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ABU NASR FAROBI'S POLITICAL AND PEDAGOGICAL VIEWS: AN ANALYSIS
BASED ON THE IDEA OF "THE CITY OF MERCY"
Pirnazarova Shahlo Boynazar kizi
Uzbekistan - Finland pedagogy institute
Pedagogy department teacher
sboynazarovna@gmail.com
Urolova Gulnigor Asliddin kizi
Uzbekistan - Finland pedagogy institute
Preschool education and elementary education faculty
2nd year student
Abstract :
This in the article Abu Nasr Al-Farabi 's scientific and philosophical views , his
thoughts on education and upbringing , practical and philosophical instructions separately
covered . Farobi saw education as the main tool for the spiritual and mental development of a
person. He also paid special attention to ensuring the full intellectual, moral and social
development of a person in the educational process. In his works, Farobi attached special
importance to the role of the teacher, scientific thinking, moral education and the preservation
of social values. This article analyzes Farobi's educational and upbringing views and considers
how they are implemented in the modern education system.
Key words :
Baghdad , Abu Bishr Matto ibn Yunus, "The city of virtue" , UNESCO , 617
million, Aristotle , pedagogy .
Abstract:
This article highlights Abu Nasr Farabi's scientific and philosophical views, as well
as his practical and philosophical guidelines on education and upbringing. Farabi regarded
education as the primary means for the spiritual and intellectual development of a person.
Furthermore, he placed special emphasis on ensuring the full development of an individual's
intellectual, moral, and social aspects during the educational process. In his works, Farabi gave
particular importance to the role of the teacher, scientific thinking, moral education, and the
preservation of social values. This article analyzes Farabi's educational and pedagogical views
and examines how they can be applied in the modern education system
.
Keywords:
Baghdad, Abu Bishr Matto ibn Yunus, Virtuous city, UNESCO, 617 million,
Aristotle
Abstract
: This article highlights the scientific and philosophical views of Abu Nasr Farabi, as
well as his practical and philosophical recommendations on education and upbringing. Farabi
viewed education as the main tool for the spiritual and intellectual development of man. In
addition, he paid special attention to ensuring the comprehensive development of the individual
- intellectual, moral and social - in the learning process. In his works, Farabi attached great
importance to the role of the teacher, scientific thinking, moral education and the preservation
of social values. The article analyzes Farabi's pedagogical views and discusses their application
in the modern education system.
Keywords :
Baghdad , Abu Bishr Matto ibn Yunus, "Good City", UNESCO, 617 million,
Aristotle, pedagogy.
Among the scientists who have made an incomparable contribution to the development of
science and thought in the history of mankind, Abu Nasr Al-Farabi holds a special place. This
great thinker, recognized as “Muallimi Sani” — that is, “the second teacher,” left a deep mark
on the world scientific heritage with his profound philosophical views, logical thinking, and
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socio-pedagogical ideas. In particular, Al-Farabi's views on education and upbringing are
distinguished by their inextricable connection with modern pedagogical thinking.
Farabi considers education as a means of achieving human perfection. According to him,
education is not just the imparting of knowledge, but the process of shaping a person as a useful
person to society by combining intelligence, morality, and spirituality. He revealed the deep
essence of personal and social education through concepts such as the “virtuous city,” “qualities
of mind,” and “achieving happiness.”
In today's globalization and information age, the formation of a strong worldview, moral
maturity, and a need for knowledge in young people remains one of the main tasks of the
pedagogical system. Therefore, an in-depth study of Abu Nasr Al-Farabi's pedagogical views
and their integration with modern education is one of the current scientific and practical issues.
This article analyzes Al-Farabi's ideas on education and upbringing and highlights their
significance in today's education system.
