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IBN SINA ABOUT THE UPBRINGING AND MENTAL DEVELOPMENT OF THE
CHILD
Abdu oxido a Aziza Akmalo na
Sama kand S a e Medical Uni e si y, Facul y No. 1
h ps://doi.o g/10.5281/zenodo.17281566
Anno a ion. This a icle explo es Ibn Sina’s (A icenna’s) philosophical and medical
pe spec i es on he upb inging and men al de elopmen o child en. D awing upon his seminal
wo ks such as “Ki ab al-Qanun i al-Tibb” (The Canon o Medicine) and “Ki ab al-Na s” (Book
o he Soul), he s udy analyzes how A icenna in eg a ed psychological, pedagogical, and e hical
p inciples in o child de elopmen . The esea ch highligh s Ibn Sina’s unde s anding o he
in e ela ion be ween physical heal h, mo al educa ion, and men al ma u i y, emphasizing his
ecommenda ions on p ope nu i ion, en i onmen al in luence, and emo ional balance du ing
ea ly childhood. Th ough compa a i e analysis wi h mode n de elopmen al psychology, he
s udy shows ha Ibn Sina’s insigh s an icipa ed many con empo a y heo ies o child g ow h,
lea ning, and emo ional egula ion. The indings con i m ha his mul idimensional app oach,
combining medical and e hical aspec s, emains ele an o mode n educa ional and heal hca e
sys ems aiming o os e holis ic de elopmen in child en.
The s udy examines Ibn Sina’s comp ehensi e ision o child upb inging and men al
de elopmen as an in eg a ed p ocess ha shapes in ellec ual, emo ional, and mo al capaci ies.
His app oach combined he p inciples o medicine, e hics, and philosophy, ecognizing
ha a heal hy body suppo s a heal hy mind. Ibn Sina emphasized he ole o balanced nu i ion,
app op ia e physical ac i i y, in ellec ual s imula ion, and mo al discipline in he o ma ion o a
child’s cha ac e and easoning abili ies. The a icle highligh s he con inui y be ween Ibn
Sina’s heo ies and mode n de elopmen al psychology, demons a ing how his insigh s
an icipa ed con empo a y unde s andings o neu ode elopmen , emo ional in elligence, and
cogni i e g ow h. His emphasis on nu u ing emo ional balance, mo al guidance, and sel -
egula ion emains an endu ing ounda ion o educa ion and pedia ic men al heal h p ac ices
oday.
Keywo ds: Ibn Sina, A icenna, child upb inging, men al de elopmen , educa ion,
psychology, e hics, philosophy o medicine, holis ic de elopmen , cogni i e g ow h.
ИБН СИНА О ВОСПИТАНИИ И ПСИХИЧЕСКОМ РАЗВИТИИ РЕБЁНКА
Аннотация. В данной статье рассматриваются философские и медицинские
взгляды Ибн Сины (Авиценны) на воспитание и психическое развитие детей. Опираясь на
его основополагающие труды, такие как «Китаб аль-Канун фи ат-Тибб» («Канон
врачебной науки») и «Китаб ан-Нафс» («Книга души»), исследование анализирует, как
Авиценна интегрировал психологические, педагогические и этические принципы в
развитие ребёнка. В исследовании подчёркивается понимание Ибн Синой взаимосвязи
между физическим здоровьем, нравственным воспитанием и умственной зрелостью, с
акцентом на его рекомендациях по правильному питанию, влиянию окружающей среды и
эмоциональному равновесию в раннем детстве. Сравнительный анализ с современной
психологией развития показывает, что идеи Ибн Сины предвосхитили многие
современные теории детского роста, обучения и эмоциональной регуляции. Результаты
исследования подтверждают, что его многомерный подход, сочетающий медицинские и
этические аспекты, сохраняет свою актуальность в современных системах образования
и здравоохранения, стремящихся к целостному развитию детей.
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В исследовании рассматривается комплексное видение Ибн Сины воспитания и
психического развития ребенка как интегрированного процесса, формирующего
интеллектуальные, эмоциональные и нравственные способности. Его подход сочетал
принципы медицины, этики и философии, признавая, что здоровое тело способствует
здоровому духу. Ибн Сина подчеркивал роль сбалансированного питания, адекватной
физической активности, интеллектуальной стимуляции и моральной дисциплины в
формировании характера и способностей ребенка к рассуждению. В статье
подчеркивается преемственность между теориями Ибн Сины и современной психологией
развития, демонстрируя, как его идеи предвосхитили современные представления о
нейроразвитии, эмоциональном интеллекте и когнитивном росте. Его акцент на
воспитании эмоционального равновесия, моральном руководстве и саморегуляции
остается прочной основой для образования и практики охраны психического здоровья
детей сегодня.
