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13DISCUSSION - AS A METHOD OF TEACHING RHETORIC IN A NON-LINGUISTIC UNIVERSITY Sultanov B.R.
Sultanov Bekzod Rahmankulovich — Head of the Department, ENGLISH LANGUAGE AND LITERATURE DEPARTMENT, PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: this article is about discussion as one of the most effective methods of teaching rhetoric to students of a non-linguistic university. Research hypothesis: learning rhetoric will be more effective if the teacher uses discussion. The author concludes that the use of the discussion method in the teaching process will increase the effectiveness of teaching students rhetoric, as well as the level of students' oratory skills.
Keywords: discussion, rhetoric, teaching method, oratory, teaching methods, teacher, speech culture.
The relevance of the study is due to the fact that teaching rhetoric with the use of discussion provides an excellent opportunity for students not only to expand knowledge about the objects and phenomena of the world, but also makes it possible to reveal themselves. It should be noted that now rhetoric as a separate subject is taught in many educational institutions of the world in different volumes, with different contents: from rhetoric of stewardesses to rhetoric of debates in parliament, from general rhetoric (argumentation) to rhetoric of expressions.
Many researchers in their scientific works pay attention to rhetoric and the peculiarities of its teaching to students of various higher educational institutions. The main objective of the teacher in the process of organizing the discussion is to teach students to construct and implement persuasive statements. Of course, a statement of this type carries certain useful information, but, besides this, it should have an emotional coloring that will help to incline an opponent to one's side. In this case, the main task of the teacher is to create a situation as close as possible to the real conditions of communication [5, p. 106]. An important role in this is played by the development of the motivation of students' speech activity. Communicative exercises equipped with correctly formulated tasks. They contribute to the approximation of the learning environment in the classroom to the situation that occurs in real communication. In this case, communication is not only a goal, but also a means of teaching rhetoric. In the process of free discussion, the content of communication is filled up by the students themselves with minimal assistance from the teacher. A similar approach to build your own conclusions in a speech contributes to the development of the speech activity the absolute involvement of everyone in the discussion. Classes-discussions are most effective when they are presented in the training course as a whole cycle. It is important that the duration of each cycle increases. It should be borne in mind that when planning a cycle of this type of activity, forms of discussion as repetitions of uniform should be avoided.
Now it is necessary to turn to the most important conditions of this type of work, and here it is necessary to highlight the following:
❖ the diversity of opinions on the same issue should be correlated, and the opposed points of view should be put forward;
❖ participants should not only speak themselves, but also listen to other speakers without being distracted [2].
Organization of the discussion includes four phases: determining the topic and purpose of the discussion; collection of information on a discussion topic; processing, interpretation and evaluation of the information collected; summarizing (in accordance with the objectives of the discussion) [2].
From the socio-psychological position, there are three stages of the discussion: orientation -participants show resourcefulness in the discussion of the raised problem; assessment - students compare their ideas, while it is important that the conflict of opinion does not turn into an interpersonal conflict; consolidation - the results are summed up, the opinions of students are integrated; the teacher can make a closing speech [1].
To organize the discussion, a problematic situation should be formulated, and during that it is significant to pay attention to the following:
❖ The problem must be real, for which you can definitely find a solution;
❖ The two-dimensional nature, or even the multi-faceted nature of the problem raised;
❖ The problem should be so that it can be easily disassembled, and access to information should be provided to prepare students for the discussion;
Predict the interest of students when considering the relevant topic [4].
References
1. Bogdanova Yu.Z. Rhetoric as an important component of student training. The world of science, culture, education, 2018. 5 (72): 413-414.
2. Bogdanova Yu.Z. Training professionally-oriented rhetoric, discussion and communication. Saratov, 2018.
3. Shabalina L.A. Methodological and didactic features of teaching the rhetoric of students of technical universities. Interexpo Geo-Siberia, 2013. Volume 6. № 2: 105-109.
4. Polzikova N.B. Modern educational technology. Scientific and methodological electronic journal "Concept", 2017. T. 25: 232-234.
YUSUF HAMADONI IS THE FOUNDER OF THE CENTRAL ASIAN
SCHOOL OF SUFISM Nunnanova G.B.
Nunnanova Gulzoda Bekрulatovna - Teacher, DEPARTMENT OF NATIONAL IDEOLOGY, FUNDAMENTALS OF SPIRITUALITY
AND LEGAL EDUCATION, NAVOI STATE PEDAGOGICAL INSTITUTE, NAVOI, REPUBLIC OF UZBEKISTAN
Abstract: this article discusses the role of Yusuf Hamadani's mystical teachings and school in the formation of mystical sects in Central Asia, and Yusuf Hamadoni's mystical and philosophical teachings as the main ideological basis for the formation and development of Khojagon and Naqshbandi sects. The article also analyzes Yusuf Hamadani's mystical views on issues such as spiritual maturity, zikr (recalling Allah), self-awareness, honesty, self-discipline, spirituality and inner upbringing.
Keywords: mysticism teachings, spiritual perfection of man, zikr (recalling Allah) , piety, purity of heart, observation, murid ( an apprentice in mysticism ), inner and spiritual upbringing, purification of image and vision.
The role of mysticism in the development of Eastern spirituality and culture is invaluable. Sufism is a science based on the Qur'an, which is essentially based on Islam. In this regard, it is worth quoting Abdulbori Nadvi's description of Sufism in the context of "Sufism is the science of purifying the soul from eternal body and teaching us to follow the Prophet in his inner qualities." Indeed, mysticism is a religious and philosophical doctrine, a unique field of science that leads a person to spiritual and spiritual maturity through the implementation of spiritual, passional, emotional and inner education in a person through specific methods of education.
So, mysticism is a science that provides information about foster the lust, beautifying morals, illuminating the inside and outside, and purifying the image and vision in order to gain eternal bliss and the pleasure of the Almighty by focusing human spirit, character and spiritual structure . For the acquisition of mystical knowledge is the complete purification of the human heart and the adornment of the Qur'anic morality from within.
In the history of Islamic culture and thought, the teachings of mysticism, the sects that have brought mystical ideas to the public consciousness and inspired people to strive for spiritual maturity have played an important role. Because mysticism is a science that emerges in both theoretical and practical unity, although there is a commonality in the mystical goals of each sect, they have developed different ways to achieve these goals. As a result, dozens of mystical schools were formed and developed in the history of mysticism, such as Qadiriya, Yassaviya, Naqshbandi, Mawlawi, Shozaliya, Suhrawardiya, Kubravia, Bedouin, Akbariya. In the history of mysticism, in the Muslim religious and philosophical teachings, the schools of mysticism of Central Asia, in particular, the "Khojagon" and following "Naqshbandi" sects have a dominant role.
Hoja Abdulkhaliq Gijduvani founded the Khojagon sect, which has not lost its spiritual and educational significance, and has a special place in the system of spiritual values with its mystical, philosophical and moral principles.
