Abstract
This article examines the conceptual views of Abai and Akhmet Baitursynuly related to the doctrine of “living knowledge” and identifies their intersections with global philosophical traditions concerning the nature of knowledge. The study provides a comprehensive analysis of the phenomenon of “living knowledge” in connection with ancient foundational theories grounded in human experience, spiritual growth, and personal development. A comparative discussion is offered on Abai’s interpretation of intellectual and spiritual maturity as the central purpose of learning and Baitursynuly’s understanding of knowledge as a socio-moral force shaping national consciousness. The authors reveal universal philosophical principles and civilizational parallels embedded in their ideas, thereby expanding the broader conceptualization of “living knowledge.” Furthermore, the article substantiates the relevance of Abai’s and Baitursynuly’s perspectives for contemporary education, particularly in addressing issues of personal development, value-oriented instruction, and the cultivation of critical and creative thinking. The findings demonstrate that the concept of “living knowledge” retains significant relevance for modern pedagogical discourse.