Abu Nasr al-Farabi was born around 870 in the city of Farab (Utrar), in what is now
Kazakhstan. The city of Farab was famous for its scientific potential and educated many
famous scientists. He was a representative of a Turkic tribe, and he himself was born into a
family that valued knowledge within this tribe. His interest in science from a young age
prompted him to learn to read and write early. He was also influenced by the traditions and
culture of the Farabis, and these values played an important role in his later scientific work. Al-
Farabi, who received his early education in a madrasa in his city, initially studied the Holy
Quran and Islamic sciences, linguistics, and tafsir. However, he quickly became interested in
other scientific fields and began to develop his philosophical thinking. From a young age, his
interest in education and his purpose in life inspired him greatly and motivated him to pursue
scientific research. Abu Nasr Al-Farabi traveled to many cities in pursuit of knowledge. The
most important destination in Al-Farabi's scientific travels was the city of Baghdad, where he
expanded his knowledge and completed his scientific formation. Baghdad was considered the
scientific and cultural center of the Islamic world at that time. Here Al-Farabi received lessons
from one of his first teachers, Abu Bishr Matta ibn Yunus. Matta ibn Yunus had extensive
knowledge in the fields of logic and philosophy and provided Al-Farabi with the opportunity to
study the works of the Greek philosopher Aristotle. In Damascus, Al-Farabi further developed
his scientific activity and demonstrated his knowledge in scientific circles.
Abu Nasr Al-Farabi studied under many great scholars at the beginning of his scientific career
and was greatly influenced by their ideas. His teacher Matthew ibn Yunus played an important
role in the formation of Al-Farabi's philosophical teachings. Abu Nasr Al-Farabi conducted
research in many fields of science in his scientific career. As one of the most influential
scientists of his time, he conducted in-depth scientific research in various fields such as
mathematics, logic, philosophy, music, medicine, political science, ethics and pedagogy. Al-
Farabi's works are of particular importance not only for that time, but also for subsequent
centuries, as they reflect a universality and multifaceted approach. Al-Farabi also conducted his
research in the fields of political science and pedagogy. He linked politics with the spiritual and
moral development of humanity and placed special emphasis on the study of state
administration, justice and rule. His ideas on education were aimed at ensuring the intellectual
and spiritual development of man.
Abu Nasr al-Farabi expressed his views on social governance, the establishment of a just leader,
and a moral society in his work "The Virtuous City" (Ideal City). This work is one of al-Farabi's
most important works in political science, in which he attempted to create his own model of an
ideal society. Al-Farabi's idea of the "Virtuous City" is aimed at imagining such a society, in
which all citizens should be spiritually and morally perfect. The work examines the virtuous
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city, its structure, the relationship between citizens and leaders, and ideal methods of governing
society. Al-Farabi emphasizes that in organizing a virtuous city, the role of a leader with moral
qualities is very important. In his opinion, the main principles of a virtuous city society are
justice and morality. Every citizen should carry out his activities in a way that serves the
interests of society. At the same time, city management should be carried out by a morally
perfect leader. The leader, according to Al-Farabi, should be knowledgeable, fair, and noble. He
should be a person who, when governing the city, directs all citizens towards his goals, and
educates them spiritually and intellectually. Also, the idea of "Fazil Shahar" shows the need for
each citizen to develop his inner qualities in order to achieve the goal. An ideal society can be
built through mutual respect, moral education, knowledge and spirituality between the leaders
and citizens who govern this city. Through this idea, Farabi justified the structure of an ideal
society not only scientifically, but also morally and spiritually. The work "Fazil Shahar" offers
an important approach not only in political science, but also in ethics, pedagogy and philosophy,
which has had a great influence on scientific and philosophical thinking for the following
centuries.
For Farabi, education is not just about acquiring knowledge, but also about developing a
person's intellectual and moral qualities. He divided education into two main components: one
is intellectual, and the other is moral. Intellectual education is based on science and knowledge,
while moral education involves the formation of a person on the basis of moral qualities and
spiritual values. According to Farabi, knowledge and morality should be the main tools of a
person. He did not see knowledge only as a means of achieving success in every field or
practice, but as the main tool that allows a person to make correct and fair decisions. Moral
qualities ensure that a person benefits society. Farabi considered a teacher to be the most
important person in society. He saw a teacher not only as a provider of knowledge, but also as a
leader who educates young people morally and spiritually, showing them the right path. Farabi,
recognizing that the processes of education and upbringing directly affected the development of
society, expected the teacher not only to impart knowledge, but also to guide students on the
morally correct path.
