FRDE, Fundamental Reform Document of Education, boasts about its goal of training culturally sophisticated citizens, yet it is not clear to what extent its definition of cultural sophistication matches that of Ibn-e-Sinaa’s. To clarify the similarities and differences of the two, their philosophical foundations, as well as their outstanding features were extensively delineated and compared. Results show that the philosophical foundations of both are rooted in Islamic teachings and different than that of humanism as they both consider proximity to the Almighty as the ultimate goal of education. Other similarities between the two include a non-instrumental attitude towards knowledge, professionalism, and being social. The differences show in areas of emphasis on wisdom, will, authority, and dimensions of education/training. Within the Avicennian perspective mysticism and mystic training loom large, and as a result it is necessary that the theoretical foundation of FRDE be reviewed and corrected.