<![CDATA[This study compares the educational thought of Al-Kindi, Al-Farabi, Ibn Sina, Ibn Miskawayh, Al-Ghazali, and Ibn Khaldun across five analytical dimensions: human nature, knowledge, educational aims, formative methods, and social function. This qualitative library study selected the thinkers purposively according to historical significance, conceptual relevance, and analytical complementarity. Propositions from the primary corpus were coded in a thinker-by-dimension matrix, reconstructed in context, and compared to identify convergence, divergence, and contextual specificity. The findings show convergence on education as the transformation of human capacities toward valuable knowledge and action, alongside substantial differences in anthropology, knowledge hierarchy, ultimate orientation, formative mechanism, and social scale. The study’s principal contribution is a relational model: educational aims, content, methods, and social function vary with the underlying conception of the human person. The synthesis is therefore a researcher-constructed comparison rather than a unified doctrine attributed to the six thinkers. Its contemporary implications are heuristic and require empirical testing before informing educational practice or policy.]]>
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