Al-Farabi's views on education and upbringing are still relevant today. He considered the
teacher to be one of the most important figures in society and saw science as the main tool
influencing the moral development of a person. Abu Nasr Al-Farabi considered science and
education to be one of the most important tools for the development of society. In his opinion,
educated and knowledgeable people effectively and correctly fulfill their duties in society,
which serves to ensure stability in society. Al-Farabi's views on education and science
especially emphasize the need for moral and intellectual development in society. Al-Farabi
considered education necessary not only for personal development, but also to contribute to the
improvement and progress of society. Science, in his opinion, broadens people's worldview,
increases their knowledge, and benefits society.
Abu Nasr Al-Farabi considered the role of education to be of great importance in the study of
personal development and social responsibility. In his opinion, through education and
upbringing, the moral, intellectual and spiritual development of the individual is ensured. This
process, in turn, leads to an increase in the contribution to society. Al-Farabi considered
education to be necessary not only for personal benefits, but also for the development and
improvement of society. Al-Farabi saw education as the main means of moral and intellectual
development of a person. He emphasized that students should not only acquire knowledge, but
also develop moral and personal qualities. Al-Farabi's philosophical views, especially his
approaches to such areas as social management, moral education, scientific knowledge and
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music, have a great influence on modern scientific research and education systems. His legacy
is still studied and developed today.
Today, global and local statistics on education once again confirm the practical relevance of the
views put forward by scholars such as Farabi. For example, according to
UNESCO
, in 2024,
about 617 million pupils and students worldwide
did not achieve minimum academic
literacy
, which requires attention to the quality of education, teacher qualifications and
problems in the educational process. In Uzbekistan, according to official data for 2023,
although the level of coverage of preschool and general secondary education institutions has
increased, there remains a need to update the professional qualifications of teachers and
pedagogical approaches.
Abu Nasr Al-Farabi, in his works, interpreted education not only as a means of imparting
knowledge, but also as a process leading to moral, social, and intellectual maturity. This
approach can be implemented in the current education system in the following ways:
Education and of upbringing Compatibility : Farabi education from upbringing separately
without has not seen . Therefore , the school and supreme training teaching science in their
homeland with one in line moral-educational training regular transfer need
Teacher's personal and educational Example : Farabi's in the opinion of the teacher educated to
be with together , spiritual in terms of mature , polite and to society example to be need . That's
why for educators preparation in the system personal virtues , ethics and psychology to the
sciences attention reinforcement very necessary
Students or to students suitable Approach : Farabi human mental maturity to age looking at
formation confession That 's why appropriate , education content students psychological and
mental development to the stages customized to be need.
Good society is good education Product : Farabi to his works attention If we give an ideal
society educated , moral and enlightened people based on builds . Therefore, education system
every one the student only for exams not , maybe in life active participation to reach to prepare
goal to do necessary .
Conclusion as telling As for Abu Nasr Al-Farabi, his/her own deep scientific legacy through
education and of upbringing human in life place , society in development importance high at the
level based on gave He is a thinker . He is knowledgeable . to take human of maturity main
factor , upbringing and moral maturity pledge as interpretation did . To Farabi according to ,
true happily achieve knowledgeable , enlightened and morally mature people in society
possible . Farabi's views on education and upbringing have had an impact on the development
and improvement of education systems not only in his time, but also today. His pedagogical
heritage, his approach based on the combination of theoretical and practical knowledge, the
integration of moral and intellectual development, helps to effectively solve the problems that
are being solved in educational processes. The ideas he put forward - especially the harmony of
reason and morality, the role of the teacher, and the upbringing of a perfect personality - have
not lost their relevance for today's modern education system. In this regard, Farabi's educational
and upbringing views are not only a historical and philosophical heritage, but also a guide of
practical importance. Today, there is no doubt that the rational use of this heritage and its
implementation in the modern education system will serve as an important source in educating
the younger generation as well-rounded individuals.
Used literature list
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Abu Nasr Al-Farabi: His Life and Scientific Heritage
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2.
Alisherov, O. (2012).
Pedagogical foundations of education and upbringing
. Tashkent:
Ma'naviyat. pp . 44–52 .
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3.
Azimov, M. (2010).
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