Ключевые слова: Ибн Сина, Авиценна, воспитание детей, умственное развитие,
образование, психология, этика, философия медицины, целостное развитие, когнитивный
рост.
In oduc ion
Ibn Sina (A icenna), one o he g ea es polyma hs o he Islamic Golden Age, made
p o ound con ibu ions o medicine, psychology, and philosophy. Among his many in ellec ual
achie emen s, his e lec ions on child upb inging and men al de elopmen s and ou as
ema kably ad anced o his e a. He belie ed ha educa ion should begin om bi h, in eg a ing
physical heal h, emo ional s abili y, and mo al cul i a ion. Ibn Sina iewed he human soul as
composed o a ional, emo ional, and ege a i e acul ies ha de elop in ha mony h ough
p ope upb inging. His w i ings demons a e a deep unde s anding o he connec ion be ween a
child’s physiological heal h and psychological well-being, laying he ounda ion o wha
mode n science now e ms “de elopmen al psychology.” The o ma i e yea s, acco ding o Ibn
Sina, a e c ucial o shaping he in ellec , cha ac e , and emo ional esilience o he child. He
ad oca ed o balanced nu i ion, gen le discipline, men al s imula ion, and a nu u ing
en i onmen as essen ial elemen s in p omo ing cogni i e and emo ional g ow h. In he mode n
con ex , his holis ic philosophy emains ele an o educa o s, psychologis s, and physicians
wo king o suppo op imal child de elopmen . This s udy aims o ein e p e Ibn Sina’s ideas
using mode n scien i ic e minology and o demons a e how his p inciples align wi h
con empo a y heo ies o men al and emo ional de elopmen in child en.
Th oughou his o y, ew hinke s ha e combined medicine, philosophy, and pedagogy as
ha moniously as Ibn Sina. His e lec ions on he men al and mo al de elopmen o child en we e
e olu iona y o he 11 h cen u y and con inue o esona e in he mode n e a. Ibn Sina iewed
childhood as he mos c i ical phase o human de elopmen , du ing which bo h he in ellec and
mo al disposi ion a e shaped. He belie ed ha he ea ly en i onmen de e mines he ajec o y o
pe sonali y, beha io , and men al s abili y h oughou li e. In his w i ings, he desc ibed how he
ca e o he child begins no only a e bi h bu e en du ing p egnancy, as ma e nal heal h and
emo ions di ec ly a ec he e us. He p oposed ha educa ion should be adap ed o each child’s
empe amen , guided by kindness, pa ience, and a ional discipline a he han coe cion. The ole
o eache s and pa en s was de ined no me ely as au ho i y igu es bu as mo al examples whose
beha io o ms he e hical and emo ional amewo k o he child’s mind.
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Ibn Sina’s unde s anding ha he psychological, physiological, and social aspec s o
upb inging a e in e dependen mi o s mode n app oaches in child psychia y, neu opsychology,
and pedagogy. His ecogni ion ha play and cu iosi y s imula e in ellec ual g ow h demons a es
his ad anced comp ehension o de elopmen al s ages, cen u ies be o e hese ideas we e
scien i ically o malized.
Ma e ials and Me hods
The esea ch is based on a quali a i e con en analysis o Ibn Sina’s majo philosophical
and medical wo ks, including “The Canon o Medicine”, “Book o Healing”, and “Book o he
Soul”, alongside mode n li e a u e on de elopmen al psychology and pedagogy. Compa a i e
me hodology was applied o co ela e A icenna’s p inciples wi h cu en amewo ks such as
Piage ’s s ages o cogni i e de elopmen , Vygo sky’s sociocul u al heo y, and E ikson’s
psychosocial s ages. The his o ical-con ex ual app oach was employed o examine he cul u al
and in ellec ual en i onmen o 10 h–11 h cen u y Cen al Asia ha in luenced Ibn Sina’s
hough . Seconda y sou ces, including ansla ions, commen a ies, and mode n analyses by
schola s in Islamic philosophy and medical his o y, we e e iewed o ensu e comp ehensi e
co e age. The s udy also e alua ed how Ibn Sina’s ecommenda ions—such as s uc u ed play,
emo ional guidance, mo al aining, and he in luence o educa o s— e lec he in e play
be ween physical and men al well-being.
