Logic is one of the sciences that have receded and regressed in the field of Islamic sciences. This regression is the result of several factors, the most important of which are:

1- The Aristotelian logic, concerned with the seemingly essential shape and the underlying truth in the text, which has been translated into Arabic, is no longer able to keep pace with scientific revelations and epistemological spaces of our time.
2- The existence of logic in the curricula of Islamic studies was not subject to a study linking logic and Islamic sciences. Therefore, we find that the student studies logic as if it were a strange subject that has nothing to do with the subjects of Islamic studies and even Islamic philosophy.
3- Logic is a scientific, intellectual subject whose study leads to the development of mental abilities, and therefore it must be taken care of and given special attention. The development of his vocabulary and the use of this in this regard, including logical studies in the world. Because of the scientific logic, its drought and the lack of practical examples of its vocabulary, all of this pushed students to aversion to his studies.
In this research, the researcher tries to open the door to looking at the logic curriculum that is taught in the colleges of Islamic sciences, and this study constituted a sincere invitation to reconsider the vocabulary and logical subject matter that has not changed for hundreds of years since the material was translated in ancient times and remained the same and nothing happened Development by institutions concerned with its study and teaching, and criticism of logic in this research is intended to develop logic by discussing the problems that have been raised about logic.
In the first topic, the definition and its problems were highlighted. Can logic, by definition, create or control knowledge? The researcher discussed some of the criticisms that tried to cancel logic and proved that logic is not from religious sciences but rather from secular sciences like mathematics and physics, and there is nothing wrong with benefiting from it in the service of religion and Islamic sciences.
In the second topic, the researcher tried to review the vocabulary of the curriculum in order to reach the conclusion that the complexity and rigorous normality were a reason for the aversion to studies of Islamic sciences and their distancing from logic.
The researcher quickly listed the vocabulary of the current approach to logic. Through this digression, the researcher tried to stop at some cases that confirm that logic was made by the human mind and is subject to error, addition, deletion and change.
In the third topic, the researcher presented a vision for developing logic by proposing some changes in the current curriculum and focusing on the topic of significance and benefiting from contemporary studies in language and interpretation and studying mental reasoning and developing students ’intellectual capabilities.
In conclusion, the researcher presented some ideas that he reached to study as results that can be enriched and expanded to develop the logic approach. And the God of the intent behind .