Author(s): Yunus ACAR*
?bnü’l-Arabi took his place on the stage of history as either a learner or a teacher until the end of his life; Although he has been the subject of research in terms of many disciplines, he has provided the introduction of the concept of “?nsan-? Kamil” to the literature and has left a heavy impact on the Anatolian geography and the world of thought, but he is a neglected thinker in terms of education. The main purpose of our article is to fill the gap that exists in this field to some extent; to make a modest contribution to the field. In his works such as Futuhat-? Mekkiyye, Füsusu’l-Hikem, indirectly between the lines, Tedbirat-? ?lahiyye, Mevakiu’n-Nücum, al-Kunh Ma La Budde Li’l-Müridi Minh and al-Emru’l-Muhkem. In h?s works such as, he shared his thoughts on education and training directly with his readers; Although he had difficulties, he defended the educability of man; In this context, it has drawn our attention to many principles that are important in terms of education. In this study, ?bnü’l-Arabi’s definitions of education and training; We will try to deal with the principles he considers in the education and trainig process.
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