An Examination of al-Fārābī and Avicenna’s Views on Ontology, Epistemology, and Anthropology and Their Educational Implications

Abstract

The present study was conducted with the aim of examining al-Fārābī and Avicenna’s views on ontology, epistemology, and anthropology, as well as their educational implications. Conclusions and recommendations were presented at the end. The research was qualitative in nature and employed a descriptive, analytical, and comparative approach following George Brady’s method. The findings indicate that both philosophers consider existence to be based on a hierarchy of being and an interconnection between the material and intelligible worlds, viewing the intellect and the soul as central to human growth and perfection. In the field of epistemology, al-Fārābī emphasizes the theoretical intellect and its role in understanding the intelligible realm, whereas Avicenna incorporates not only theoretical intellect but also practical intellect and sensory experience into the process of knowledge acquisition. From an anthropological perspective, both stress the importance of self-cultivation, the development of moral virtues, and spiritual elevation; however, clear differences are observed in their explanation of the stages of human perfection and the relationship between reason and desire. The educational implications of these views suggest that education should be founded upon the cultivation of reason, the strengthening of moral virtues, and the guidance of humans toward perfection. The results of this study can serve as a foundation for designing philosophical and ethical educational programs and for enhancing theoretical understanding of humanity and the world within Islamic philosophy.