Özet:

The problem of proving the Necessary Existent has had an important place in the thought system of philosophers in many different schools throughout history. The views put forward on this subject not only reveal the thinkers' conceptions of God but also highlight the distinctive features of their understanding of existence. On the other hand, the views on this subject are directly related to the integrity of the thought system due to the central position of the philosophers in the thought systems. The possibility argument put forward by Avicenna is one of the subjects in which his understanding of knowledge and existence crystallized. The possibility argument put forward by Avicenna is one of the subjects in which his understanding of knowledge and existence crystallized. In addition, considering the general structure of the criticisms directed at him on this subject, it is seen that this evidence has an important effect on clarifying the understanding of the existence of the thinkers who criticize him. It is also possible for us to see how closely metaphysics and logic have a close relationship with each other via the discussions about this proof carried out through the basic concepts of philosophy and the definition theory of classical logic. Moreover, the views put forward by Avicenna on this subject are extremely important in terms of revealing the nature of the relationship between philosophical sciences such as natural sciences, logic, mathematics, and metaphysics. Another feature of Avicenna's possibility argument is that it has an inseparable connection with his views on the classification of sciences. In this respect, it also exposes what one should expect from each science in the journey of becoming a philosopher, which is seen as the highest level of perfection possible for a man in peripatetic philosophy. Because, in classical philosophy, what is expected from the classification of sciences is that every science examines something or an aspect of something that is not studied in other sciences. For this reason, it is thought that the sciences should be learned in a certain order, and it is assumed that the student is dealing with something he has not learned before or a different aspect of what he has learned when the education of each science begins.

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