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PEDAGOGICAL VIEWS OF THE GREAT EDUCATORS
OF THE CENTRAL ASIA Tishabaeva L.A. Email: Tishabaeva17146@scientifictext.ru
Tishabaeva Lola Arifovna - Senior Teacher, HISTORY OF UZBEKISTAN DEPARTMENT, BUILDING FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion considers pedagogical views of great educators of the Central Asia. Education is a social institute that directly develops, fixes and implements the norms of human culture and through them - a certain system of teacher-student relations. The author of the article believes that the study, reflection on the historical development of cultural and pedagogical tradition helps to better understand the problems of our time. The understanding of the unifying essence of culture in pedagogical activity was greatly helped by acquaintance with historical and cultural traditions that consider the human personality as the supreme value, the development of such a person as a goal, and democratic pedagogical culture as a means of real existence of an individual.
Keywords: pedagogical, traditions, views, social, culture, modernity, historical, development, purpose, value, personality, activity, study.
ПЕДАГОГИЧЕСКИЕ ВЗГЛЯДЫ ВЕЛИКИХ ПЕДАГОГОВ ЦЕНТРАЛЬНОЙ АЗИИ Тишабаева Л.А.
Тишабаева Лола Арифовна - старший преподаватель, кафедра истории Узбекистана, строительный факультет, Ферганский политехнический институт, г. Фергана, Республика Узбекистан
Аннотация: данная статья рассматривает педагогические взгляды великих педагогов Центральной Азии. Образование представляет собой социальный институт, непосредственно разрабатывающий, закрепляющий и реализующий нормы человеческой культуры и через них - определенную систему отношений педагога с учеником. Автор статьи считает, что изучение, осмысление исторического развития культурно-педагогической традиции помогает глубже осознать проблемы современности. Пониманию объединительной сущности культуры в педагогической деятельности значительно помогло знакомство с историко-культурными традициями, рассматривающими личность человека как высшую ценность, развитие такой личности как цель, а демократическую педагогическую культуру как средство реального существования индивидуума. Ключевые слова: педагогический, традиции, взгляды, социальный, культура, современность, исторический, развитие, цель, ценность, личность, деятельность, изучение.
UDC 930.85
Education is a social institution that directly develops, fixes and implements the norms of human culture and through them - a certain system of teacher-student relations. This is why it is so important to clearly define the historical roots of this process. The ideas of humanism have long nourished the national pedagogical culture, becoming a historical and cultural tradition. Scientific works of scientists and thinkers of the medieval East have played an outstanding role in the development of these ideas.
"Science, - according to Nasir ad-Din Tusi (1201-1274), - is a discovery for the sake of correct representation of reality, it is the result of creative human mind and healthy thinking. Nasir ad-Din Tusi stressed the need to use scientific knowledge and its results in life.
The thought of Abu Ali Ibn Sina (980-1037), another major scientific representative of the medieval East, is most consistent and daring. In his essay "Directions and Instructions" he reasoned: the individual, before considering himself as a human being, must understand why he is called a human being. Usually, he thinks that the essence of man is his body, his external organs.
The sciences studying the activity and behavior of people are called practical philosophy. In particular, when analyzing human nature, Farabi considered it comprehensively: from biological, psycho-physiological, psychological and, finally, sociopolitical points of view. The scientist asserted that man is naturally endowed with abilities thanks to which his actions, mental manifestations and behavior may be not as it should be, but even distorted. Consequently, a person does not only beautiful, but also ugly actions [1].
In his works Farabi (873-950) approached the problem of a man and his education quite unusually. The problems that were complicated in his philosophical system. Just as logic should explain the principles of human cognition, he said, ethics should indicate the basic rules of human behavior. The great encyclopedist argued that only the human mind decides what is good and what is bad.
Beruni made a significant contribution to these humanist ideas. He argued that without scientific knowledge, human beings become questionable in their essence. Science is a sign of man's superiority over living beings, as well as a principle of existence throughout life. According to Beruni, the main criterion of human value is business, work.
Having defined scientific education as one of the most important means of mental and moral development, oriental encyclopedic scholars spent quite a lot of time on issues of the moral image of a teacher, interaction between teacher and student. According to Al-Farabi, pedagogy is the art of managing the will and desire of the person being brought up in a certain direction by appropriate means and methods, and the teacher is the ruler, mentor and teacher.
Al Farabi's educational process should normally be managed and guided by an experienced teacher. He writes: "From what has been said about the different properties of individuals, it is clear that each person is able to know happiness and the things they should know. This requires a teacher and a mentor. Some only need initial guidance, others need great guidance".
Farabi pointed to the similarity between a teacher and a wise leader. Like the latter, a teacher must have a good memory, remember everything he sees and hears: he must have a perceptive mind, an expressive speech. A special quality of a teacher should be the love of science, the desire to pass on his knowledge to his students, without being tired of the work associated with it. The teacher should have moral qualities, normality against drinking alcohol, defending the truth, hatred of lies and injustice. He should have especially developed the concepts of honor, justice, and virtue. "Such a person," said Farabi, "has the highest degree of human perfection and is at the top of happiness. This person is the one who knows every action by which happiness can be achieved.
Ibn Sina paid more attention to the role of the teacher in educating and training young people. He formulates a number of requirements for the personality of the teacher: 1) teachers must be moderate in their treatment of children; 2) the teacher must pay particular attention to the way in which the pupil carries out his teaching; 3) the teacher must use a variety of methods and forms of work with children in the learning process; 4) the teacher must take into account the individual characteristics of each child and interest him in his own activities. The scientist required the teacher to make his thoughts available to all listeners. Each word should be accompanied by mimics and gestures, because teaching such techniques, says the scientist, can be more understandable, causing an emotional response in children [2].
The formation of ideas of humanistic pedagogical culture was promoted by the creativity and scientific activity of the largest enlightener in the East Alisher Navoi. His progressive activity in the field of national culture is very diverse: the founder of Uzbek literature, thinker, scientist, artist, musician, statesman.
Navoi's pedagogical ideas are remarkable for their great humanism. In his view, a human being is the highest and noblest being in the world, while a child is a luminosity that illuminates the house and brings joy to the family. It is not enough to love one's own children, one must love all children - the generation of the future. He noted that a child cannot distinguish between the good and the bad and therefore the role of a teacher is great, who will have a beneficial effect on him. An ignorant teacher is a great scourge for a school. A teacher must not only be perfect in knowledge, but also set an example for everyone. According to Navoi, the purpose of education is to prepare the younger generation for further creative life, which is impossible without a good education, mastering the best human qualities and the struggle for the happiness of the people.
Studying and comprehending the historical development of cultural and pedagogical tradition contributes to a deeper understanding of the problems of modernity. The understanding of the unifying essence of culture in pedagogical activity was greatly helped by acquaintance with historical and cultural traditions, which consider the personality of a person as the highest value, the development of such a person as a goal, and democratic pedagogical culture as a means of real existence of an individual [1].
References / Список литературы
1. Shurukhina T.N. New philosophy of education: attempt of pedagogical reality comprehending // Pedagogy. Questions of theory and practice, 2018. № 4 (12). [Electronic Resource]. URL: https://cyberleninka.ru/article/n/new-philosophy-of-education-attempt-of-pedagogical-reality-comprehending/ (date of access: 15.01.2020).
2. Mirzaev I.B. Role of the national values in education of young generation of Uzbekistan // Nauka i obrazovaniye segodnya, 2019. № 4 (39).
