Farabi, the founder of Islamic philosophy, also known as the second teacher (after Aristotle), is among the important philosophers of the world of Islam. His thoughts on ethical and axiological issues have formed the basis of philosophers and theosophers' thoughts on ethical and educational ethics. In this essay, the aim is to establish the axiological perspective of Farabi on fundamental ethical values first; and then to arrive at its implications for moral education with regard to goals, principles and methods.Farabi's perspective values count among the secondary rational philosophicals. He considers fundamental values as absolute. In his belief, the end of morality is obtaining happiness and felicity. He divides happiness and felicity into worldly divisions. He considers worldly happiness to be the preliminary state to other worldly felicity.Based on Farabi's axiological perspective, the most important goals of moral education include: knowledge of and faith in God, nearness to God, happiness and felicity, thinking and the practice of thought fullness, intellectuality and the middle path. Some of the principles and methods that arrive from this perspective include: the principle of continuation of change in moral attributes and actions and corresponding method accounting of the self and against, the principle of gradual growth in moral education with the diffusion of moral responsibilities in a linear growth oriented perfection, practice and habit, the principle of change in perspective with the corresponding method of correcting the standard of valuation and attention paid to divine trials.