This study aims to explain the philosophical foundations of Islamic calligraphy and extract its implications for aesthetic education. Using a qualitative approach with deductive-inductive content analysis, the research draws on works of Islamic philosophers and original calligraphy treatises. The findings reveal that the ontological foundations rest on the principality of existence, unity of being, gradation of existence, manifestation in descending and ascending arcs, and the divisibility of beauty. In anthropology, the primacy of the soul, perfectionism, soul-body reciprocity, social nature, and need for revelation were identified; in axiology, value realism, intrinsic/extrinsic values, and proximity to God were established. Based on these foundations, seven educational aims—servitude (ultimate aim), taste cultivation, composition mastery, distinguishing true from illusory beauty, recognizing external/internal beauty, renewal, and attaining purity and dignity—were extracted. Five methods—self-purification, physical purification, theoretical practice, pen practice, and imaginative practice—were identified. Finally, a comprehensive conceptual model illustrating the systematic relationship among foundations, aims, methods, and the desirable educated person is presented, demonstrating the application of Islamic calligraphy in realizing the aesthetic domain of education.