DOI:
10.47043/ijipth.v6i1.82This research investigates their similarities and differences in educational approaches and their relevance in modern educational contexts. The research method employs library research, drawing data from their works and philosophical perspectives on education, sourced from books, Google Scholar, ResearchGate, BASE, Publish or Perish, and Scopus. The data were analysed using data reduction, collection, and conclusion drawing. The result reveals that Al-Kindi emphasises reason and rational thinking, and Al-Farabi focuses on character formation and wisdom. At the same time, Ibn Sina views education as a holistic process encompassing intellectual, moral, and physical development. The implications underscore the importance of integrating these concepts into curricula and practices to prepare a knowledgeable, morally grounded, and wisely discerning future generation capable of navigating the complexities of the 21st century.
References
Abdul-Jabbar, W. Kh. (2020). Al-Kindi on education: Curriculum theorizing and the intercultural. Curriculum Inquiry, 50(3), 262–280. https://doi.org/10.1080/03626784.2020.1809966
Adamson, P. (2006). Al-Kindi. Oxford University Press.
Adamson, P. (2007). Al-Kindī. Oxford University Press.
Asmuni, A. (2021). A Critical Study of Al-Farabi Philosophy Implementation at Education non Islamic Higher Education in Indonesia. Dinamika Ilmu, 21(2), 491–500. https://doi.org/10.21093/di.v21i2.3913
Boayo. (2015). Logic And Thinking: Al-Fārābī’s Conception And Its Relationship To Knowledge And Education. TAFHIM : IKIM Journal of Islam and the Contemporary World, 7(1), 1–25. https://doi.org/10.56389/tafhim.vol7no1.1
Butterworth, C. E. (2001). The Political Aspects of Islamic Philosophy: Essays in Honor of Muhsin S. Mahdi (Vol. 27). Harvard CMES.
Campanini, D. M. (2011). Alfarabi And The Foundation Of Political Theology In Islam. New York: Palgrave Macmillan US, pp.35-52.
Edelbay, S. (2023). Al-Farabi’s Philosophy on Education. Acta Baltica Historiae et Philosophiae Scientiarum, 11(2), 122–137. https://doi.org/10.11590/abhps.2023.2.07
Frida Akmalia, F. A., & Sofyan Sauri, S. S. (2020). The Concepts of Al-Farabi in Education: It’s Implications in Learning Arabic. Attanwir : Jurnal Keislaman Dan Pendidikan, 11(2), 14–24. https://doi.org/10.53915/jurnalkeislamandanpendidikan.v11i2.41
Groff, P. S. (2004). Al-Kindım and Nietzsche on the Stoic Art of Banishing Sorrow. Journal of Nietzsche Studies, 4(5).
Gutas, D. (2014). Avicenna and the Aristotelian Tradition: Introduction to Reading Avicenna’s Philosophical Works. Including an Inventory of Avicenna’s Authentic Works (Vol. 89). Brill.
Hajar, D. H. A. (2003). Islamic medicine history and current practice. Journal Of The International Society For The History Of Islamic Medicine (Ishim), 2(4).
Hajar, R. (2013). The air of history (part V) Ibn Sina (Avicenna): The great physician and philosopher. Heart Views, 14(4), 196–201.
Haq, S. N. (2014). Al-Farabi. In Medieval Philosophy of Religion: Vol. pp 47-59. Routledge.
Hermawan, A. H., Nugraha, M. S., & Salsabila, N. (2024). Integration of Al-Kindi’s Holistic Education Philosophy and Its Relevance to the Implementation of the Independent Curriculum in Madrasah Aliyah. AL-ISHLAH: Jurnal Pendidikan, 16(2), 1261–1274. https://doi.org/10.35445/alishlah.v16i2.5077
Kahteran, N. (2017). Oliver Leaman (ed.). The Biographical Encyclopedia of Islamic Philosophy. Synthesis Philosophica, 31(2), 464–465. https://doi.org/10.21464/sp31219
Khalaf Allah, M. A. H. (2020). A new reading of the educational dimensions in al-Farabi’s philosophy. Journal of Oriental Studies, 94(3). https://doi.org/10.26577/JOS.2020.v94.i3.05
Kılıçoglu, A. (2018). Qualitative Research for Educational Science Researchers: A Review of An Introduction to Qualitative Research. The Qualitative Report. https://doi.org/10.46743/2160-3715/2018.3352
Lammer, A. (2015). Defining nature: From Aristotle to Philoponus toAvicenna. Aristotle and the Arabic Tradition, 121–142.
