INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 512
THE USE OF WORKS OF EASTERN THINKERS IN THE EDUCATION OF STUDENTS
Farida Oktamovna Egamberdiyeva
Professor of the Oriental University
Iroda Khalilovna Meliyeva
Master's Student of the Oriental University
Abstract:
This article analyzes the importance of using the works of Eastern thinkers in the
education of students. Eastern philosophers, particularly Ibn Sina, Al-Farabi, Al-Farg‘oni, and
other great thinkers, proposed important ideas regarding human education in their works. The
article discusses the impact of these works on the educational and training process, their role in
the moral and spiritual development of students, and how they can be effectively used in the
modern educational system. The article also reflects on how the ideas of these thinkers can
influence students today, considering historical and cultural contexts.
Keywords:
Eastern thinkers, education, teaching, Ibn Sina, Al-Farabi, moral development,
cultural heritage, student upbringing
INTRODUCTION
The significance of education plays a major role in every society, influencing the spiritual
and moral development of students. Eastern thinkers, with their philosophical views, ethical
values, and pedagogical approaches, offer great opportunities for teaching students not only
scientific knowledge but also the foundations of worldview and moral education. This article
discusses how the works of Eastern thinkers can be used in the upbringing of students. The
pedagogical views of Eastern thinkers are reflected in many of their works, through which
students can be taught human values, moral issues, and spiritual development. In particular,
Islamic philosophy and Eastern pedagogy place great importance on the ethical and spiritual
aspects of education.
Al-Farabi's work, The Virtuous City, incorporates pedagogical approaches that focus on the
ethical and spiritual aspects of education. He considers education not just as acquiring
knowledge but as teaching individuals to act with goodness and proper moral conduct. Through
The Virtuous City, students can learn how to correctly identify their place in society and develop
moral virtues.
Ibn Sina's The Canon of Medicine is not only about medicine but also addresses the general
upbringing of students. He calls for the development of critical thinking, deep understanding of
knowledge, and the cultivation of spiritual education alongside intellectual development. Ibn
Sina’s works are valuable for teaching students critical thinking and explaining the harmony of
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 513
knowledge and ethics. He emphasizes that education should not be limited to acquiring scientific
knowledge but should aim at integrating physical, intellectual, and spiritual development.
Al-Ghazali’s works focus heavily on moral education. He teaches students how to apply true
knowledge in life and link it with spiritual growth and social responsibility. Al-Ghazali's
pedagogical views help shape social and moral values in students.
Eastern thinkers' pedagogical views are historically broad and rich because they approached the
issues of knowledge acquisition and education from many different perspectives. Al-Ghazali
divided education into two main areas: secular and religious knowledge. He believed it was
necessary to teach students not only scientific knowledge but also moral virtues and the practical
application of that knowledge.
Al-Biruni, a thinker who gave great importance to science and education, believed that
knowledge was not just about theoretical understanding but should also include practical
experiences and experiments.
In his work Shahnameh, Firdawsi sees education and upbringing as essential means for
preserving national and cultural values. In his work, education is not only about acquiring
knowledge but also about shaping the moral and ethical values of individuals.
Eastern thinkers' pedagogical approaches are fundamentally about the all-around development of
individuals, teaching moral values, and advancing science and culture. They did not see
education as merely the acquisition of knowledge but stressed the importance of applying that
knowledge, emdiving social and moral responsibility, and instilling ethical values.
CONCLUSION
The works of Eastern thinkers are not only a source for learning scientific knowledge but also an
essential resource for shaping the moral and spiritual education of students. Their pedagogical
views, ethical teachings, and philosophical ideas contribute to the personal development of
students and help them correctly identify their role in society. By using the works of Eastern
thinkers, the educational process can be enriched, and students can be taught a broad worldview
and high moral values.
REFERENCES:
1. Ibn Sina. (2003). The Book of Healing (X. Ahmedov, Trans.). Tashkent: Sharq.
2. Al-Farabi. (2001). The Virtuous City (M. Usmonov, Trans.). Tashkent: Uzbekistan.
3. Nizamuddin Kubro. (1997). Nafas ul-‘Arayish (A. Zokirov, Trans.). Tashkent: National
Literature.
4. Al-Ghazali. (2010). The Revival of the Religious Sciences (S. To‘raev, Trans.). Tashkent:
Yangi Avlod.
5. Bobur, Z. (2015). The Role of Eastern Thinkers in Education. Tashkent: Akademnashr.
