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CONSIDERATIONS ON TEACHING HISTORICAL NOVELS IN HIGHER
LITERARY EDUCATION
Saydullayeva Shoira
Doctoral Student,
Tashkent State University
of Uzbek Language and Literature
named after Alisher Navoiy
https://doi.org/10.5281/zenodo.15694699
Annotation.
This article analyzes the pedagogical objectives of teaching
historical novels in higher education through a coherent system. Specifically, it
identifies six key goals achievable through this literary genre: deepening
historical understanding, developing critical thinking, enhancing literary skills,
discussing socio-cultural themes, fostering personal-moral development, and
providing integrated knowledge through interdisciplinary approaches.
Keywords:
historical context, critical thinking, personal development,
moral education, comparison, historical novel, literary texture.
Special attention is given to teaching historical novels in higher literary
education. This is because these novels serve not only as literary works but also
as instruments of historiography. Historical novels possess distinct possibilities.
Specifically, they vividly portray the inner experiences, personalities, individual
characteristics, details of everyday life, and the vibrancy of social dynamics
through the human factor – elements rarely found in formal historical
documents. For instance, Zahiriddin Muhammad Babur's *Baburnama* can be
considered close to an authentic historical document. In this work, Babur
recounts experienced events with precision, conciseness, and a compelling
narrative style. In contrast, the novel *Yulduzli Tunlar* (Starry Nights) by
Pirimqul Qodirov – written based on this information – elaborates on Babur’s
personality, his emotions, and his reactions to prevailing circumstances. Details
about India briefly mentioned in *Baburnama* are expanded into 5-6-page inner
monologues in the novel.
It is essential to remember that the primary focus in higher education is on
developing students' critical thinking. Students must not merely memorize
events; rather, they must learn to assess them. This necessitates studying
historical processes, identifying cause-and-effect relationships, and developing
the ability to critique.
Objectives of Teaching Historical Novels in Higher Education.
The objectives of teaching historical novels in higher education may be
structured as follows:
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1. Achieving Deeper Historical Understanding
* Understanding historical events beyond mere facts, dates, and figures
by contextualizing them socially, politically, culturally, and personally;
* Perceiving aspects related to a period's atmosphere, sentiments, values,
daily life, and lifestyle;
* Studying the complexity of historical processes, diverse group
perspectives, and the bidirectional impact of victories/defeats on involved
groups.
2. Developing Critical Thinking and Source Analysis Skills
* Distinguishing between fictional events and actual historical processes
through source work, comparing interpretations, and verifying outcomes;
* Identifying the author's personal stance, political/social/cultural
positioning, and recognizing embedded biases or stereotypes;
* Analyzing narrative techniques: character discourse, literary devices,
and delivery of historical messages.
3. Enhancing Literary Analysis Skills and Cultural Literacy
* Analyzing literary elements: structure, stylistic features, imagery,
symbols, and themes;
* Studying literary traditions across eras and cultures through historical
novels;
* Deepening understanding of worldviews, challenges, and values of
different societies to foster empathy.
4. Facilitating Discussion of Socio-Cultural Themes
* Examining timeless themes (power, justice, oppression, freedom)
within historical contexts and their contemporary relevance;
* Analyzing social stratification and conflicts by exploring experiences of
marginalized groups (women, workers, enslaved people, etc.);
* Investigating national/ethnic/cultural identity formation and historical
novels’ role in shaping national narratives.
5. Fostering Personal Growth and Ethical Reasoning
* Reflecting on complex moral decisions: characters’ choices in difficult
circumstances and their consequences;
* Understanding history and memory: how societies remember/forget the
past;
* Connecting to the present: examining how historical interpretations
influence modern politics and society.
6. Promoting Interdisciplinary Knowledge Integration
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* Integrating methodologies from history, literary studies, philosophy,
sociology, anthropology, cultural studies, and art history.
Conclusion
In summary, teaching historical novels serves as a multifaceted pedagogical
tool that not only makes history "alive" and tangible but also develops students'
critical thinking, literary analysis, cultural awareness, social consciousness, and
ethical reasoning. It enables students to understand not just *what* happened,
but *how* and *why* it happened, while illuminating the complex connections
between past and present.
References:
1. Khusanboyeva Q., Niyozmetova R. *Methodology of Teaching Literature*.
Tashkent, 2018.
2. Zunnunov A., Khotamov N. et al. *Methodology of Teaching Literature*.
Tashkent, 1992.
3. Qozoqboy Yoʻldosh. *The Unbridled Product of Thought*. Tashkent: Tafakkur,
2024.
4. Khusanboyeva Q. *Methodology of Teaching Literature and Problem-Based
Education*. Tashkent, 2022.
5. Kavan Usmon Orif. A Perspective on Historical Novels. *Journal of Raparin
University*, 2020.
6. https://uz.wikipedia.org
7. www.deutschland.de
8. https://www.unesco.org
