It is the subject of this work to show examples from the İslamic thinkers’ conception of knowledge in the Islamic civilization, in which the intellectual vitality is the highest point, and to try to explain the educational values of these ideas. In this study, it has been tried to examine the opinions of Islamic thinkers about the nature of knowledge and the pursuit of knowledge with examples determined by literature review. In order to realize this aim, the conception of knowledge of Islamic thinkers, who are educators at the same time, is examined and the selected examples were evaluated also from the educational point of view. At the end of the research; İt was seen that the thinkers/educators did not have a solid-absolutist conception of knowledge excluding the explicitly stated knowledge in "the Scripture", the a priori knowledge based on logical inferences, and the exclusion of sensory information unless otherwise proven. According to the findings, Islamic thinkers have their own unique conception of the nature of knowledge and access to knowledge, which cannot be fully defined by today's terminology. Although they are strictly opposed to the solid-absolutist conception of knowledge, they cannot be described as septic, agnostic, pluralistic or relativistic in today's terms. They have a different pluralistic understanding than the pluralist understanding of knowledge that causes confusion in the learning process and makes learning difficult. Moreover, it is found that they have some advice to improve the multiplist conception of knowledge that would help social development and the realization of individual potencies. Doubtless, the explanations of Islamic thinkers on the reasons for the emergence of solid-blind absolutist righteousness which does not allow the existence of different truths from its own and their suggestions that will withhold the individual from this understanding have important educational benefits