CC BY
3
without wisdom; with wisdom they fit everything, like water. (K.B.line.6606)
"However much wisdom you posses, still seek to gain more; for the wise man attains his desire by inquiry."" (K. B. Line. 6607)
"Learn wisdom, and become a man by rising your soul aloft: otherwise be called ''beast" and remove yourself from mankind. " (K.B.Line.6611)
List of used literature:
1. Darke H, Translation: The Book of Government (London, 1960; 2d ed. 1978).
2. Devereux R., Yusuf Khass Hajib and the "Kutadgu Bilig". (In Muslim Would, 51, 1961, S.229-330).
3. Erdal M., Variable Forms in the "Qutadgu Bilig" (In Besinchi Milletlerarasi Tuerkoloji Kongresi. Teblikler, Bd.1G'1,Istanbul 1985,S.79-88).
4. Kafiso'glu I, "Kutadgu Bilig" ve kueltur tarihimizde yeri,Istanbul 1980.
УДК 811.113
Abidova M.I.
Uzbekistan, Tashkent PROFESSIONALIZATION OF THE TEACHER OF THE FOREIGN
LANGUAGE OF THE HIGHER EDUCATION INSTITUTION
Аннотация: В этой статье обсуждается профессионализация преподавателя иностранного языка вуза
Ключевые слова: мобильность, кругозор
Abstract: This article discusses the professionalization of the teacher of a foreign language at the university
Keywords: mobility, horizons, psychology, personality, психология, личность
The main criterion for the demand in the labor market for a specialist of a new type is his professional mobility, which is expressed in his ability and need to constantly expand the boundaries of his professional horizon, quickly accumulate experience, acquire new knowledge, not limited to one profession.
Studies of leading psychologists dealing with the issues of human professionalization indicate that the personality movement in the developing professional space is determined by three factors:
- age-related psychological changes of a person in time;
- development and transformation of the leading activity of the subject;
- continuous professional education.
Professional development of the personality of the teacher of the Institute of Higher Education passes several stages, which can be conditionally called periods of adaptation, active professional activity, preservation of professional experience. Stages of professional growth are directly related to the areas of activity (teaching,
scientific and methodological, scientific, expert and advisory, management).2
The period of entering the profession for a teacher at a university is often accompanied by objective and subjective difficulties. Lack of methodical training, a large pedagogical load and a very modest salary give grounds to talk about the crisis of professional adaptation to the difficult conditions for a beginner teacher working in a university. Dissatisfaction with their professional status leads to the search for new ways to perform professional work, improve it, and sometimes to change jobs and even leave the profession.
A number of studies are devoted to the study of the dynamics of professional motivation. In particular, it is noted that the motives of labor activity are formed, change in the process of professionalization, and the actual needs that determine them may not be directly related to the implementation of specific labor actions. The features of the motivational sphere are revealed depending on the development stages of the professional personality, and attention is drawn to the connection between the dynamics of motivation and the change in the content of the image of the professional as the specialist's skills are improved.
With age and experience, when the teacher of the Institute of Higher Education is already a professional, it becomes inherent in an individual social and professional position, a stable professional self-esteem. Cardinally rearranged social and professional values and relationships, changing ways to perform activities, which indicates the willingness of a specialist to move to a new stage of professional development.
It is believed that long-term performance of professional activities at a high level is impossible, so the transitional state of a professional is professional stagnation. On the example of the pedagogical profession it is established that at the stage of professionalization, as the individual style of activity develops, the level of professional activity of the individual decreases, and conditions for stagnation of professional development arise.
At the same time, professional experience has a high subjective value for the individual and therefore far from everyone is ready to review their experience from the point of view of modern requirements. In this regard, a young specialist is more easily adapting to new technologies of activity, since he has no experience of practical actions that would tie him to previous forms of work.
The successful professionalization of the teacher of the Institute of Higher Education is characterized by readiness for collegial work, the ability to maintain internal motivation at a high level, the development of innovative types and forms of work, the awareness of the need for constant professional and creative growth in accordance with the new conditions.
Использованные источники:
1. Бодров В. А. Психология профессиональной пригодности. М., 2006.
2. Горелова Г. Г. Кризисы личности и педагогическая профессия. М., 2004.
2 Azimova, Dildora. "MODERN PEDAGOGICAL TECHNOLOGIES."Теория и практика современной науки 4 (2017): 3-5.
3. Зеер Э. Ф. Психология профессионального развития: Учеб. пособие для студ. высш. учеб. заведений. М., 2006.
4. Кузьмина Н. В. Профессионализм деятельности преподавателя и мастера производственного обучения профтехучилища. М., 1989.
5. Azimova, Dildora. "MODERN PEDAGOGICAL TECHNOLOGIES." Теория и практика современной науки 4 (2017): 3-5.
УДК 001.015
Azimov A.M. Andijan state medical Institute Teacher of the department of social and humanitarian sciences
Uzbekistan, the city of Andijan THE MAIN ISSUES OF THE PHILOSOPHY OF LAW
Аннотация: В этой статье рассматриваются основные вопросы философии права
Ключевые слова: закон, права. философия, метод
Abstract: This article deals with the main issues of the philosophy of law
Key words: Law, method, philosophy, rights
Philosophy explores the reality that is not the prerogative of the natural social and human sciences. This is the area of ultimate grounds for the existence of the world, which carries the ability to identify the most general laws of the development of the world and take into account their action in the process of human activity.
Philosophy takes the trouble of building a picture of the world and the formation of a corresponding paradigm (cosmocentrism, theocentrism, anthropocentrism, pan-rationalism, irrationalism). At the same time, philosophy can tolerate certain errors, which are caused, as a rule, by the historicity of a particular epoch.
But it is akin to that wisdom, which consists not in knowing everything, but in understanding the main thing, without understanding what mankind is unable to conduct meaningful existence, is doomed to the arbitrariness of chance and passion.
Philosophy of law as an interdisciplinary field of knowledge unites the efforts ofjurisprudence and philosophy. It has its own history, the origins of which are formed in the VI century BC. For 2,5 thousand years in its destiny all the upheavals and cataclysms that fell to the share of world civilization were reflected. She experienced her ups and her extinctions. The situation in the conditions of totalitarian regimes developed dramatically for the philosophy of law. They do not need either philosophy, law, or the philosophy of law in its true destiny.
Today, the Philosophy of Law is experiencing a renaissance.
• First, the current situation in the world testifies to the increasing responsibility of people for both collective and individual actions. Hence the increased interest in border issues of law and morality.
