Examining children's stories as the basis of the construction of human thinking and intellectual level in the later stages of life, based on the approach of critical thinking education, created a huge change in writing, criticizing and revising children's literature works. In the field of literary criticism, this theory can be used to examine and analyze the works in the field of children's literature, and distinguish the works that have a lot of critical rehabilitation from the works that are weak in this regard. In this article, a story by Yaqub Al-Sharoni, a famous Egyptian writer in the field of children's literature, named "Sultan Liyum Vahed", will be analyzed in terms of the frequency and application of Lipman's critical education components. Obviously, no matter how many children's works technically and efficiently use these components, it can be recommended for repeated use by children. The result shows that Yaqub al-Sharoni does not take help from a specific order and pattern in order to use the components of critical thinking education, and according to his personal style and the process of the story, sometimes these components increase and sometimes decrease. find In total, among the fifteen components discussed by Lippman in Fabak's theory, nine components are used in the story, and for some of them, there is more than one example. Therefore, from this point of view, the story is considered efficient and reliable in teaching children's critical thinking. It should be noted that the method used in this research is descriptive-analytical.
