Every person who dedicates his/her life to thinking enriches the world’s thinking. The feelings and thoughts produced by the intellectual start from the people around his/her who are in direct communication and relationship with his/her, and reach everyone who reads his/her writings and works, listens to his/her speeches, and examines his/her ideas. In the rest of his life, when Cemil Meriç (1916-1987), who was blind at the age of 38, needed a helper to read books, the person who carried out this service the most was undoubtedly his daughter Ümit Meriç (b.1946). The intellectual Cemil Meriç’s daughter Ümit Meriç is also his student, assistant, collaborator and comrade in his 71-year life, and performed this duty with a responsibility and seriousness, especially after his father blind for 33 years uninterruptedly. Our question is this: What is the intellectual legacy that Ümit Meriç received from his father? What are the interactions, transformations and differentiations of the worlds of thought of Ümit Meriç and Cemil Meriç, how can they be defined, what orientations did this intellectual relationship show? It is possible to define, classify, relate and explain the intellectual dimensions of Cemil Meriç’s 71-year and Ümit Meriç’s 75-year productive life through certain themes. These can be evaluated in four dimensions: the environments in which their intellectual lives sprout, their world of thought and progress, their approach to Eastern and Western thought, their attitudes towards nationalism and religion. Comparative evaluation of the worlds of thought of Cemil Meriç and Ümit Meriç, who adopted learning and teaching as a principle throughout their lives, reveals the main themes of the history of Turkey’s thought of the 20th century. This comparison also makes sense of the intellectual bond between two person, who read, think and write together, on the axis of ideas, and ultimately gives a multifaceted map of the intellectual legacy that is passed on from father to daughter