INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 1, April 2025
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Aziza Kasimova
Researcher, TDPU
THE PLACE AND IMPORTANCE OF EDUCATION IN THE VIEWS OF SCIENTISTS
OF THE EASTERN RENAISSANCE
Аннотация:
Восточное Возрождение — период возвышенной человеческой мысли,
расцвета науки и культуры. Большое внимание вопросу образования уделяли, особенно
такие мыслители, как Аль-Фараби, Ибн Сина, Аль-Бируни, имам аль-Бухари, жившие и
творившие в IX-XII вв. Их взгляды служат важной методологической основой не только
для общества того времени, но и для современной системы образования.
Ключевые слова:
Восточное Возрождение, идеальный человек, общение, педагогический
стиль, добродетельные люди.
Abstract:
The Eastern Renaissance is a period of high human thought, flourishing science and
culture. Especially great scholars who lived and worked in the 9th-12th centuries - such thinkers
as Al-Farabi, Ibn Sina, Beruni, Imam al-Bukhari - paid great attention to the issue of education.
Their views serve as an important methodological basis not only for the society of that time, but
also for today's modern education system.
Keywords:
Eastern Renaissance, ideal personality, communication, pedagogical style, virtuous
people.
Eastern thinkers believed that human perfection, social development, and spiritual elevation are
achieved through education and upbringing. They saw science not only as theoretical knowledge,
but also as a force that educates the inner world of a person.
1. Al-Farabi (870–950)
• Called the “Imam of Teachers”.
• He considered education to be a means of perfecting a person.
• In his work “The Virtuous City People”, he emphasized the need to educate virtuous people in
society.
• In his opinion, true happiness can only be achieved through knowledge.
2. Ibn Sina (980–1037)
• A great scholar in the fields of medicine, philosophy, logic, and pedagogy.
• In his works such as “The Book of Wisdom” and “The Book of Healing”, he wrote that the
educational process should be organized according to age and ability.
• He put forward the idea that education should begin at a young age.
• He emphasized the role of the teacher and the need to approach it according to the student’s
abilities.
3. Al-Biruni (973–1048)
• He aimed to study sciences in depth and serve the interests of the people.
• He considered acquiring knowledge to be the duty of every person.
• His statement that “religion without knowledge turns into Sufism, and knowledge without
religion leads to disbelief” shows that he paid attention to the harmony of knowledge and
morality.
4. Imam al-Bukhari (810–870)
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• A major representative of the science of hadith.
• He paid great attention to issues of education and morality.
• He taught virtues such as respect for knowledge, honesty, purity, and patience.
5. The views of scholars such as Abu Rayhan al-Biruni and Ibn Sina:
• It is indicated that the educational process should include not only knowledge, but also moral
education.
• They expressed opinions in the sense that “knowledge is the path that leads to Allah.”
Scholars of the Eastern Renaissance saw education and upbringing as an integral part of human
life and the basis of social development. They considered moral maturity as important as science.
Their views have not lost their relevance today, but rather serve as the basis for the modern
education system.Al-Farabi put forward the idea of building a society based on the
principles of a virtuous city, combining science and morality. Ibn Sina, on the other hand,
considered education to be an important factor in realizing human potential.
Al-Farabi: Virtuous Society and Scientific Education
In his work “The People of the Virtuous City”, Al-Farabi describes the ideal form of society as a
system governed by knowledgeable, moral, and wise people. In his opinion, education is a means
that leads a person to truth. He highly valued the personality of a teacher, describing him as the
most important figure who leads a person to perfection.
Ibn Sina: Age-appropriate education and moral upbringing
In his pedagogical views, Ibn Sina put forward the idea of educating people according to
their age and abilities. In his works "Donishnama" and "Kitab al-Shifa", he gave in-depth
analyses of the human psyche, level of perception, and teaching methods. In particular, he put
forward the idea of educating young children through play, which is one of the main
principles of modern pedagogy.
Al-Biruni: The social significance of science
Beruni considered science to be the main force in the development of society. He emphasized
that only through science can a person understand the world and serve the development of
himself and society. In his views, along with education, there are also the ideas of independent
thinking, analysis, and learning based on experience.
Imam al-Bukhari and moral upbringing
Imam al-Bukhari put forward moral upbringing through religious teachings. He tried to instill in
the younger generation such qualities as honesty, purity, patience, and humility through hadiths.
This shows the role of education not only in worldly but also in spiritual and spiritual growth.
Conclusion
In addition to making a great contribution to the development of science, the scientists of the
Eastern Renaissance also put forward profound views and immortal ideas on the issue of
education. In their opinion, true happiness, progress, and justice are values that can only be
achieved through knowledge, morality, and education. Today, these views are not only of
historical significance, but also serve as an important source in determining the basic principles
of the modern education system.
References:
Al-Farobiy.
Fozil shahar ahli haqida / tarj. A. Hayitmetov. — Toshkent: Fan, 1993.
Ibn Sino.
Donishnoma / tarj. I. Muminov, M. Juraev. — Toshkent: Fan, 1980.
Ibn Sino.
Kitob ash-Shifo — qadimgi ilmiy-falsafiy risola. (Turli tarjima va tahlil etilgan asarlar)
Abu Rayhon Beruniy.
Hindiston haqida / tarj. A. Hayitmetov, S. Mirzayev. — Toshkent: Fan,
1968.
Imom al-Buxoriy.
Al-Jome’ as-sahih — (Hadislar to‘plami), arabcha asl va tarjimalar asosida.
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 1, April 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
246
Karimov I. A.
Yuksak ma’naviyat – yengilmas kuch. — Toshkent: Ma’naviyat, 2008.
Xamidov A.
Ibn Sino pedagogik qarashlari. — Toshkent: O‘qituvchi, 1999.
To‘laganov Sh.
Sharq mutafakkirlari va pedagogik fikrlar. — Toshkent: Fan, 2005.
Beruniy R.
Sharq Uyg‘onish davri va taraqqiyot yo‘llari. — Samarqand, 2011.
Usmonov Q.
Sharq allomalari va ma’naviy meros. — Toshkent: Ma’naviyat, 2003.
Islom Karimov nomidagi Toshkent davlat pedagogika universiteti.
Pedagogika tarixi darsligi,
2021-yil nashri.
