التربية الفكرية بوصفها خبرة تعلّمية : تنظيمها في المناهج وطرائق تدريسها - تحليل نقدي
This study aims to investigate the concept of intellectual pedagogy and articulate its definition, assumptions, curricular forms, and teaching strategies. A critical descriptive method was used, and the study reveals that intellectual pedagogy is embodied in the Islamic discourse as represented in the Qur’an. From a contemporary perspective, it requires considering two ideas: “community of inquiry” and “the thinking routine.” Three curricular forms for enhancing intellectual pedagogy are explained, and the article contends that the most appropriate strategies for teaching intellectual pedagogy are discussion, Socratic dialogue, and well-established debates. (Published abstract)