This article analyzes the socio-political, religious-ethical, and pedagogical views of Eastern thinkers, with particular emphasis on Muhammad Abdo, a prominent Islamic philosopher and reformer of the late nineteenth and early twentieth centuries. The study examines the intellectual sources shaping Abdo’s thought, his reformist program grounded in Islamic principles, and the decisive role of education in social development. The article highlights Abdo’s approach to adopting the achievements of Western civilization without compromising the fundamental values of Islam, as well as his call to abandon blind imitation in favor of ijtihad and critical thinking. Special attention is given to his educational ideas expressed through his journalistic activities and reforms, including his role in the reform of al-Azhar and his contributions to publications such as al-Ahram, al-Waqa’i‘ al-Misriyya, and al-‘Urwa al-Wuthqa. The article argues that Abdo’s understanding of education as the primary means of social reform, his emphasis on strengthening collective spirit, and his pedagogical vision aimed at nurturing morally mature generations remain highly relevant today.

Muhammad Abdo, Islamic reformism, socio-political thought, religious and ethical philosophy, education and upbringing, pedagogical reform, al-Azhar reform, ijtihad, imitation (taqlid), collective spirit, spiritual development, modern Islamic thought.

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