Acumen:
International Journal of Multidisciplinary Research
ISSN: 3060-4745 IF(Impact Factor)10.41 / 2024
Volume 1, Issue 5
40
Acumen: International Journal of Multidisciplinary Research
THE PEDAGOGICAL CONTENT OF THE DEVELOPMENT OF SOCIAL
COMPETENCE IN STUDENTS TROUGH VITAGEN LEARNING
Davronova Fotima Pirnazarovna
Associate professor of Samarkand State University of veterinary medicine, livestock
and biotechnologies
+998974089982
ORCID ID 0009-0005-0911-6821
Dusmatova Firuza Rakhmatullayevna
Rakhmatova Vasila Majitovna
Akhmadova Mokhinur Mannob kizi
Asadova Ozoda Bakhtiyorovna
Tukhtamishova Umida Narzullo kizi
Khamidova Maftuna Sunnatillo kizi
Ziyodullayeva Sarviniso Akmalovna
Zulfiqorova Khumora Bakhtiyorovna
Students of Samarkand branch of Kimyo International University in Tashkent
Abstract:
This article describes the features of the vitagenic education in the system of
pedagogical knowledge. Next will be illustrated the classificational, purposal and
conceptual technologies of the vitagenic education. The main point of pedagogical
association, subjective personalities and some of the features of vitagenic experiences in
education process. Informed about vital experiences of personalities, and the role of
intelligent-psychological potential of educational aims.
Key words:
vitagenic education, vitagenic information, competence, macrotechnology,
social pedagogy, effectiveness, didactical projection, vital experiences.
Introduction
The effectiveness of education depends on how much the teacher manages to take
into account the social and individual characteristics of the children, established interests,
and exciting life experience. Within the framework of the paradigm of authoritarian
pedagogy, the natural life goals and values of a child, determined by the ideas o his
vitagenic experience, often initially do not coincide with those put forward by the teacher.
This contradiction is potentially embedded in an authoritarian model and is constantly
updated in the practice of use.
However, mass education all over the world is based on an authoritarian model of
the pedagogical process, since it ensures familiarization with the content of education, the
Acumen:
International Journal of Multidisciplinary Research
ISSN: 3060-4745 IF(Impact Factor)10.41 / 2024
Volume 1, Issue 5
41
Acumen: International Journal of Multidisciplinary Research
nature of which is determined by the level of development and cultural achievement of a
particular society.
Methods
The democratization of society and education provides for the organization of the
pedagogical process, in which its participant should strive to achieve common goals on
the basis of continuous cooperation. However, the implementation of these ideas in
everyday pedagogical practice is fraught with a number of difficulties, so calls for
cooperation often remain declaration, “ protocols of intent “ rather than real actions. This
is due to the fact that at different age stages of students’ development the forms of
pedagogical interaction are different (guardianship, mentoring, partnership, cooperation
and community), the functions, rights and obligations of participant in the educational
process are also different. Therefore, in real pedagogical practice, it is possible to sustain
interaction on the basis of only cooperation. How to create conditions under which
cooperation is transformed from noble intentions into a real-life force in the educational
process is a socio-pedagogical problem that has not been fully resolved. [1, p. 56-58]
Results and Discussion
The studies of scientist and educators reveal the essence, the content of interaction
built on cooperation, but they are associated either with the theoretical aspects of the
problem or with guidelines that facilitate the organization of interaction between teacher
and student in the framework of the educational process. However, there is one more
reserve in the organization of pedagogical cooperation, which has not been studied
scientifically enough. This is a reliance on the students’ life experience, which is not
actualized (not claimed) purposefully, is not considered as a means of enhancing
cognitive activity. This approach leaves students in the position of passive participants in
the learning process. Meanwhile, the historical and logical analysis of the problem shows
that the idea of appealing to the students’ life experience in the pedagogical process is not
new, it has deep historical roots. (Works by J.Comenius, J.-J Russo, I.G.Pestalozzi,
J.Locke, J.Dewey). The role of students’ life experience in the learning process was
considered in the works of D.N. Egiphany, V. Bogin, L.I. Bozhovich, L.S. Vygotsky,
A.A.Gosteva, A.V. Zelentsova, A.A Kirsanova, L. Kosyuk, L.S. Kokhanovskaya, I.D.
