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PEDAGOGICAL SCIENCES
FORMATION OF STRUGGLES AGAINST "PUBLIC CULTURE" IN THE TEXTBOOKS' CONTENT BY INCORPORATING THE HERITAGE OF OUR ANCESTORS Safarova R.G. (Republic of Uzbekistan) Email: Safarova452@scientifictext.ru
Safarova Rohat Gaybullayevna — Doctor ofpedagogical sciences, professor, Head of the laboratory, LABORATORY OF THE UZBEK RESEARCH INSTITUTE OF PEDAGOGICAL SCIENCES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the following article deals with the formation of students' skills of struggle against public culture by incorporating the masterpieces of Eastern pedagogical thinking into the content of textbooks. Also in the article also stated that the textbook serves as a basic tool for the intellectual and spiritual development of students, the formation of the necessary competencies and skills to fight against "public culture". in teaching the social sciences and humanities, including the subject of "Sense of Homeland", we need to expand the scope of ideological education against "mass culture", using the spiritual and moral heritage of our great thinkers, whose works have played a significant role in Uzbek national culture.
Keywords: public culture, ancestral heritage, cultural values, textbooks, references, social-humanitarian sciences, ethics, spiritual world, professional culture, spiritual and moral heritage.
ФОРМИРОВАНИЕ БОРЬБЫ С "ОБЩЕСТВЕННОЙ КУЛЬТУРОЙ" В СОДЕРЖАНИИ УЧЕБНИКОВ ПУТЕМ ВКЛЮЧЕНИЯ В НИХ НАСЛЕДИЯ НАШИХ ПРЕДКОВ Сафарова Р.Г. (Республика Узбекистан)
Сафарова Рохат Гайбуллаевна - доктор педагогических наук, профессор, заведующая лабораторией, Узбекский научно-исследовательский институт педагогических наук, г. Ташкент, Республика Узбекистан
Аннотация: следующая статья посвящена формированию у студентов навыков борьбы с общественной культурой путем включения шедевров восточного педагогического мышления в содержание учебников. Также в статье также указано, что учебник служит основным инструментом интеллектуального и духовного развития учащихся, формирования необходимых умений и навыков для борьбы с «общественной культурой». При обучении общественным и гуманитарным наукам, включая предмет «Смысл Родины», нам необходимо расширить сферу идеологического воспитания против «массовой культуры», используя духовное и нравственное наследие наших великих мыслителей, чьи труды сыграли значительную роль в узбекской национальной культуре.
Ключевые слова: общественная культура, наследственное наследие, культурные ценности, учебники, справочники, социально-гуманитарные науки, этика, духовный мир, профессиональная культура, духовно-нравственное наследие.
Recognizing the unity, patriotism and national pride of our people, the President of the Republic of Uzbekistan signed a decree on November 28, 2018 in order to emphasize the priority of culture, ensure a higher quality of life, achieve solidarity among citizens, form a spiritual, responsible, independent thinker and creative person. Resolution №. PP-4038 was adapted"On approval of the concept of further development of national culture in the Republic of Uzbekistan"[1]. The resolution set specific tasks for the further development of national culture in Uzbekistan.
In the encyclopedia "Pedagogy" "Public culture (Arabic mass - universal, belonging to the people, belonging) - 1. The concept of folk culture, customs, rituals, art, etc. 2. An event related with the Media development. 3. Mass production. 4. A complex and different interpreted form of culture "[2; 49-p.].
Today, public culture is becoming the basis of secular culture. Works that promote public culture rely on general psychological descriptions and cognitive mechanisms. Because it has the potential to achieve the goal set for people regardless of their level of education. In addition, the
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knowledge of community members is detrimental to such an event. Because a person's level of education directly interferes with emotional perception. Because public culture is a phenomenon designed for emotional perception.
For this reason, there is a growing need to convey the role and importance of "mass culture" in society to young people and educators. It is extremely important to assess the role of "mass culture" in society and human life by providing information about its various manifestations and types. The textbook serves as a basic tool for the intellectual and spiritual development of students, the formation of the necessary competencies and skills to fight against "public culture". Textbooks serve as a bridge in transmitting the heritage of our ancestors to the younger generation. Therefore, the content of textbooks should be selected based on modern scientific and technical achievements.
It is especially important to provide as much as possible in the textbooks educational materials that serve to expand the memory, worldview, spiritual world of students, to form in them the skills of struggle against "public culture", to use samples from the heritage of our ancestors. In particular, the following ethics of Bahauddin Naqshbandi can serve as a teaching material:
Do not always look for the sea,
A profession is good for a person forever. ***
"Be like a candle, that you may give light to all, and that you may be in darkness."
***
"Even if you make a small mistake in manners, whatever you do will look rude."
* * *
"If we blame a friend, we will be without a friend. No one in the world is innocent."
Quotes of Bahauddin Naqshbandi's wisdom on morality can be included in the textbooks of the following disciplines: Reading, Native Language, Etiquette, Literature, Sense of Homeland,
Fundamentals of Spirituality.
