HUMANISTIC IDEAS OF EDUCATION AND UPBRINGING IN THE WORKS OF ABU ALI IBN SINA

Abstract

This article examines the humanistic ideas of education and upbringing reflected in the pedagogical legacy of Abu Ali Ibn Sina, one of the outstanding thinkers of the Eastern Renaissance. The study analyzes Ibn Sina’s views on the goals, content, stages, and types of education, as well as his approaches to moral, intellectual, physical, aesthetic, and vocational upbringing of the younger generation. Special attention is paid to the interrelation of education and upbringing and to the priority of moral and spiritual development in the formation of a well-rounded personality. The article highlights Ibn Sina’s ideas about the stages of education, the role and responsibilities of teachers and learners, teaching methods, and forms of instruction, including imitative, disciplinary, explanatory, stimulating, and practical education. The thinker’s emphasis on the importance of physical health, self-discipline, diligence, responsibility, and social adaptation in the process of personal development is also discussed. Based on the analysis of Ibn Sina’s works and historical-pedagogical sources, the article substantiates the relevance of his educational views for modern pedagogy. It is concluded that Ibn Sina’s humanistic ideas contribute to the development of holistic education aimed at intellectual growth, moral perfection, and social responsibility. The findings demonstrate that the pedagogical heritage of Abu Ali Ibn Sina remains significant for contemporary educational practice, particularly within the framework of a competency-based and human-centered approach to education.