American Journal Of Social Sciences And Humanity Research
131
https://theusajournals.com/index.php/ajsshr
VOLUME
Vol.05 Issue07 2025
PAGE NO.
131-135
10.37547/ajsshr/Volume05Issue07-25
24
Socio-Philosophical Factors in Forming Fire Safety
Culture Among Youth in Uzbekistan
Soliyev Soxibjon Obidovich
Independent Researcher at Fergana State Technical University, Uzbekistan
Received:
31 May 2025;
Accepted:
29 June 2025;
Published:
31 July 2025
Abstract:
In this article, the formation of a fire safety culture among the youth of Uzbekistan is a very important
task, because it not only helps to protect the lives of young people, but also helps to educate them as responsible
and conscious citizens. Social and philosophical factors are of great importance in this process.
Keywords:
Fire safety culture, youth of Uzbekistan, socio-philosophical factors, safety values, moral
consciousness, education and upbringing, socialization process, identity and safety, reflection and motivation,
philosophical approaches.
ность и безопасность, рефлексия и мотивация, философские подходы
.
Introduction:
The historical heritage and culture of
Uzbekistan influence the formation of fire safety
culture. Various fire incidents that occurred in different
historical periods, their consequences, and the safety
measures of those times have been preserved today as
moral and cultural values. This heritage serves to shape
young people’s attitudes toward safety.
Young people’s attitudes toward fire safety are formed
within the family and society. The approach of parents
and adults to safety culture serves as a positive
example for youth. In addition, spreading awareness of
the importance of safety culture across different
segments of society helps to strengthen moral values
related to safety among young people.
The formation of a safety culture in youth can be
ensured through the introduction of special courses
and lessons on fire safety within the education system.
Conducting practical training on fire safety in schools
and universities, alongside theoretical knowledge,
helps to develop practical skills. Furthermore, various
events, training sessions, and seminars organized by
government agencies and NGOs contribute to
improving young people’s knowledge and skills
regarding safety.
Philosophical and moral values play a crucial role in
shaping fire safety culture. These values help young
people understand the significance of safety not only
for their personal lives but also for society as a whole.
Moreover, by developing moral consciousness, youth
learn to approach safety rules with responsibility.
Enhancing young people’s knowledge of fire safety
contributes to the formation of a responsible civic
position. It encourages them to feel accountable to
society, strengthens their efforts to protect themselves
and those around them, and fosters skills in mutual
protection and expressing their views on safety issues
among peers.
Community engagement is important in fostering fire
safety culture among youth. Through public events,
social advertising campaigns, and mass media, safety
culture can be widely promoted, helping young people
develop a solid understanding of fire safety.
Thus, socio-philosophical factors play a special role in
forming fire safety culture among the youth of
Uzbekistan. These factors help shape young people’s
attitudes
toward
safety
and
contribute
to
strengthening safety culture in both their personal lives
and society.
METHODOLOGY
The scientific-philosophical principles of studying
young people’s behavior and attitudes toward fire
safety serve to gain a deeper understanding of their
relationship to safety culture and to identify the factors
influencing it. These principles, which take into account
the psychological, moral, social, and philosophical
aspects of youth, provide a scientific foundation for
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
examining their approach to fire safety. The main
principles are outlined below:
The holistic approach envisions studying young
people
’s behavior and attitudes toward fire safety in a
general context. According to this approach, their
attitude toward safety is analyzed together with their
personal characteristics, social environment, family
upbringing, and level of education. This helps reveal the
interconnection of various factors shaping safety
culture in youth.
The
anthropocentric
principle
emphasizes
understanding young people’s behavior and attitudes
toward fire safety through their personal experiences,
values, and humanity. Youth, as individuals, must feel
responsible for ensuring both their own safety and that
of others. This approach helps cultivate a sense of
responsibility toward safety rules within their
consciousness.
Moral and ethical principles are of great importance in
studying youth behavior and attitudes toward fire
safety. They require examining their actions through
the lens of moral values and norms. Young people
should have ethical awareness of how their behavior
and decisions affect not only themselves but also
others.
The principle of social influence holds that young
people’s attitudes toward fire safety are shaped by
their social environment, including family, friends,
school, and community. This principle helps explore
how the surrounding environment affects the
development of safety culture among youth.