Lushnikova, N.A.Menchinskaya, M.Polani, E.S. Rabunsky, Yu.V.Senko, I.E. Unt, I.S.
Yakimanskaya and others. [2, p. 45]
In the works of A.S. Belkina, D.V.Kachalova life experience (or vitagenic
experience) is considered as the basis of the student’s value attitude to those received
from the surrounding reality or acquired in the learning process.
There was a contradiction between the need to use life experience to enhance the
cognitive activity of students in the learning process and the lack of the development of
theory and technology for organizing thus process, especially when studying the natural
sciences. This led to the choice of the research problem, which consists in finding ways to
actualize vitagenic experience as a means of enhancing students’ cognitive activity.
Acumen:
International Journal of Multidisciplinary Research
ISSN: 3060-4745 IF(Impact Factor)10.41 / 2024
Volume 1, Issue 5
42
Acumen: International Journal of Multidisciplinary Research
An analysis of the contradictions and problems of the study allowed us to
formulate the topic: ”Vitagenic experience as a many of enhancing to cognitive activity
of students (using the examples of the course of organic chemistry)”. The object of study
is the activation of cognitive activity of students in the learning process. The subject of
the study in the use of vitagenic experience in the process of enhancing the cognitive
activity of students (using the examples of a course in organic chemistry). [3, p. 95-97]
The purpose of the study: to identify, determine the essence and structure of the
personality’s vitagenic experience, to justify and experimentally verify the pedagogical
possibilities of relying on the vitagenic experience in enhancing the cognitive activity of
students. A.S.Belkin believes that the subjectivity of the personality and its vitagenic
experience will be inseparable components of the educational process in which the
teacher acts as adviser sharing his experience with the student, explaining to him the
reason for his own successes and failures.
The study was based on the hypothesis what vitagenic experience can be used as a
means of enhancing cognitive activity if:
1. The essence, structure, content of concept of vitagenic experience as applied to the
learning process will be determined;
2. The relationship and the relationship between the conxepts of life experience and
vitagenic experience, having, obviously, certain distinctive characteristics, will be
determined;
3. Performance indicators for the use of vitagenic experience in enhancing cognitive
activity wil be developed;
4. A technology will be developed to use students’ vitagenic experience as a means of
enhancing cognitive activity; [4, p. 86-88]
In accordance with the goal and hypothesis, the following research objectives were
set:
1. Conduct a historical and logical analysis of the state of the problem in psychological
and pedagogical theory and practice;
2. To determine the essence and structure of the concept of “vitagenic experience”, to
justify the possibility of using vitagenic experience in enhancing the cognitive activity of
students.
3. To develop the technology of using vitagenic experience of students as a means of
enhancing the cognitive activity of students in the study of organic chemistry.
4. Determine the use of vitagenic experience in enhancing cognitive activity. [5, p. 33-35]
The scientific novelty of the study is as follows:
1. The essence, structure of the concept of “vitagenic experience” is revealed
Acumen:
International Journal of Multidisciplinary Research
ISSN: 3060-4745 IF(Impact Factor)10.41 / 2024
Volume 1, Issue 5
43
Acumen: International Journal of Multidisciplinary Research
2. The effectiveness of using vitagenic experience as a means of enhancing the cognitive
activity of students is determined.
