<![CDATA[Human freedom in Al-Farabi’s thought involves reasoned choice, ethical responsibility, and the pursuit of happiness. Previous scholarship has examined his theory of intellect, virtue, happiness, and educational philosophy, but their integration into an explicit framework of responsible learner autonomy requires further conceptual elaboration. This philosophical library study examines Risalah fi al-‘Aql, Ara’ Ahl al-Madinah al-Fadilah, Tahsil al-Sa‘adah, and al-Siyasah al-Madaniyyah alongside relevant scholarly interpretations. The analysis reconstructs the relationships among intellect, will, choice, virtue, and happiness through ontological, epistemological, and axiological perspectives and compares their educational implications conceptually with the revised Bloom’s Taxonomy. The synthesis identifies an ethical-rational freedom framework: ontologically, learners are rational and social agents with developable capacities; epistemologically, informed choice depends on intellectual cultivation and deliberation; axiologically, freedom is oriented toward virtue and al-sa‘adah. Its conceptual contribution is to link opportunities for learner choice with reason-giving, reflection on consequences, and moral accountability in Islamic education. Bloom’s Taxonomy offers a practical vocabulary for cognitive processes, while Al-Farabi informs their ethical direction; no historical equivalence is asserted. As a conceptual study, these implications remain to be examined empirically]]>
