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EDUCATIONAL VISION AND JUSTICE-ORIENTED IDEAS IN THE
VIEWS OF MUNAVVARQORI ABDURASHIDKHANOV
Jiemuratov Sardarbek Atabay uli
Master's student of Osiyo International University
https://doi.org/10.5281/zenodo.16523839
Abstract
. This article examines the educational vision and justice-centered
philosophy of Munavvarqori Abdurashidkhanov, a leading figure of the Jadid
movement in Central Asia. By emphasizing the need for educational reform, he
advocated for equity, national identity, and the integration of modern sciences
with traditional values. Through a historical and analytical approach, the article
demonstrates how his progressive ideas continue to influence educational
discourse today.
Keywords
: Munavvarqori Abdurashidkhanov, Jadidism, education, justice,
reform, equality, national values.
Introduction
. It is widely recognized that the development and
enlightenment of any nation are closely tied to the strength of its education
system. In this regard, the Jadid movement, which emerged in the early 20th
century in Turkistan, played a transformative role in challenging outdated
methods of instruction. One of its foremost thinkers, Munavvarqori
Abdurashidkhanov, firmly believed that a society could only progress if its
education system was grounded in justice, inclusivity, and relevance to real-life
needs. Therefore, his ideas on education were not only revolutionary for his
time but also deeply rooted in ethical principles and national revival.
Munavvarqori’s worldview was shaped by the socio-political and cultural
context of colonial Turkestan. Although the traditional maktab and madrasa
systems had long served as the primary means of education, he recognized that
they had become obsolete in the face of modern challenges. Consequently, he
called for a new educational paradigm that would embrace both religious and
secular subjects. Moreover, he argued that students should be educated in the
spirit of national identity, while teachers themselves must be equipped with
both moral integrity and scientific knowledge. As such, he viewed the
transformation of education as the key to achieving not only intellectual
development but also social justice and national awakening [7].
In response to the limitations of existing schools, Munavvarqori took
concrete steps by founding new-method schools in Tashkent. These schools,
unlike traditional ones, adopted innovative approaches to teaching, such as
phonetic instruction and modern pedagogy. Furthermore, he introduced a
curriculum that included native language, arithmetic, history, and geography—
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subjects previously excluded from religious institutions. Importantly, he
ensured that students from all social backgrounds could access education
without discrimination, thus reinforcing his belief in fairness and equality. In
addition, he developed and published textbooks that were specifically tailored to
the needs of local students, which demonstrated his practical commitment to
reform.
Crucially, Munavvarqori did not treat justice as a mere moral value; rather,
he integrated it as a fundamental principle within education. On the one hand, he
asserted that every child, regardless of gender or social status, had the right to
quality education. On the other hand, he championed the cause of women’s
education, arguing that an educated mother was essential for the upbringing of
enlightened generations. At the same time, he believed that a reformed
curriculum should not neglect traditional values; instead, it should harmonize
them with the latest advancements in science and knowledge. As outlined in his
selected works, education had to serve as the primary instrument for fostering a
just, moral, and progressive society.
Recent studies have further affirmed the relevance of Munavvarqori’s
legacy. For instance, A. Ergashev emphasizes that his learner-centered, inclusive
approach aligns closely with modern pedagogical models [2]. Similarly, R.
Sattorov describes his efforts as instrumental in laying the intellectual
foundation for national awakening, particularly through the lens of equitable
education [6]. These insights suggest that Munavvarqori’s educational
philosophy was not only ahead of its time but also compatible with
contemporary goals of sustainable and inclusive development.
From my perspective, Munavvarqori’s thought remains highly relevant
today, especially in light of global debates around educational equity and
inclusion. His vision offers valuable insights for modern policymakers and
educators who strive to create just, inclusive, and culturally rooted learning
environments. Indeed, incorporating his principles into contemporary practice
could greatly enhance the moral and intellectual fabric of our society.
Conclusion
. In summary, Munavvarqori Abdurashidkhanov emerges as a
visionary reformer whose ideas continue to resonate in discussions on
educational justice and national identity. By promoting equal access to
knowledge and urging the integration of modern sciences with cultural values,
he laid the foundation for a forward-looking and fair education system. His
reforms demonstrate that lasting social progress is impossible without ensuring
that education serves all members of society, regardless of background.
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