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MECHANISMS OF FORMATION OF AXIOLOGICAL UNDERSTANDING OF THE YOUTH IN THE CIVIL SOCIETY Azimov U.A.1, Nematjohnova S.K.2 Email: Azimov17145@scientifictext.ru
1Azimov Ulugbek Abdukhalilovich - Teacher, SOCIAL SCIENCES DEPARTMENT, MECHANICS-MACHINE BUILDING FACULTY, FERGHANA POLYTECHNIC INSTITUTE; 2Nematjohnova Sadokat Karimovna - Student, DIRECTION: FOREIGN LANGUAGE AND LITERATURE, ENGLISH LANGUAGE FACULTY, FERGHANA STATE UNIVERSITY, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion depicts the questions of formation of axiological opinion among youth in civil society. The authors of the article believe that the axiological approach is a system-value approach, which allows to emphasize the central position of a person in the pedagogical system through modern priorities, based on traditional and new values of education. It is aimed at forming universal and national values among students. Pedagogical axiology is based on understanding and assertion of the value of human life, upbringing and education, pedagogical activity and education in general. The idea of a harmoniously developed personality connected with the idea of a just society capable of providing every person with the conditions for maximum realization of its opportunities is also of significant value. This idea determines the value orientations of culture and orients the individual in history, society and activity.
Keywords: problem, morality, spirituality, outlook, development, national, religious, thinking, interrelation, world community.
МЕХАНИЗМЫ ФОРМИРОВАНИЯ АКСИОЛОГИЧЕСКОГО
ПОНИМАНИЯ У МОЛОДЁЖИ В ГРАЖДАНСКОМ ОБЩЕСТВЕ
12 Азимов У.А. , Нематжонова С.К.
1Азимов Улугбек Абдухалилович - преподаватель, кафедра общественных наук, факультет механики - машиностроения, Ферганский политехнический институт; 2Нематжонова Садокат Каримовна - студент, Направление: иностранный язык и литература, факультет английского языка, Ферганский государственный университет, г. Фергана, Республика Узбекистан
Аннотация: в данной статье рассмотрены вопросы формирования аксиологического мнения у молодёжи в гражданском обществе. Авторы статьи считают, что аксиологический подход - это системно-ценностный подход, позволяющий через современные приоритеты, основанные на традиционных и новых ценностях образования, подчеркнуть центральное положение человека в педагогической системе. Он направлен на формирование общечеловеческих и национальных ценностей у учащихся. В основе педагогической аксиологии лежат понимание и утверждение ценности человеческой жизни, воспитания и обучения, педагогической деятельности и образования в целом. Значимую ценность представляет собой и идея гармонично развитой личности, связанная с идеей справедливого общества, способного реально обеспечить каждому человеку условия для максимальной
реализации заложенных в нем возможностей. Эта идея определяет ценностные ориентации культуры и ориентирует личность в истории, обществе, деятельности. Ключевые слова: проблема, нравственность, духовность, мировоззрение, развитие, национальный, религиозный, мышление, взаимосвязь, мировое сообщество.
UDC 304.2
A person lives in a state of worldview assessment of events, he sets goals, makes decisions, implements his goals. At the same time, his attitude to the surrounding world (society, nature, himself) is connected with two approaches - practical and abstract-theoretical (cognitive). The role of a link between practical and cognitive approaches is performed by the axiological (value) approach. The axiological approach is peculiar to humanistic pedagogy, as a human being is considered in it as the highest value of society and the very goal of social development. In recent years, the axiological approach has been actively used in the study of pedagogical problems.
It is believed that the concept of "axiology" (from Greek axia - value and logos - word, idea) was introduced in 1902 by the French philosopher P. Lapi, and in 1908 it was actively used by the German scientist E. Hartmann. In philosophical dictionaries, axiology is defined as a science of values. Axiology is a philosophical teaching about material, cultural, spiritual, moral and psychological values of a person, group, society, about their correlation with the world of reality, about the change of value and normative system in the process of historical development. The concept of "value" entered philosophy earlier than the concept of "axiology", i.e. since the middle of the XIX century and is used to denote the properties of objects and phenomena, theories and ideas that serve as a standard of quality and an ideal of due according to the socially determined priorities of cultural development.
The concept of "value" entered philosophy earlier than the concept of "axiology", i.e. since the middle of the XIX century and is used to denote the properties of objects and phenomena, theories and ideas that serve as a standard of quality and an ideal of due according to the socially determined priorities of cultural development. Ancient thinkers closely related the problem of values to the problem of "virtue", and they agreed in one thing - that the upbringing of virtue should be the goal of education. Opinions differed on what to consider a virtue. For example, Plato gave preference to education of mind, will, feeling, Aristotle - courage, endurance, moderation and justice, high intelligence and moral purity. In this regard, let us return to Socrates and, in particular, his attitude to the issues of conscience in the decisions made by the individual, about personal values, about human morality. Socrates was executed on the basis of a sentence of the Athens court based on a false accusation. The essence of the accusation was Socrates' denial of the "state gods" and his worship of another deity, the human being [1].
The meaning of the axiological approach can be revealed through a system of axiological principles, which include: the equality of philosophical views within the framework of a single humanistic value system, while preserving the diversity of their cultural and ethnic specificities; the equivalence of traditions and creativity, recognition of the need to study and use the teachings of the past and the possibility of spiritual discovery in the present and the future, mutually enriching dialogue between traditionalists and innovators; the existential equality of human beings, socio-cultural pragmatism According to this methodology, one of the primary tasks is to identify the humanist essence of science, including pedagogy, and its attitude to the human being as a subject of knowledge, communication and creativity. Education as a component of culture in this regard acquires special significance, as it is the main means of developing the humanist essence of man [2].
The concept of an interdependent, interacting world is at the heart of axiological thinking. It asserts that our world is the world of an integral person, so it is important to learn to see the common ground that not only unites humanity, but also characterizes each individual person. Humanistic value orientation, figuratively speaking, is an "axiological
spring" that gives activity to all other links of the value system. Human oriented philosophy of education is a strategic program of qualitative renewal of the educational process at all levels. Its development will make it possible to establish criteria for evaluating the activities of institutions, old and new concepts of education, pedagogical experience, mistakes and achievements. The idea of humanization presupposes the implementation of a fundamentally different orientation of education, not related to the training of "impersonal" young qualified personnel, but to the achievement of results in the general and professional development of the individual [3].
References / Список литературы
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2. Funtova D.A., Sinetskiy Sergei B. The space of cultural values in the modern russian literature // Журнал СФУ. Гуманитарные науки, 2018. № 6. [Electronic Resource]. URL: 927-933. https://cyberleninka.ru/article/n7the-space-of-cultural-values-in-the-modern-russian-literature/ (дата обращения: 15.11.2019).
3. Churekova Т.М. Development of moral and spiritual values in the modern social and cultural environment // Образование через всю жизнь: непрерывное образование в интересах устойчивого развития, 2013. № 2. C. 27-29. [Electronic Resource]. URL: https^/cyberleninka.ru/article/ndevelopment-of-moral-and-spiritual-values-in-the-modern-social-and-cultural-environment/ (дата обращения: 15.11.2019).