The philosophical-anthropological approach focuses on
the relationship between young people’s self
-
awareness as human beings and their perspectives on
safety.
Their
philosophical
worldview
and
understanding of humanity are reflected in their
attitudes toward fire safety. This approach helps study
the fundamental ideas and values that shape safety
culture in the consciousness of young people.
Psychological principles are significant in analyzing
youth behavior and attitudes toward fire safety. They
involve examining their psychological traits, such as
needs, experiences, sense of safety, and attitudes
toward risks.
The principle of philosophical and methodological
pluralism implies studying youth attitudes toward fire
safety through diverse philosophical approaches and
methods. Pluralism ensures the integration of various
perspectives and theories, allowing for a deeper
understanding of youth behavior and safety culture.
In conclusion, the scientific-philosophical principles of
studying young people’s behavior and attitudes toward
fire safety form the foundation for building and
strengthening their safety culture. By exploring their
personal, social, moral, and philosophical aspects in
depth, these principles help cultivate a responsible
attitude toward fire safety among youth.
The issue of studying youth behavior and attitudes
toward fire safety requires an in-depth analysis of
contemporary safety philosophy, the formation of
moral consciousness, and
the
processes of
socialization. Attitudes toward fire safety, especially in
the consciousness of the younger generation, are
determined not only by knowledge and skills but also
by values, moral principles, and cultural-social norms.
A philosophical approach to this issue, above all,
demands identifying the ontological position of human
beings toward danger. Within M. Heidegger’s concept
of In-der-Welt-Sein (being-in-the-world), safety is
understood as one of the fundamental concerns of
human existence:
“Man, through his ex
istence, is
thrown into the world and lives in a constant state of
choice before dangers and uncertainties.” (Heidegger
M. Sein und Zeit.
—
Tübingen: Max Niemeyer Verlag,
2006.
—
p. 183).
This conceptual perspective makes it possible to link
attitudes toward fire safety with ontological anxiety. In
particular, for youth, the emergence of this anxiety,
strategies for overcoming it, and the formation of
internal motivations for safety are especially relevant
issues. The attitude of young people toward fire safety
must also be analyzed within the framework of socio-
cognitive theories. According to A. Bandura’s “Social
Learning Theory”, “Behavioral patterns, particularly
safety-related habits, are formed largely through social
observation, imitation, and reinfor
cing evaluation.”
(Bandura A. Social Foundations of Thought and Action:
A Social Cognitive Theory.
—
Englewood Cliffs:
Prentice-Hall, 1986.
—
p. 47). Thus, young people’s
attitudes toward fire safety are not merely a matter of
personal choice but manifest as a product of the
socialization process.
In this regard, P. Berger and T. Luckmann’s theory of
“social constructivism” is particularly relevant, as they
emphasized that “all social knowledge, including
notions of safety, is socially constructed through
everyday life interactions” (Berger P., Luckmann T. The
Social Construction of Reality.
—
New York: Anchor
Books, 1966.
—
p. 52). Based on this approach, in
studying young people’s views on safety, special
attention should be paid to the communicative space,
the social environment, pedagogical organizational
structures, and elements of mass culture.
In the process of assimilating safety norms, young
people often rely on abstract motivations, emotional
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
reactivity, and individualistic interpretations. This
si
tuation can be explained through E. Fromm’s theory
of “escape from freedom”: “a person, especially the
younger generation, in the face of complex social
demands and dangers, withdraws socially, which in
turn strengthens indifference or passivity toward
saf
ety” (Fromm E. Escape from Freedom. —
New York:
Holt Paperbacks, 1994.
—
p. 138). Therefore, in shaping
young people’s attitudes toward fire safety, it is not
enough to merely provide information; a pedagogical
environment that awakens existential awareness,
social motivation, and moral reflection is necessary.
Moreover, young people’s psychological and cultural
behaviors regarding safety are linked to their social
identity. As A. Erikson pointed out, “an individual’s
identity, especially during the developmental period, is
reinforced by a sense of loyalty, trust, and safety”
(Erikson E.H. Identity: Youth and Crisis.