Lingga, S. A. F., Salminawati, S., Mustaqim, A., & Kurniawan, P. (2023). History of the Development of Philosophy and Science in the Islamic Age. Solo International Collaboration and Publication of Social Sciences and Humanities, 1(01), 01–11. https://doi.org/10.61455/sicopus.v1i01.5
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed). SAGE Publications.
Mursidin, I. I. (2020). Philosophical Thought Of Al-Kindi And Al-Farabi. Jurnal Al-Dustur : Journal of Politic and Islamic Law, 3(1). https://doi.org/10.30863/jad.v3i1.718
Muwaffaq, A. (2022). Periodic and the Educational Paradigm of Ibnu Sina. EduLine: Journal of Education and Learning Innovation, 2(4), 541–547. https://doi.org/10.35877/454RI.eduline1409
Norman, N. A., Ismail, A. Z. B., Hussin, Z. B., & Ruhullah, M. E. (2024). The Development of the Soul in Early Childhood: A Model Based on Ibn Sina’s Theory of the Soul in Islamic Philosophy. Journal for Islamic Studies, 7(2).
Putri, Y., & Nurhuda, A. (2023). Ibn Sina’s Thoughts Related To Islamic Education. Jurnal Hurriah: Jurnal Evaluasi Pendidikan Dan Penelitian, 4(1), 140–147. https://doi.org/10.56806/jh.v4i1.121
Rizkiah, F., Nano Warno, Adi Setiawan, Yulian Rama Pri Handiki, & Adelia Febrianty. (2024). Ibnu Sina’s Mental Health. Spiritual Healing : Jurnal Tasawuf Dan Psikoterapi, 5(1), 59–76. https://doi.org/10.19109/sh.v5i1.22771
Sa’adi, G. M., Hasan, A., Umar, M., & Khasyi’in, N. (2024). Pemikiran Politik Al-Farabi. nterdisciplinary Explorations in Research Journal, 2(2).
Sadeghi, S., Ghaffari, F., Heydarirad, G., & Alizadeh, M. (2020). Galen’s place in Avicenna’s The Canon of Medicine: Respect, confirmation and criticism. Journal of Integrative Medicine, 18(1), 21–25. https://doi.org/10.1016/j.joim.2019.11.002
Salleh, S., & Embong, R. (2017). Educational Views Of Ibnu Sina. Al-Irsyad: Journal of Islamic and Contemporary Issues, 2(1).
Shihadeh, A. (2013). A Post-Ghazalian critic of Avicenna: Ibn Ghaylan al-Balkhi on the Materia Medica of the Canon of Medicine. Journal of Islamic Studies, 24(2), 135–174. https://doi.org/10.1093/jis/ett017
Suleimenov, P. (2019). The Philosophical Basis of Al-Farabi’s Concept of ‘Virtuous City’. Acta Baltica Historiae et Philosophiae Scientiarum, 7(3), 147–157. https://doi.org/10.11590/abhps.2019.3.07
Torres Fernández, A. (2024). Tawhid And Islamic Philosophy: Exploring The Unity Of God In Islamic Logic. An-Nahdlah: Journal of Islamic Studies, 1(2), 85–114. https://doi.org/10.62261/annahdlah.v1i2.6
Universidade de Lisboa, & Tahiri, H. (2014). Al Kindi and the universilisation of Knowledge through mathematics. Revista de Humanidades de Valparaíso, 4, 81–90. https://doi.org/10.22370/rhv/20144/25
Yasmansyah, Lainah, & Wedra Aprison. (2021). The Analysis Of Educational Thought According To Ibn Sina And Its Relevance In Islamic Education In The Modern Era. International Journal Of Humanities Education and Social Sciences (IJHESS), 1(3). https://doi.org/10.55227/ijhess.v1i3.62
Zaripbayevich, A. M. (2023). The Role Of Spiritual And Moral Views Of Abu Ali Ibn Sino In Youth Education. Confrencea, 8(1).
