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THE ROLE OF THE GREAT PHILOSOPHERS OF CENTRAL ASIA IN THE DEVELOPMENT OF PEDAGOGY Dekhkonova M.A. Email: [email protected]
Dekhkohova Makhfuza Abdurashidovna — Senior Teacher, HISTORY OF UZBEKISTAN DEPARTMENT, BUILDING FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: this article discusses the role of the great philosophers of Central Asia in the development of pedagogy. The author of the article believes that modern pedagogical science combines the vast experience of pedagogical education and education accumulated over many millennia by world civilizations. A significant role in the formation and development ofpedagogical thought is assigned to philosophers of Central Asia. The philosophers of Central Asia sought to form an independent, creative, religious, hard-working personality. The main idea of the Eastern philosophers is that scientific knowledge and work contribute to the development of the best moral qualities that lead to spiritual development, improvement of the mind, consciousness, intelligence, thinking. Keywords: pedagogical, intellect, creative, pedagogical, religious, formation, development, science, idea, culture, civilization, philosophers.
РОЛЬ ВЕЛИКИХ МЫСЛИТЕЛЕЙ СРЕДНЕЙ АЗИИ В РАЗВИТИИ ПЕДАГОГИКИ Дехконова М.А.
Дехконова Махфуза Абдурашидовна — старший преподаватель, кафедра истории Узбекистана, строительный факультет, Ферганский политехнический институт, г. Фергана, Республика Узбекистан
Аннотация: данная статья рассматривает роль великих мыслителей Средней Азии в развитии педагогики. Автор статьи считает, что современная педагогическая наука объединяет в себе колоссальный опыт педагогического воспитания и образования, накопленный за многие тысячелетия мировыми цивилизациями. Значительная роль в формировании и развитии педагогической мысли заслуженно отводится мыслителям Средней Азии. Философы Средней Азии стремились к формированию самостоятельной, творческой, религиозной, трудолюбивой личности. Основная идея восточных мыслителей состоит в том, что именно научные знания и труд способствуют развитию лучших нравственных качеств, ведущих к духовному развитию, совершенствованию разума, сознания, интеллекта, мышления. Ключевые слова: педагогический, интеллект, творческий, педагогический, религиозный, формирование, развитие, наука, идея, восточный, цивилизация, философы.
UDC 930.85
Modem pedagogical science combines the vast experience of pedagogical education and education accumulated over many millennia by world civilizations. A significant role in the formation and development of pedagogical thought is deservedly assigned to philosophers of Central Asia. The formation of pedagogical science in Central Asia was greatly influenced by the Islamization of Turkmen tribes, which spread widely in the post-Mongol period. Koranic schools, namely mektebs and madrassas, were established in these territories, where education was directly related to religion. It was believed that children should be sent to Mekteb from the age of 6 to receive primary education until the age of 14. Secondary education was a stage of specialization, when students had to get practical skills that would be useful in their future work, regardless of the social status of the child. The language of instruction at the school became Arabic. Most of the educational literature was written by scientists and great philosophers of Central Asia. In order to understand the features of the educational process of this period, consider the activities of prominent scientists in Central Asia.
A great contribution to the formation of the science of personality education was made by a prominent scientist of Central Asia al-Farabi Abu-Nasr (870-950), who is considered the founder of the medieval philosophy of the East. At this time, pedagogy is not yet allocated to an independent science, along with ethics, it is part of the political (civil) science. Al-Farabi considered education as "the endowment of the theoretical virtues of peoples and cities", and education as a process of "the endowment of cities with ethical virtues and arts" [1]. The concept of "happiness" is one of the main categories of his pedagogy. Farabi was convinced that man's misfortune was brought by his evil deeds.
In this regard, the task of education-to promote the development of positive traits and eliminate negative traits. In addition, Farabi considers the professional qualities of a teacher. In his opinion, the teacher should have a number of advantages, namely: good memory, courage, justice, developed logic, observation, abstinence to gluttony, love of truth and knowledge, indifference to money and other benefits of worldly life. Another prominent philosopher of Central Asia, Abu Ali Ibn Sina, known in Europe as Avicenna, had his own vision of the content of education, education and training. Avicenna believed that education should include mental education, physical rehabilitation, aesthetic education, moral education and training in the craft. The plan of study, according to Ibn Sina, should be consistent with the interests of students, built on the principle of "from simple to complex" and at the initial stage should not be tied to books. Abu Ali Ibn Sina opposed individualization of learning, because he was convinced that through collective learning, there is a sense of rivalry among children, which drives them to gain more knowledge. In addition, thanks to collective learning, boredom and idleness disappear, they are replaced by conversations in which students have the opportunity to express their point of view and argue on topics of concern to them. Collective learning teaches children respect, mutual assistance, friendship and contributes to their positive influence on each other. According to the thinker, personality education is a complex process in which the teacher's knowledge of the child's personality is important. Ibn Sina preferred a good example more than an importunate conversation. He considered it necessary to speak kindly to children about their shortcoming [2]. So Ibn Sina believed, offering to teach children to work from an early age, teaching them the basics of crafts.
The ideas of universal equality of people were widely spread in the philosophical teachings of Central Asia. For example, the great philosophers of Central Asia Muslikhoddin Saadi and Alisher Navoi argued that all people are equal, and advocated the education of young people respect for all peoples. Muslikhoddin Saadi considered school an important stage in the life of a child, and accordingly assigned an important role in the formation of the student's personality to the teacher. In his works, Saadi gave a description of two types of teachers - the good and the evil. The evil teacher-severe, inhuman, "does not allow to be naughty", monitors discipline, suppresses independence of children, both in actions, and in thoughts. A good teacher is soft-hearted, noble, knows how to listen to children and does not offend them, but requires them to take their studies seriously. The attitude of the teacher to the child is a determining factor in its development, as aggression and anger generate responses and create conditions that deform the personality of the student.
Alisher Navoi, a bright representative of Sufi pedagogy, considered man "the highest being of the world, and the child-a luminary that illuminates the house and brings joy to the family" [3]. Navoi believed that it is not enough to love your own children, a person should love all children, because they are the future generation. In his opinion, the formation of the mind takes place in the period of youth. And if during this period the mind, instead of passion, seizes the person, then on the way of life it will be guided by noble ideas. Pedagogical views of Alisher Navoi are embodied in the principles of communicative pedagogy, which considers learning as a process of communication, dialogue between teacher and student, in which the student acts as a subject of learning, determining the ways and means of knowledge.
Based on the above-mentioned facts, we can conclude that the philosophers of Central Asia sought to form an independent, creative, religious, hard-working personality. The main idea of the Eastern philosophers is that scientific knowledge and work contribute to the development of the best moral qualities that lead to spiritual development, improvement of the mind, consciousness, intelligence, thinking. The pedagogical ideas of medieval philosophers, refined and enriched with scientific thought of subsequent generations, are reflected in modern pedagogical concepts, forming the basis for the development of methods, directions and principles of education and education of modern personality.
References / Список литературы
1. Moiseeva M.V. Non-traditional methods of education / Bulletin of higher school, 2000. № 3. P.p. 15-26.
2. Rakhimov S.R. Pedagogical ideas of Abu Ali Ibn Sino. Tashkent, 1989. P. 84.
3. Shurukhina T.N. New philosophy of education: attempt of pedagogical reality comprehending // Pedagogika. Voprosy teorii i praktiki, 2018. № 4 (12). [Electronic Resource]. URL: https://cyberleninka.ru/article/n/new-philosophy-of-education-attempt-of-pedagogical-reality-comprehending/ (date of access: 04.02.2020).
