The Role of the Elements of Islamic Philosophy in Philosophy for Children

The Philosophy Program for Children has a western theme and sometimes anonymous with Iranian and Islamic culture. It is necessary to examine the various components of this program in order to bring it into line with the fundamental transformation of education. The purpose of this article is to examine Ibn Sina's anthropology as the greatest philosopher of Islam and the founder of the program, Methiolipman. The research is descriptive-analytical and inferential and the method of data collection is library and retrieval. At first, human components are expressed from the viewpoint of Ibn Sina and Lipman; then, by comparing the anthropology of Ibn Sina and Matthew Lipman, their points of difference and similarity are clarified. The results show that the anthropology of Ibn Sina and Matthew Lippman has similarities and differences. Similarly, the human being is a rational being, possessing the will and authority, possessing the sensory, biological, and natural attributes identified with individual and social identity. Also the creature is constantly changing. In terms of differences, each offers a different interpretation of human origin; the appropriate age for initiating philosophical thought is another anthropological difference between the two.