Resul s
The analysis e ealed ha Ibn Sina conside ed educa ion a p ocess o nu u ing bo h body
and mind. He emphasized he ole o ea ly childhood as he ounda ion o li elong in ellec ual
and emo ional s abili y. He ad ised ha he child’s en i onmen should be peace ul, clean, and
illed wi h mo al examples om ca egi e s. Acco ding o him, excessi e s ic ness supp esses
c ea i i y, while neglec os e s emo ional ins abili y. Ibn Sina p oposed ha lea ning h ough
play, con e sa ion, and imi a ion allows na u al de elopmen o easoning and memo y. His
medical w i ings sugges ed ha balanced nu i ion—pa icula ly oods ich in essen ial
elemen s—suppo s men al cla i y and ene gy. Fu he mo e, he acknowledged he impo ance o
sleep, physical exe cise, and mode a ion in emo ional exp ession as con ibu o s o heal hy b ain
de elopmen . The s udy also ound ha Ibn Sina iewed he eache as a mo al guide esponsible
o ha monizing in ellec and e hics in he child’s educa ion. When compa ed o mode n heo ies,
Ibn Sina’s amewo k pa allels he no ion o holis ic educa ion and biopsychosocial de elopmen ,
aligning wi h oday’s in eg a i e educa ional models.
The analysis o Ibn Sina’s p inciples e eals a de ailed and p ac ical sys em o child
upb inging ha encompasses men al, physical, and e hical educa ion. He belie ed ha he
de elopmen o eason eme ges g adually h ough he in e ac ion o senso y expe iences and
e lec i e hough . The ea ly in oduc ion o mo al ins uc ion, good habi s, and disciplined
ou ines es ablishes he ounda ion o sel -con ol and empa hy. Ibn Sina ad ised ha a child
should be exposed o na u e, music, and s o y elling o cul i a e imagina ion and emo ional
sensi i i y. Physical exe cises and balanced nu i ion we e p esc ibed no me ely o bodily
s eng h bu o main aining he equilib ium o he soul. He ecommended ha educa ion should
occu in small, consis en inc emen s, a oiding excessi e in ellec ual bu den. The s udy ound
ha hese p inciples align closely wi h mode n heo ies, including Piage ’s s ages o cogni i e
de elopmen and Vygo sky’s emphasis on social lea ning. Fu he mo e, Ibn Sina’s ecogni ion
o emo ional well-being as a p e equisi e o cogni i e unc ion co ela es wi h con empo a y
neu oscience indings on he impac o s ess, a ec ion, and social in e ac ion on b ain plas ici y.
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The esul s con i m ha Ibn Sina’s model o educa ion aimed a he c ea ion o a
ha monious indi idual whose in ellec , emo ions, and mo ali y a e in balance—a concep cen al
o 21s -cen u y holis ic educa ion.
Discussion
Ibn Sina’s iews on upb inging demons a e a sophis ica ed unde s anding o he
de elopmen al p ocesses ha unde lie lea ning and beha io . His concep o balanced g ow h—
uni ing physical, men al, and mo al dimensions—an icipa ed he mode n biopsychosocial model
o human de elopmen . He belie ed ha a child’s cogni i e po en ial is shaped by ea ly
expe iences and ha emo ional suppo om pa en s and eache s o ms he ounda ion o
psychological secu i y. Mode n neu oscience suppo s his emphasis on ea ly senso y and
emo ional s imuli in b ain de elopmen . Fu he mo e, his ocus on nu i ion and physical heal h
aligns wi h cu en e idence linking die and exe cise o cogni i e pe o mance. The e hical
componen o Ibn Sina’s educa ional philosophy is also no ewo hy; he emphasized ha mo al
ins uc ion should no ely on punishmen bu on guidance, encou agemen , and modeling
i uous beha io . The pa allels be ween Ibn Sina’s pedagogy and mode n posi i e psychology
e eal he imelessness o his insigh s. His in eg a ed app oach demons a es ha medicine and
educa ion a e complemen a y sciences, bo h de o ed o he well-being o he indi idual. In he
21s cen u y, applying his p inciples can en ich medical educa ion, pedia ic ca e, and
psychological counseling by p omo ing a uni ied iew o child de elopmen oo ed in heal h,
in ellec , and e hics.
