruction effectiveness (by metaphor and Karplus cycle), on cognitive processes of analysis, inference, evaluation, inductive and Deductive reasoning of third grade guidance school female students in Saqez. An experimental method with the design of three control and experimental groups undergoing pretest and posttest was used. The research instrument was the California critical thinking Questionnaire. The subjects were selected from the thirth grade guidance school girl students in Saqez, using the multistage cluster sampling.The subjects were classified into control and experimental groups, randomly. A sample was comprised of 60 students, 20 in each group. Experimental treatment was conducted on the experimental groups during 12 sessions and then posttests for 3 groups were administrated on the subjects. Statistical analysis was conducted by analysis of multivariate-tests (MANCOVA) for all of research hypotheses. Results showed that the critical thinking components instruction by metaphor and Karplus cycle have significant effects on critical thinking components in the third grade guidance school female students (P<.5), but instruction by metaphor and Karplus cycle have a same effects. These findings show that critical thinking components instruction leads to critical thinking components increase in students. Therefore by using critical thinking instruction, we can increase and improve the current and future components of student's critical thinking.

This article studies five major classical Hollywood films: psycho, Casablanca, double indemnity, the apartment and the searchers and ratiocinates that in this era of cinema history, directors conform with a series of principles, procedures and protocols in order to start the films and also describes that these principles are based on philosophical theories of human minds ways of reasoning. This article argues that Hollywood studios utilized philosophy to develop a set of principles known as law of Ws. In this law W refers to four questions that should be answered in the beginning sequence and which are: where, when, who and what. This law committed directors to introduce four elements in the beginning sequence in order to orient the audience into the story. This article is to examine the philosophical value of this law with Aristotle’s views on inductive reasoning and Deductive reasoning. Aristotle is the first philosopher who organized logical concepts. He introduced two major methods of reasoning for human mind. First method is Deductive reasoning. To reach a reliable conclusion, Deductive reasoning starts with a primary term and uses a secondary term which is smaller than the first one to provide the groundwork for achieving the result. In this way the results are the subset of the primary prelude, hence if the primary and the secondary terms are valid, the result would have no defects. The second method is conductive reasoning. On the other hand conductive reasoning starts with small logical terms and ends up with a general result that surpasses the enormity of the preliminary terms; hence the result may have some defects. Plan by plan analysis of the beginning sequence and sketching a plan-time diagram of all four elements of the law of Ws for the selected films shows a very interesting similarity. This diagram shows that in all five films four elements are introduced. Location is the first one then time of the event, the main character and the story of the film. Further analysis shows that the ways each element is introduced are the same in all five films. All diagrams for every film have a similar slope. It means that the size of the plans through time decreases. For introducing the location where the story is happening directors use a long shot of where it’s happening and step by step the size of the plan decreases to details of the location. For introducing the main character all directors start with a long shot of the character or in the case of the searchers with a very long shot of a man approaching a cottage in the middle of a desert. John ford’s choice of plans is very similar to other director when they introduce their main character. This indicates that classical Hollywood decoupage could be a cinematic representation of Aristotle’s Deductive reasoning. The purpose of this article is to analyze the beginning sequence of these five films to demonstrate law of Ws and to prove this law’s conformity with Aristotle’s theories.