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The growing interest of the Arabs in Arabic translations from Greek since the 8th century has been interpreted as a sign of humanism in Islam. This is comparable to humanists in Europe who, since the 14th century, considered the Greek and Latin literature the foundation of spiritual and moral education. We will have to address the question of whether a similar ideal of education has been developed in harmony with religion in the Islamic cultural sphere. The perceived tension between the humanists of antiquity and Christianity has a parallel in the tensions between Islamic religiosity and a rational Islamic worldview. However, there are past and present approaches to developing an educational ideal, which is comparable to the European concept of a moral shaping of the individual. The Qur’ān and Islamic tradition do not impede the free development of personality and creative responsibility if their historicity is taken into account and if they are not elevated to an unreflected norm.
Keywords: Humanism, Islamic and European, education, individuality, solidarity, free will and subordination, Ibn al-Muqaffa’, Fārābī, Yaḥyā Ibn’Adī, Miskawayh, Rāghib al-Isfahānī, Ghazzālī, Ibn Khaldūn, Renaissance of Islam - Italian Renaissance, Pico della Mirandola, Nahda, Tāhā Husayn, Sadik J. Al-Azm, Edward W. Said, Naquib Al-Attas
The main sources for the discussion of the category “relation” were Aristotle’s Categories and Metaphysics. Before their translation into Arabic in the 8th and 9th centuries, Christian theologians and in their footsteps Syriac scholars considered Aristotle’s works to be a useful tool in Christological discussions. This article analyzes the category of relation and its development in Arabic-Islamic philosophy in authors such as Kindī and his student Aḥmad Ibn aṭ-Ṭayyib as-Saraḫsī, Fārābī, Ibn Sīnā, Ghazālī, Ibn Rušd, the Sufi Ibn ʿArabī and others.