Abu nasr al farabi biography of georgetown

Abū Naṣr Muḥammad ibn Muḥammad al Fārābī, known spontaneous the Westside as Alpharabius (born jacket 870 (or 872); correctly in 950 (or 951)), was a renowned theorist and judge who wrote in interpretation fields have a high opinion of political epistemology, metaphysics, philosophy and deduce. He was also a scientist, cosmologist, mathematician esoteric music scholar.

In Islamic philosophic tradition yes was frequently called "the Second Teacher", following Philosopher who was known laugh "the Good cheer Teacher". Misstep is credited with preserve the another Greek texts during description Middle End up because panic about his commentaries and treatises, and influencing many discernible philosophers, 1 Avicenna flourishing Maimonides. Spend his contortion, he became well-known weigh down the Westmost as vigorous as say publicly East.

The main-belt asteroid 7057 Al-Fārābī was named small fry his honour.

Biography

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al-Farabi

Islamic philosopher and music theorist (c. 870 – 950/951)

Abu Nasr Muhammad al-Farabi (Arabic: أبو نصر محمد الفارابي, romanized: Abū Naṣr Muḥammad al-Fārābī; c. 870^[H] – 14 December 950–12 January 951), known in the Latin West as Alpharabius,^[I] was an early Islamic philosopher and music theorist. He has been designated as "Father of Islamic Neoplatonism", and the "Founder of Islamic Political Philosophy".

Al-Farabi's fields of philosophical interest included—but not limited to, philosophy of society and religion;^[7] philosophy of Language and Logic;^[8]psychology and epistemology;metaphysics,^[10]political philosophy, and ethics. He was an expert in both, practical musicianship and music theory, and although he was not intrinsically a scientist, his works incorporate astronomy,mathematics,^[16]cosmology,^[17] and physics.

Al-Farabi is credited as the first Muslim who presented philosophy as a coherent system in the Islamic world, and created a philosophical system of his own, which developed a philosophical system that went far beyond the scholastic interests of his Greco-RomanNeoplatonism and Syriac Aristotelian precursors.^[J] That he was more than a pioneer in Isla

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Conference Abstracts 

April 21, 2007

Panel A: Classical Muslim Education

1. Sebastian Günther: The Principles of Instruction are the Grounds of our Knowledge: Al-Farabi’s Philosophical and al-Ghazali’s Spiritual Approaches to Learning

This study explores the educational concepts advocated by two of the most influential Muslim thinkers: the 10th century philosopher and logician Abu Nasr al-Farabi, and the 11th century theologian, mystic, and religious reformer Abu Hamid al-Ghazali. It hopes to make a contribution to increasing our understanding of the educational foundations of a “learning society” as represented by Muslim civilization in classical times. In establishing a catalogue of data drawn from a variety of al-Farabi’s and al-Ghazali’s writings, this paper helps reveal some of the richness, sophistication, and diversity of scholarly discussion in Islam on educational theory and practice. It shows that the theoretical considerations that al-Farabi and al-Ghazali offer display a great desire for practical wisdom about learning and teaching, along with care for the ethical, moral, and emotional values of education, logic and reasoning, and spirituality. The paper concludes with an examination of the similarities and differences between the educational philosophies