An Examination Ibn Miskawayh’s Perspective of Anthropology and Its Implications in Education

Pourkarimi, Mojtaba; Yaghoubi, Ahmad

doi:10.30497/esi.2025.247169.1857

An Examination Ibn Miskawayh’s Perspective of Anthropology and Its Implications in Education

Document Type : Scholarly Article

Authors

Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran

10.30497/esi.2025.247169.1857

Abstract

This research aims to explain Miskawayh’s principles of anthropology and deduce educational implications by applying an analytical-deductive approach.The research has explained Ibn Miskawayh's principles as follows:The existence of general characteristics and stages of development;the influence of nature and essence on human perfection; the existence of will and its influence on human perfection; the existence of the underlying and superstructural relationship between the soul and the body; the influence of love and the common good on the flourishing of the individual and society;the existence of different natures and its influence on social cohesion; the influence of habit on the formation of temperament. On the other hand, educational principles include gradual and targeted education, gentle and permissive education, Responsibility with motivation, body training, teaching cooperation and a culture of collaboration, employing tolerance as a technique, the complementary roles of habit and thought-provoking habits. To realize these principles, the ultimate goal of education is observed in the pursuit of the ultimate goodness and drawing near to God and the intermediate goals consists of the holistic and comprehensive development, Understanding and accepting laws foster hope for change and personal growth. Content, teaching methods and evaluation have been conceptualized across three levels: general, intermediate, and advanced which are derived from the principles. The general, intermediate, and advanced levels are formed based on universal human characteristics, individual differences and interests, the necessity of thinking, the interaction between the soul and body and a social conduct founded on compassion and tolerance, respectively. The results of this study emphasize the convergence of the three dimensions of physical, individual, and social. Convergence focuses on non-reductionism in education. For example, non-reduction, the lack of reduction in the relationship the soul and body, and the convergence of the public and private spheres; will and effort; thought and habit; cooperation and individuality; and ultimately tolerance and excellence.

Keywords

Main Subjects

philosophy of education

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