CC BY
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science.
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1. Abramov Yu.F., Kudashov V.I. The phenomenon of dialogue and modern education. - Irkutsk, 1998.
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5. Bachinin V.A. Spiritual culture of personality. - M., 1986.
УДК 371 (075.8)
Xodjibayeva I. V. The teacher of the department« Economics» Namangan Engineering Construction Institute
Normirzayev I.I.
Student of Namangan Engineering Construction Institute PEDAGOGY AS A SCIENCE AND ITS INTERACTION WITH OTHER
SCIENCES ABOUT MAN
Abstract: This article considers pedagogy as a science and its interaction with other human sciences
Keywords: pedagogy, method, methodology, science, principle
ПЕДАГОГИКА КАК НАУКА И ЕЕ СЯЗЬ С ДРУГИМИ НАУКАМИ О ЧЕЛОВЕКЕ
Аннотация: В этой статье рассматривается педагогика как наука и ее взаимодействие с другими науками о человеке
Ключевые слова: педагогика, метод, методология, наука, принцип
The subject of pedagogy is the study of the essence of the formation and development of the human personality and the development on this basis of the theory and methodology of education as a specially organized pedagogical process.
The pedagogical branch of knowledge is almost the oldest and in essence is inseparable from the development of society. The social progress of mankind became possible only because each new generation of people entering life has mastered the productive, social and spiritual experience of their ancestors and, enriching it, already in a more developed form transmitted to their descendants. The more developed and complicated the production, the more scientific knowledge accumulated, the more important was the special preparation of the younger generations for life, the more urgent became the need for their specially organized upbringing-in the purposeful transfer of the experience of mankind to
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them.
Education and upbringing turned into an objective need of society and became the most important prerequisite for its development. At a certain stage of development. At a certain stage of development of human society, in particular, in the late period of the slave system, when production and science have reached a considerable development, education is singled out as a special social function, i^. there are special educational institutions, there are people whose profession is the education and upbringing of children.
From ancient Greece, the origin and the term pedagogy, which is entrenched as the name of the science of education, also derives its origin.
In ancient Greece, the teachers were slaves, whom the aristocrats instructed to look after the children, to accompany them to school. The Greek word peydagos (peyda - child, gogos - news) means the teacher. Later, teachers began to be called people who were engaged in the education and upbringing of children. From this word was called the science of education - pedagogy.
The object of cognition in pedagogy is a person developing as a result of educational relations. The subject of pedagogy is educational relations, which ensure human development.
Pedagogy is the science of educational relations that arise in the process of interrelationship between upbringing, education and training with self-education, self-education and self-education and aimed at human development. Pedagogy can be defined as the science of translating the experience of one generation into the experience of another.
Pedagogy is the science of how to educate a person, how to help him become a spiritually rich, creatively active and completely satisfied life, find a balance with nature and society.
Pedagogy is sometimes seen as a science and as an art. When it comes to education, it must be borne in mind that it has two aspects - theoretical and practical. The theoretical aspect of education is the subject of scientific pedagogical research. In this sense, pedagogy acts as a science and represents a set of theoretical and methodological ideas on issues of education.
Another matter is practical educational activity. Its implementation requires the teacher to master appropriate skills and skills for education, which can reach the level of pedagogical art.
The subject of pedagogy is the study of the essence of the formation and development of the human personality and the development on this basis of the theory and methodology of education as a specially organized pedagogical process.
Pedagogy examines the following problems:
• Study of the essence and laws of development and formation of the personality and their influence on upbringing;
• Definition of the goals of upbringing;
• Development of educational content;
• Research and development of methods of education.
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The pedagogical branch of human knowledge does not develop in isolation from other sciences about man. It is at the intersection of pedagogical science with other sciences about a person that discoveries are most often made. Isolation of pedagogy from other sciences is the reason for the low effectiveness of its development, the inability of practical recommendations and prescriptions. The history of science shows that pedagogical thought initially developed in the mainstream of general philosophical knowledge. The ideas of education and upbringing were reflected in religious dogmas, the doctrine of the state, legislative regulations, literary works of the past.
