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DEVELOPING THE AXIOLOGICAL POSITION OF FUTURE HISTORY
TEACHERS – AS AN IMPORTANT DIRECTION OF HISTORY
EDUCATION
Yuldashev Javokhir Abdurakhim oglu
Namangan state pedagogical institute
Head of the Department of Scientific research,
Innovations and scientific and pedagogical personnel training
PhD., Associate professor
Email: yuldashevjavohir2018@mail.ru
https://doi.org/10.5281/zenodo.14512036
During the years of independence, in order to educate a harmonious
generation, the future of Uzbekistan, in the spirit of respect for the history of the
Motherland, historical memory, historical appreciation, and historical pride, it
was set a goal to raise the level of providing young people with knowledge about
our great heritage, to develop the historical consciousness of young students in
the education system at all levels. Today, the establishment of the Public Council
on the latest history of Uzbekistan, increasing attention to increasing the
effectiveness of spiritual and educational work, decisions on the establishment
of international research centers studying the scientific work of great thinkers,
as well as reforms in the field of education are aimed at raising a
comprehensively mature, patriotic generation. In particular, understanding our
national identity, studying the ancient and rich history of our Motherland,
strengthening scientific research work in this regard, and comprehensive
support for the activities of scientists in the humanitarian field are of great
importance
1
. Developing students' historical consciousness and studying its role
in socio-spiritual life and the system of personal education is of theoretical and
practical importance.
The Strategy of Actions for the Further Development of the Republic of
Uzbekistan sets out the following tasks: further improving the system of
continuing education, improving the quality and efficiency of higher education
institutions, and educating young people who are independent thinkers, loyal to
the Motherland, and have a firm life outlook
2
. In this regard, it is important to
clarify the axiological criteria and indicators for the development of professional
competence in students of higher education institutions based on the system of
professional values and motives for activity, to improve the organizational
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structure and mechanisms for the development of the system of values, and to
develop creative educational technologies.
It is known from history that the first axiological ideas have an ancient
history, and their flourishing dates back to the territory of ancient Greece. For
example, the ancient Greek philosopher Socrates always tried to find an answer
to the question “What are interests?”, - an example of our idea
3
. So, interest is
undoubtedly one of the main topics of axiological theory.
In dictionaries created before the 80s of the 20th centuries, the category of
axiology does not appear, on the contrary, the level of values is defined in a
unique way, and it is noted that it is understood as a set of important elements of
the inner psyche of a person, strengthened by life experience, and the whole set
of experiences.
In particular, the process of building a new democratic society, which is
consistently ongoing in our country, increases the relevance of the topic of
values. Today, issues such as re-evaluating values, restoring ancient national
values, preserving them and passing them on to future generations, identifying
aspects of reforms and changes that are becoming new values in the minds of
our people, and using methods appropriate to these values in solving existing
problems have arisen. Solving them has begun to put axiological topics on the
agenda. Currently, the subject of “Philosophy of Values” (Axiology) is being
taught in a number of higher educational institutions of our country.
The urgent need for the development of modern higher education is the
study of axiological problems, national and universal values, making the
spiritual and social problems of the student one of the priority tasks. After all,
values are considered a means of connecting the past and the future, and they,
being mastered, recognized and manifested in the sphere of needs-emotions and
subject-personal activity, have a direct impact on the deeper mastering of the
professional sphere of the individual.
As is known, the formation of a sense of respect for national values in
students is not only an expansion of the circle of knowledge (information), but
also a strengthening of confidence in the future. American psychologist Abraham
Maslow believes that in the "hierarchy of human needs", which is still present in
many textbooks, the need for peace and security, the need for confidence in the
future, comes after natural needs. Let's say that the art of architecture, which is
part of the cultural heritage of the Uzbek people, has been created for thousands
of years and is, as it were, a living expression of history for us. Because our
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historical cultural monuments are not just structures that remind us of the
distant past, but also an important tool that develops a person's sense of
national pride, national pride, provides objective historical information about
the past, enhances historical patriotism, and, in addition, is an expression of
historical consciousness in the life of society, forming a historical culture.
Improving sociological and pedagogical approaches in the implementation of the
processes of forming and developing a positive attitude towards values in young
people (especially students) is an important factor in social development.
It is important to study the laws and trends of changes in historical
consciousness under the influence of globalization processes, to identify the
positive and negative aspects of this influence. Today, at a time when ideological
and ideological attacks are on the rise, historical consciousness creates
immunity in a person against these attacks and forms the function of analyzing
the socio-political and historical reasons for various historical claims. In
addition, using methods that develop positive attitudes inherent in values, it also
serves to form and develop in young people a sense of patriotism, pride in
belonging to a particular nation and people, historical patriotism, the ability to
feel identity with their nation, national pride, and national honor. These
characteristics are considered the basis for the individual to mature as a patriot,
thereby building a solid foundation for the country to ensure its stable future.
A lot of work is also being done in teaching history. It is known that through
history, students are given information and examples about all aspects of
politics, culture, art, economics, and social life, while studying and gaining
knowledge about historical events of past periods. At the same time, students,
along with mastering history, also increase their knowledge in works of fine art.
Through works of fine art, they also gain an idea of the socio-political life of that
period, the culture, and how developed the people were. The process of knowing
history begins with the assimilation of historical facts. The peculiarity of
historical facts is that they are never exactly repeated. At the same time, the
knowledge of individual historical facts by students does not express the
concept of having mastered history. If there is no logical connection between
facts, then a simple set of facts will monotonize knowledge and prevent the
conscious assimilation of historical materials. Thus, in the process of studying
history, facts should not only be studied, but also compared, identified and to a
certain extent systematized, ensuring the assimilation of the necessary
connections between them.
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In conclusion, it should be noted that the analysis of scientific literature on the
problem under study confirms that the orientation of students to values is a
product of their development as individuals, in which the formation,
transformation and integration of potentials gradually leads to a higher
integrity. In this process, the potential of students to be committed to scientific
and national values plays an important role.
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