This article analyzes the pedagogical views of medieval Eastern thinkers from the perspective of the concept of pedagogical empathy. The study examines the educational ideas reflected in the works of prominent representatives of Eastern intellectual tradition such as Abu Rayhon Beruniy, Abu Ali ibn Sino, Alisher Navoiy and Abu Nasr al-Farobiy. Their works addressing education, moral upbringing, and teacher–student relationships serve as the primary sources of analysis. The study reveals that these thinkers emphasized important components of pedagogical empathy, including understanding the learner’s personality, recognizing the psychological state of students, applying an individual approach in the educational process, and fostering moral development.

The article also provides a comparative analysis of historical-philosophical pedagogical ideas and modern pedagogical theories, highlighting their relevance and potential application in contemporary educational practice. The findings demonstrate that the intellectual heritage of eastern scholars already contained humanistic educational principles in the medieval period, including empathy, respect for the student’s individuality, and a learner-centered approach to teaching.

Pedagogical empathy, eastern pedagogical thought, teacher–student relationships

Khairullaev, M. M. (Ed.). (1999). Stars of Spirituality: (Famous Figures, Scholars, Writers of Central Asia). Tashkent: Khalq Merosi Publishing. (In Uzbek)

Abu Ali ibn Sino. (2000). Secrets of Health. Medical Treatises. Tashkent. (In Uzbek)

Amirsaidova, Sh. M. (2017). The Role and Significance of the Teachings of Eastern Thinkers in the Development of Special Pedagogy Fields (Monograph). Tashkent. (In Uzbek)

Ibn Sina, Abu Ali. (1980). The Canon of Medicine (Vol. 1). Tashkent: Meditsina. (In Russian)

Alisher Navoi. (2001). Mahbub ul-qulub [Beloved of Hearts]. Tashkent: Fan. (In Uzbek)

Hoffman, M. L. (2000). Empathy and Moral Development. Cambridge: Cambridge University Press.

Noddings, N. (2004). Caring: A Philosophy and Ethics of Education. Moscow: Pedagogika. (In Russian)

Cooper, B. (2004). Empathy in the Teacher's Professional Activity. Pedagogy, (6), 45-52. (In Russian)

Alisher Navoi. (2021). Mahbub ul-qulub. Muhokamat ul-lughatayn. Tashkent. (In Uzbek)

[15.03.2026 16:56] Сафия: 10. Azimova, N. R. (2014). Alisher Navoi and Problems of Moral Education. Tashkent: Fan. (In Russian)

Rakhmonov, B. Kh. (2010). Pedagogical Legacy of Muhammad al-Khwarizmi. Samarkand: SamSU. (In Russian)

Barabanov, A. G. (2004). General Pedagogical Ideas of Encyclopedic Scholars of the Near and Middle East: A Textbook. Moscow: Eksmo. (In Russian)

Abu Nasr al-Farabi. (1993). Treatise on the Views of the Inhabitants of the Virtuous City. Tashkent: Fan. (In Uzbek)

Abu Nasr al-Farabi. (1998). On Attaining Happiness (Tahsil as-sa'ada). Tashkent: Uzbekistan. (In Uzbek)

Abu Nasr al-Farabi. (2002). The Classification of Sciences (Ihsa al-ulum). Tashkent: Publishing House of the Institute of Philosophy and Law. (In Uzbek)

Abu Nasr al-Farabi. (2005). Treatise on the Intellect (Risala fi-l-'aql). Tashkent: Mumtoz so'z. (In Uzbek)

Juraev, A. Sh. (2010). Pedagogical Views of Eastern Thinkers. Tashkent: Ukituvchi. (In Uzbek)

Abdullaev, I. I. (2015). Issues of Education and Upbringing in Islamic Philosophy. Tashkent: Akademiya. (In Uzbek)

Karimov, N. K. (2018). History of Eastern Pedagogy. Tashkent: Fan va texnologiya. (In Uzbek)

Nishonov, M. (2020). Pedagogical Empathy: Theory and Practice. Tashkent: Universitet. (In Uzbek)

Khairullaev, M. M. (1967). Al-Farabi and His Philosophical Legacy. Tashkent: Fan. (In Uzbek)

Rosenthal, F. (2007). Knowledge Triumphant: The Concept of Knowledge in Medieval Islam. Leiden: Brill.

Netton, I. R. (1992). Al-Fārābī and His School. London: Routledge.

Pulatova, G. G., Sayitova, U. H. (2026). Theoretical and methodological foundations of pedagogical empathy and its practical significance. Universum: Psychology and Education, 3(141). https://7universum.com/ru/psy/archive/item/22069