Pedagogy is organically connected with psychology. There are several most important communication nodes between them. The main one is the subject of research of these sciences. Psychology studies the laws of the development of the human psyche, pedagogy develops laws governing the development of the individual. Education, education, education of man is nothing but a purposeful development of the psyche (thinking, activity). The next important point is the commonality of research methods in pedagogy and psychology. Many scientific tools of psychological search successfully serve the solution of pedagogical problems proper (psychometry, pair comparison, psychological tests, questionnaires, etc.).
The basic concepts of psychology, which, being used in the pedagogical vocabulary, contribute to the more accurate definition of phenomena, the facts of upbringing, education, and teaching, help to clarify and determine the essence of the problems under investigation, also testify to the existence of a relationship between pedagogy and psychology.
As a scientific discipline, pedagogy uses psychological knowledge to identify, describe, explain, pedagogical facts. So, the results of pedagogical activity are studied with the help of psychological diagnostics (tests, questionnaires, etc.).
A kind of bridge between the two sciences is pedagogical and age psychology, the psychology of professional pedagogical activity, the psychology of management of pedagogical systems and many psychological studies of other areas of education.
Pedagogy is closely connected with physiology. Being a science about the vital activity of the whole organism and its separate parts, functional systems, physiology reveals the picture of the material and energy development of the child. Especially important for understanding the mechanisms governing the physical and mental development of a schoolboy are the patterns of functioning of higher nervous activity. The teacher's knowledge of the physiological processes of the development of a junior high school student and teenager, a high school student and himself leads to deep penetration into the secrets of the educational influence of the environment and methods, warns against risky, erroneous decisions in the organization of pedagogical work, the definition of loads, and the presentation of satisfiable requirements to students and themselves.
There are many interrelations between pedagogy and sociology. The results
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of sociological research are the basis for solving pedagogical problems related to the organization of student leisure, professional orientation and many others. Being a science about a society as an integral system, about its components, about the processes of functioning and development of society, sociology, the sphere of its analysis, theoretical, applied consideration captures the sphere of education, upbringing, science about them. In the structure of the sociological reflection of reality, such special branches are developing, such as the sociology of education, upbringing, sociology of students, sociology of the city, village, health, etc.
Bibliography:
1. Уринбоев Х. Б., Мамажонова Г. К. САМОЦЕННОСТЬ И СМЫСЛ ЧЕЛОВЕЧЕСКОЙ ЖИЗНИ //Теория и практика современной науки. - 2017. - №. 3. - С. 741-743.
УДК 334.65
Xujaxanov M.X.
The teacher of the department« Economics» Namangan Engineering Construction Institute
Xaydarova Z.A.
Student of Namangan Engineering Construction Institute THE ROLE OF THE STATE IN A MARKET ECONOMY
Abstract: This article discusses the problem of the role of the state in a market economy.
Keywords: economy, market economy, economic growth, advantages
РОЛЬ ГОСУДАРСТВА В РЫНОЧНОЙ ЭКОНОМИКЕ
Аннотация: В этой статье обсуждается проблема роли государства в рыночной экономике.
Ключевые слова: экономика, рыночной экономика, экономический рост, преимущества
The problem of state intervention in the economy is, apparently, one of the main for any modern state, regardless of whether it is a market economy or a distributive one. The need for the state to perform certain functions in the economic sphere is not denied by anyone. However, on such issues as the correlation of state and market regulation and the direction of state intervention, there is a fairly wide range of theoretical views and practical approaches to them, from complete state monopoly in the management of the national economy, to extreme economic liberalism, when it is argued that an effective can only be an economy in conditions of unlimited private enterprise. Between these extreme variants there are a number of intermediate variants, for example, the Chinese version of a combination of market and state regulators, the so-called socially oriented market economy of Germany and Austria, the Swedish model of a mixed economy, etc.
A kind of economy in which there was an extremely high degree of state
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