The concept of tawhid and divine attributes in the philosophy of abu nasr al-Farabi

Abstract

This article examines, within the framework of Islamic studies, the concept of tawhid as articulated by the great philosopher Abu Naṣr al-Farabi, known as the “Second Teacher”. It analyses the idea that the core of al-Farabi’s philosophical thought lies in the harmonization of religion and philosophy. In pursuing this aim, he sought to construct a new mode of thinking by employing the fundamental principles of philosophy without departing from the core doctrines of Islamic belief. In this process, he earned the title of “Second Teacher”, engaged in interpreting Aristotle’s ideas, and succeeded in reconciling ancient Greek philosophy with the doctrinal foundations of the Islamic intellectual tradition, thereby leaving a profound intellectual legacy to humanity.

The article employs philosophical and theological methods of analysis, textual analysis, and a comparative approach to the views of philosophers and religious scholars. It also provides a brief overview of al-Farabi’s theory of sudur (emanation).

Al-Farabi’s system of thought re-examines, from a philosophical perspective, the principle of divine unity (tawhid), which constitutes the core of Islamic belief. Based on his interpretation of the divine attributes, he argues that classical Islamic discussions distinguishing between essential (zati) and affirmative (subuti) attributes tend to impose conceptual limitations on the divine reality. For this reason, he understands the divine attributes as qualities intrinsically rooted in God’s essence. Accordingly, al-farabi does not interpret attributes through a strict separation between essence and attributes, but rather through the unity of being and meaning. In his view, the oneness of God constitutes the ontological cause of the entire universe, while the multiplicity that proceeds from this unity serves as evidence of that very oneness.

Keywords: al-Farabi, tawhid, religion, philosophy, sudur, emanation, ten intellects.