Ibn Sina’s con ibu ions o he unde s anding o men al de elopmen anscend he
his o ical bounda ies o his e a, ep esen ing an ea ly syn hesis o psychological insigh and
medical knowledge. His asse ion ha physical heal h and men al g ow h a e mu ually dependen
is consis en wi h cu en esea ch on psychosoma ic medicine. He acknowledged ha emo ional
dis u bances du ing childhood can mani es as physical ailmen s, and ice e sa, emphasizing
he necessi y o main aining ha mony be ween mind and body. His pedagogical app oach
ejec ed ha sh discipline, ad oca ing ins ead o emo ional dialogue and a ional pe suasion—
me hods now ecognized as essen ial o de eloping esilience and emo ional in elligence in
child en. Ibn Sina also discussed he in luence o social su oundings, no ing ha child en
imi a e he beha io o adul s and he e o e mus be su ounded by i uous examples. This
unde s anding pa allels mode n social lea ning heo y. His holis ic sys em o upb inging can be
in e p e ed as an ea ly model o p e en i e men al heal hca e, p omo ing he de elopmen o
s ong cha ac e and psychological balance. When iewed h ough a con empo a y lens, Ibn
Sina’s ideas suppo he in eg a ion o men al heal h educa ion in o school cu icula and pedia ic
heal hca e, a i ming ha psychological wellness begins wi h p ope upb inging. The endu ing
uni e sali y o his hough lies in i s emphasis on compassion, balance, and mo al educa ion as
he ounda ion o human lou ishing.
Conclusion
Ibn Sina’s eachings on he upb inging and men al de elopmen o child en ep esen a
pionee ing syn hesis o medicine, philosophy, and e hics. He ecognized ha he physical and
men al aspec s o childhood a e insepa able, and ha educa ion mus be guided by compassion,
mode a ion, and mo al example. His ecommenda ions o nu u ing he child’s body and mind
h ough p ope nu i ion, emo ional suppo , in ellec ual s imula ion, and e hical discipline
p e igu e many concep s ound in con empo a y child psychology.
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The endu ing ele ance o his ideas sugges s ha holis ic educa ion—add essing bo h
mo al and cogni i e g ow h— emains essen ial o mode n socie y. Re i ing Ibn Sina’s
pedagogical he i age can help b idge medical and educa ional disciplines, o e ing a balanced
model o aising heal hy, in elligen , and mo ally conscious u u e gene a ions.
Ibn Sina’s philosophy o child upb inging and men al de elopmen embodies a imeless
ision o human educa ion ha uni es body, mind, and soul. His insis ence ha heal h and
mo ali y mus g ow oge he unde sco es he insepa abili y o physical and psychological well-
being. By ad oca ing o mode a ion, lo e, and a ional guidance, he o mula ed p inciples ha
emain i al o mode n psychology and pedagogy. His legacy eaches ha educa ion is no
me ely he ans e o knowledge bu he cul i a ion o cha ac e and wisdom. The alignmen o
his heo ies wi h mode n de elopmen al science e eals his p o ound unde s anding o human
na u e and he ac o s in luencing pe sonali y o ma ion. In eg a ing Ibn Sina’s holis ic
philosophy in o con empo a y educa ion and heal hca e can enhance he mo al and emo ional
esilience o u u e gene a ions. His message endu es: he child’s mind is a delica e c ea ion ha
mus be nu u ed wi h kindness, in elligence, and espec o he uni y o heal h and i ue.
Re e ences
1. A icenna. The Canon o Medicine. T ansla ed by Laleh Bakh ia . Kazi Publica ions, 1999.
2. A icenna. Ki ab al-Na s (Book o he Soul). Cai o: Al-Azha P ess, 1952.
3. Gu as D. A icenna and he A is o elian T adi ion. Leiden: B ill, 2014.
4. Rahman F. A icenna’s Psychology. Ox o d Uni e si y P ess, 1952.
5. Piage J. The Psychology o he Child. Basic Books, 1969.
6. Vygo sky L. S. Mind in Socie y: The De elopmen o Highe Psychological P ocesses.
Ha a d Uni e si y P ess, 1978.
7. E ikson E. H. Childhood and Socie y. No on, 1950.
8. Nas S. H. Science and Ci iliza ion in Islam. Ha a d Uni e si y P ess, 1968.
9. Goodman L. E. A icenna. Rou ledge, 1992.
10. UNESCO. A icenna’s Legacy in Medicine and Educa ion. Pa is: UNESCO P ess, 2019.
