al-Farabi
Abū Naṣr Muḥammad ibn Muḥammad al-Fārābī (c. 870 – c. 950 CE), known in the Latin West as Alpharabius, was an influential Muslim philosopher, logician, and music theorist of probable Persian or Turkic origin born in the region of Farab in Transoxania (modern-day Kazakhstan).[1][2] He spent much of his life in Baghdad, Syria, and Damascus, where he studied and taught, becoming renowned for bridging Greek philosophy—particularly the works of Aristotle and Plato—with Islamic intellectual traditions.[1] Often dubbed the "Second Teacher" after Aristotle, al-Fārābī advanced logical methodologies and contributed original treatises on metaphysics, ethics, and politics that shaped subsequent Islamic philosophy.[1][3] Al-Fārābī's major works include extensive commentaries on Aristotle's logical corpus, which extended syllogistic reasoning, and independent compositions such as Iḥṣāʾ al-ʿulūm (Enumeration of the Sciences), outlining a classification of knowledge, and Kitāb al-mūsīqī al-kabīr (Great Book of Music), a foundational text in medieval music theory that analyzed scales, instruments, and the ethical effects of music.[1][3] In political philosophy, his Mabādiʾ ārāʾ ahl al-madīna al-fāḍila (Principles of the Opinions of the Inhabitants of the Virtuous City) envisioned an ideal society governed by philosopher-rulers, drawing from Platonic ideals while integrating prophetic revelation as a symbolic expression of philosophical truth.[1] This synthesis emphasized the harmony between reason and religion, positing philosophy as the highest form of human attainment.[1] His ideas profoundly influenced later thinkers like Avicenna and Averroes, and through Latin translations, impacted medieval European scholasticism, particularly in logic and political theory.[1] While details of his life remain sparse and subject to scholarly dispute—such as his exact ethnic background and the chronology of his travels—al-Fārābī's enduring legacy lies in establishing philosophy as a rigorous discipline within Islamic civilization, prioritizing demonstrative knowledge over mere opinion.[1][2]