It is recommended to use the following wisdom of Saadi Sherozi in textbooks on social sciences and humanities:
Ants gather food throughout the summer,
To have a comfortable home in the winter. * * *
If there is no movement, loosen the chain,
Recognize unimaginable wrestlers. * * *
In every work, man shows generosity,
The thorn will also result in a bouquet. * * *
If someone doesn't try really,
No one cam achieve the goal. * * *
It is obvious that these proverbs serve to form in students a sense of patriotism, loyalty to a friend, diligence, patriotism, humanity, and develop in them the skills of struggle against "public culture".
Insufficient formation of theoretical approaches in the field of textbook creation is explained by three important reasons:
1. Existing approaches show that creating a textbook means creating a unique work of art. It is impossible to establish science-based laws and strict rules here. This is a process of a subjective nature, a situation that is unique to each author.
2. The textbook has a great pedagogical significance in school education. It cannot be replaced by certain electronic means. Electronic tools and study guides can serve to supplement it. Therefore, the textbook is a basic tool for imparting fundamental knowledge to students, the formation of skills, abilities and competencies, their comprehensive development, education.
3. Most of the recommendations available today are related to the publication of textbooks rather than the creation of textbooks.
In most cases, due to the insufficient formation of professional culture in teachers, they make mistakes in protecting students from the influence of "public culture". One of the most common and widespread shortcomings is the one-sided analysis of television programs by teachers, insufficient attention to the culture of reading, or insufficient formation of the ability to motivate students to read books selectively by both teachers and parents.
First of all, it is expedient to dwell on the emergence and trends of "mass culture". In particular, "mass culture" is, first of all, industry. It manifests itself primarily as a children's subculture to capture
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the minds of children and students, and to engage them. This is reflected in examples of fiction written for children, toys and industrially produced games, various industrial products for children's consumption, cultural facilities and camps for children, technologies for the collective upbringing of children. One of the obvious goals of "public culture" is to standardize the content and forms of child rearing. "Popular culture" means the inculcation of generalized forms of social and personal culture in the minds of students through these means. "Public culture" encourages young people to imagine the world based on the basic rules of ideologically oriented values in a particular society. To this end, the representatives of "public culture" use the methods and values of propaganda, which are firmly established in society.
General secondary schools are one of the most widespread places of children's subculture. As a result of interacting with basic scientific knowledge, students gain a philosophical, religious view of the world around them. The historical, socio-cultural experience of the Uzbek people shows that the valuable relations and trends accepted in society have their own socio-cultural significance. Therefore, such historical, socio-cultural experiences should be reflected in the standards that cover a set of knowledge and conveyed to the minds of students in a generalized form through the teaching materials provided in the curriculum and textbooks.
In recent years, the Russian scientist E. Orlova [3] has developed a remarkable theoretical basis for the study of the social functions of public culture. The main task of public culture is to provide people with a relatively systematic view of complex modern realities and an appropriate common language of social communication. It creates an information environment in which all members of society can obtain information about stereotyped socio-cultural situations and standard relationships within them through the implementation of a number of socializing tasks [3; 4-10-p.].
The media should serve to enrich the knowledge acquired by young people in the educational process by providing them with accurate information. This information should serve to inform each learner of the dual nature of "public culture".
According to L.P. Morina [4], the purpose of public culture is not to fill free time and overcome stress in a person, but to stimulate consumer consciousness in the recipient (spectator, listener, reader), which helps to form a person's passive, non-critical perception of the culture. Mass culture is the most common way of existence of culture in the conditions of modern society, in which the development of mass culture is carried out day by day, constantly, all day [4; 13-p.]
One of the important tasks of educators is to educate students in the spirit of self-sacrifice, the widespread use of methods and techniques that shape and control their ability to resist destructive ideas, a comprehensive analysis of the means to engage their minds.
In short, we need to instill in young people a sense of patriotism and patriotism against public culture, to instill in the minds of young people what a high national culture is. Textbooks, additional teaching materials, lesson plans play an important role in this. First of all, in teaching the social sciences and humanities, including the subject of "Sense of Homeland", we need to expand the scope of ideological education against "mass culture", using the spiritual and moral heritage of our great thinkers, whose works have played a significant role in Uzbek national culture.
References / Список литературы
1. Resolution of the President of the Republic of Uzbekistan dated November 28, 2018 № PP-4038 "On approval of the Concept of further development of national culture in the Republic of Uzbekistan." Lex.uz
2. Pedagogy: encyclopedia. Volume III. team // Tashkent: State Scientific Publishing House "National Encyclopedia of Uzbekistan", 2017. 424 pages.
3. Orlova, E.A. Sociocutural dimension of mass culture prostrans// Observatory of culture. 2004. №3. P. 4-10.
4. Morina L.P. Daancing in the system of mass culture // Russisan mass culture in the end off XX's century. Materials of round table. December 4, 2001 St. Petersburg. SPb .: Saint-Petersburg philosophy community. 2001. p. 43.
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