3. A technology for the use of vitagen as a means of enhancing the cognitive activity of
students in the study of organic chemistry is proposed, including:
*identification of the nature, volume and content of vitagenic experiment at the initial
stage of the course study;
*analysis of the essential elements, the relationship between the elements of vitagenic
experience, the pattern of these relationships;
*identification and updating of implicit components of students’ vitagenic experience;
*systematization of knowledge contained in vtagenic experience;
*addition of information, correction of misconceptions;
*control of changes in the content of vitagenic experience at the final stage, analysis of
changes based on the developed quantitative criteria.
4. The following are highlighted as the main directions for using students’ vitagenic
experience in enhancing their cognitive activity:
a) activization of cognitive interest at the initial stage of training;
b) the assimilation of theoretical concepts of the studied course;
c) the formation of a holistic natural-science picture of the world;
d) transition to the self-didactic level of self-education. [6, p. 58]
The theoretical significance of the study lies in the identification, determination
and justification of the essence and structure of the concept of vitagenic experience, the
development of criteria for the analysis of cognitive activity of students based on changes
in the vitagenic experience of students, the definition of pedagogical direction for using
vitgenic experience as a means of activating cognitive activity of students.
Practical significance. The developed technology of vitagenic training, adapted to
the course of organic chemistry in a secondary specialized educational institution, is
effective in terms of enhancing the cognitive activity of students. The result of the study
are of general pedagogical importance and can be used in the practice of teaching
subjects of the natural science cycle. The scientific validity and reliability of the research
result was provided by the methodological validity of the initial theoretical principles, the
use of methods that corresponded to the goals and objectives of the study at various
stages of the experimental research work, and the representativeness of the data obtained.
The following provisions shall be defended:
1. Based on a theoretical analysis of the essence and content of vitagenic
experience, it was possible to establish that vitagenic experience is a personally
Acumen:
International Journal of Multidisciplinary Research
ISSN: 3060-4745 IF(Impact Factor)10.41 / 2024
Volume 1, Issue 5
44
Acumen: International Journal of Multidisciplinary Research
significant, most frequently updated part of a person’s life experience, which forms the
vitally active unity of his egocentric world attitude. The vitagenic experience of a person
not only reflects the attitude of the person at the present stage, but also is a means of
determining and guiding the formation of a holistic natural-science picture of the world
among students, a means of predicting and creating by the person himself a new “quality
of life”-that is, self-development of the person in the future.
2.Vitagenic experience can be used as a means of enhancing cognitive activity,
while the technology of its application should include:
*A comprehensive analysis of the initial state of students’ vitagenic experience for the
implementation and maintenance of persistent motivation to enhance the cognitive
activity of students.
*Systematization, addition of information, correction of erroneous ideas contained in
vitagenic experience.
*Control of changes in the content of vitagenic experience at the final stage.
3. The main direction of using students’ vitagenic experience enhancing their
cognitive needs are the following:
a) activation of cognitive interest at the initial stage of training;
b) assimilation of theoretical concepts of the studied of training;
c) the formation of a holistic natural-science picture of the world;
d) transition to an autodidactic level of self-education.
The most important role in student’s life experience I unnerving for parents. They
demonstrate to children the skills and knowledge formed by them in the process of life,
and from childhood help to solve the tasks ahead. The process of forming a child’s life
experience, therefore, is a child-parent interaction in which a parent acting as an
experienced adult transfers his experience to the child. Interaction is an integral part of
the pedagogical interaction. It is cooperation that plays the role of support, which helps
ensure joint work for the teacher and student. And the better it is organized, the more
productive the learning process. However, today’s realities of education often look so that
teachers assume the role of knowledge transmitted, as well as students, respectively,
perceive and, as far as possible, reproduce acquired knowledge. Unfortunately, to argue
about really real cooperation in such conditions is practically not possible, because it
involves only a subjective position on the part intellectual and psychological potential. [7,
p. 83]
Life experience is the result of the analysis of life events and their assessment. This
experience for each person has an individual character. “The translation of vitagenic
information into life experience is realized through the following stages”.
Perception of vitagenic information .