—
New York:
Norton, 1968.
—
p. 122). The internalization of fire
safety culture into young people’s consciousness is
most effective when it is connected to the process of
personal identity formation.
From a critical perspective, many modern safety
programs, especially in the school and college system,
possess a declarative content that does not correspond
to the real psychological needs and cultural mindset of
young people. Such campaigns are aimed only at
ensuring external discipline and do not create a
foundation for independent reflection on safety in
young people’s consciousness. On this matter, I. Ilyasov
states: “if safety training is declar
ative and not
connected with personal life experience, young people
perceive this knowledge not as a social benefit, but as
an obligation” (Ильясов И. Psychology of Youth
Socialization.
—
Moscow: Prosveshchenie, 2009.
—
p.
88).
RESULTS AND DISCUSSION
The issue of studying young people’s behavior and
attitudes toward fire safety represents a complex
socio-phenomenological process that has not only a
practical-pedagogical
but
also
a
profound
philosophical-methodological basis. This is because
safety culture, particularly in the context of fire safety,
is closely linked with the level of moral consciousness
of young people, their capacity for social reflection, and
their existential position. In this regard, it is especially
relevant to interpret the issue based on philosophical
approaches that enable the perception of safety as a
cultural phenomenon, in particular axiological and
existential approaches.
In the axiological context, safety is interpreted as an
integral part of the system of human values. According
to A. Schütz, “a person’s everyday activity acquires
meaning through the hierarchy of values that regulate
it, in which safety plays a fundamental role” (Schütz A.
The Phenomenology of the Social World.
—
Evanston:
Northwestern University Press, 1967.
—
p. 118). From
this perspective, in analyzing young people’s attitudes
toward fire safety, it is important to determine the
place of the concept of safety within their system of life
values and how it is prioritized.
In shaping the philosophical and moral foundations of
safety in young people’s consciousness, their social
identification is a crucial factor. As C. Taylor
emphasized, “a person’s self
-identification is not
merely a social role, but an inner position grounded in
sig
nificant value norms” (Taylor C. Sources of the Self:
The Making of the Modern Identity.
—
Cambridge:
Harvard University Press, 1989.
—
p. 27). Concepts of
fire safety and responsible behavior toward it are
formed precisely on the basis of this self-
understanding, which means effectiveness can only be
achieved when young people perceive safety as an
internal necessity.
In studying young people’s attitudes toward fire safety,
the philosophical analysis of their normative behavior
and social positions can be
based on G.H. Mead’s
concept of the “I” and the “Other.” According to him,
“a person sees himself through others and evaluates
his behavior on the basis of collective representations
formed in society” (Mead G.H. Mind, Self, and Society.
—
Chicago: University of Chicago Press, 1934.
—
p.
138). Thus, young people’s attitude toward safety
culture is determined by the social feedback and
expectations they receive.
However, in the modern socio-cultural context, young
people often perceive safety not within the framework
of technical or formal-bureaucratic norms, but rather
as a subjective phenomenon, frequently received in an
emotional-aesthetic manner. This situation can be
interpreted within J. Baudrillard’s theory of simulacra
and hyperreality: “in postmodern
conditions, concepts
of danger and safety have turned into a play of signs
and symbols in mass culture, rather than a reflection of
real conditions” (Baudrillard J. Simulacra and
Simulation.
—
Ann Arbor: University of Michigan Press,
1994.
—
p. 42). This leads to gaps between young
people’s knowledge about safety and their actual
behavior.
Furthermore, in analyzing young people’s motivation
toward fire safety, K. Gilligan’s theory of moral
development is also important. According to her,
“young people’s moral decisions, especially in matters
of safety, are determined by empathy, care, and loyalty
to social connections” (Gilligan C. In a Different Voice:
Psychological Theory and Women’s Development. —
American Journal Of Social Sciences And Humanity Research
134
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
Cambridge: Harvard University Press, 1982.
—
p. 73).
Thus, programs promoting safety should be aimed not
only at preventing violations but also at fostering
qualities such as social solidarity, care, and mutual
trust.