Acumen:
International Journal of Multidisciplinary Research
ISSN: 3060-4745 IF(Impact Factor)10.41 / 2024
Volume 1, Issue 5
45
Acumen: International Journal of Multidisciplinary Research
1) At this stage, a person determines for himself the importance of information from the
perspective of his existing experience.
2) At this stage, a person consciously creates for himself an attitude to remembering one
or another received information.
The stage described above determine such levels of assimilation of vetagenic
information as:
*Operational.
Information is one of the least importance for personal self-
realization in the educational process.
*Functional.
Here, installation for longer periods of information storage takes
place.
*Basic.
This level is characterized by long-term memorization and the greatest
importance of information for self-realization in the framework of training. At the same
time, levels can freely interact with each other degree of significance. In the framework
of everyday interpretation, the process of transition of viteganic information into life
experience can be represented as follows. Events are reflected in the consciousness and
feelings of a person, thereby leaving a definite trace.
Conclusion
The life experiences of each student is unique, first of all, in that he may be wrong.
That is why it is always necessary to consider the so-called collective life experience.
Indeed, the experience of an individual student in vitagenic learning is not self-sufficient
and acquires educational significance only the ratio of the life experience of the students
when there are common points of contact. The totality of individual experiments , in this
case, given a new vitagenic quality. In this context, life experience does not deny the role
of life information. In other words, what is lived by the person himself necessarily
correlated with the experience of other people. At the same time, it is necessary to take
into account indirect life experience that affects the path to success and the level of
individual expectation, helping to realize the sources of one’s own successes and failures.
Each, without exception, personality has its own unique and inimitable life experience,
characterized by its individuals psychological qualities.
REFERENCES
1. A.S.Belkin Vitagenic education in the system of pedagogical knowledge (vitagenic
conception of personality) // Pedagogical education in Russia.-2012. №-1. [Electronic
resources].
2.
Pirnazarovna, D. F. (2022). Digital technologies in studying English at university:
traditions and innovations.
EPRA International Journal of Multidisciplinary Research
(IJMR)
,
8
(3), 97-100.
3.
Pirnazarovna, D. F. (2022). WAYS OF FORMING DIGITAL LITERACY IN THE
CONTEXT OF TEACHING ENGLISH.
EPRA International Journal of Research and
Development (IJRD)
,
7
(3), 55-57.
Acumen:
International Journal of Multidisciplinary Research
ISSN: 3060-4745 IF(Impact Factor)10.41 / 2024
Volume 1, Issue 5
46
Acumen: International Journal of Multidisciplinary Research
4.
Davronova, F. (2022). PEDAGOGICAL ASPECTS OF DIGITAL TECHNOLOGIES
IN RAPID ACQUISITION OF ENGLISH.
Innovative Development in Educational
Activities
,
1
(2), 44-47.
5.
Davronova, F. (2022). EXPERIMENT-TESTING METHODOLOGY OF ON RAPID
TEACHING OF ENGLISH TO STUDENTS IN THE CONDITONS OF DIGITAL
TECHNOLOGIES.
Innovative Development in Educational Activities
,
1
(2), 72-76.
6.
Davronova, F. P. (2022). THE USAGE OF ICT TOOLS INTENDED TO ACQUIRE
KNOWLEDGE
BY
STUDENTS
IN
ENGLISH
CLASSES.
AGROBIOTEXNOLOGIYA VA VETERINARIYA TIBBIYOTI ILMIY
JURNALI
, 1132-1136.
7.
Pirnazarovna, D. F., Baxtiyerovna, N. D., & Pulatovna, B. K. (2022). XORIJIY
TILLARNI TEZKOR O ‘QITISHDA QO ‘LLANILADIGAN INNOVATSION
TA’LIM METODLARNING AHAMIYATI.
FAN, TA'LIM VA AMALIYOTNING
INTEGRASIYASI
, 81-87.