From a critical perspective, in current practice the
formation of a safety culture among young people is
often
characterized
by
narrow
approaches,
declarativity, and a sanction-based nature. Instead of
turning safety into an internal value, this leads to its
interpretation as obedience based on external
compulsion. Based on the above-mentioned theories,
it becomes evident that working with young people
requires multilayered and differential approaches that
take into account their existential needs, axiological
orientations, and social reflection.
The issue of studying young people’s behavior and
attitudes toward fire safety emerges in modern socio-
philosophical thought as one of the pressing
epistemological and axiological problems. This is
because the question of how a safety culture,
particularly in the context of fire safety, is formed in the
consciousness of young people
—
the most dynamic and
formative stratum of society
—
is, at first glance, a
practical-pedagogical matter, but in essence, a
phenomenon with ideological-aesthetic, moral, and
ontological roots.
To comprehensively address the issue, it is first
necessary to pay attention to the philosophical essence
of the concept of safe
ty. In this regard, V. E. Kagan’s
concept of “the safe form of human activity” can serve
as an important theoretical foundation. Kagan
emphasizes: “safety is an axiological criterion of human
existence directed toward stability and self-
preservation; it is not only the elimination of external
dangers, but also the comprehension of existence and
its ethical embrace” (Kagan V.E. Philosophy of Culture.
—
St. Petersburg: Piter, 1996.
—
p. 314). Thus, young
people’s attitude toward fire safety is connected with
their internal forms of consciousness related to
maintaining the security of existence.
In the philosophy of youth behavior, the issue of self-
awareness and attitude toward danger is reinforced by
M. Mamardashvili’s views on the complex dialectic
between c
onsciousness and passions. He writes: “a
person responds to danger not only through
consciousness but also through passions and their
moral regulation, in which intellectual reflection
remains secondary” (Мамардашвили М.К. Classical
and Non-Classical Ideals of Rationality.
—
Moscow:
MSU Publishing, 1984.
—
p. 152). Thus, young people’s
attitude toward safety culture is formed not only
through knowledge and skills but also through socio-
emotional states, self-regulation, and inner reflection.
CONCLUSION
Youn
g people’s perceptions of safety are in many cases
linked with their psychosocial stages of development.
According to E. Erikson, “an individual’s identity is
formed in an environment of safety and trust, and
when faced with danger, he responds with a sense of
inner stability and responsibility” (Erikson E.H.
Childhood and Society.
—
New York: W. W. Norton &
Company, 1963.
—
p. 248). Therefore, the indifference
toward fire safety observed among young people often
indicates either the weakness of their identity or the
insufficient internalization of social safety norms into
individual consciousness.
Another important aspect is the epistemological
foundation on which knowledge and skills related to
safety are formed in the minds of young people. In this
regard
, M. Foucault emphasizes: “knowledge is a form
of power in social discourse; what dangers people
recognize and how they interpret them is determined
by the discourses instilled into their consciousness by
the social structure” (Foucault M. Discipline and
Punish: The Birth of the Prison.
—
New York: Vintage
Books, 1995.
—
p. 27). Based on Foucault’s theory,
young people’s attitude toward fire safety should be
shaped not through sanction-based or authoritarian
discourses present in their consciousness, but through
analytical knowledge harmonized with free and social
awareness.
However, in practice, much of the activity conducted
with young people regarding fire safety is based not on
the philosophical and social essence of the issue, but on
simplified scenarios framed by external order and
discipline. As a result, the culture of safety is perceived
not as substantive consciousness but as a formal
process, almost a “formalized obligation.” Evaluating
this critically, it is appropriate to recall J. Deleuze’s
conc
ept of “differential pedagogy.” He states: “true
knowledge becomes genuine activity only when it can
establish a connection between a person’s inner world
and social reality, that is, when it is assimilated through
perception” (Deleuze G. Difference and Re
petition.
—
New York: Columbia University Press, 1994.
—
p. 178).
The issue of studying young people’s attitudes toward
fire safety, from a philosophical perspective, is
determined by the individual’s comprehension of
existence, identification with social values, and the
reflective possibilities of safety in social consciousness.
To study this attitude in depth, it is necessary to apply
a complex of philosophical approaches based on
hermeneutics,
phenomenology,
communicative
axiology, and epistemological constructivism.
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