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SPIRITUALIZATION OF STUDENTS THROUGH FOLK PEDAGOGY
DEVELOPMENT TECHNOLOGIES.
Alimova Shamsiya Raximovna
https://doi.org/10.5281/zenodo.14810007
Abstact:
This article focuses on the development of spirituality through
the means of folk pedagogy and the spiritual and educational changes taking
place among our people in the level of professional and pedagogical training of
teachers. Ideas, traditions of national ethics, scientific study of folk pedagogy
reflecting national values, careful analysis and implementation of new
technologies are considered.
Keywords:
folklore, education, moral concepts, oriental customs, society,
manners, proverbs.
Cultural and educational values are the mirror of a people and a nation.
Various monuments, mausoleums, historical landmarks, mosques, and madrasas
represent the timeless cultural heritage passed down to us by our ancestors.
Scientific and spiritual values include scientific sources of significant importance
in the development of humanity, such as logic, philosophy, mathematics,
geometry, algebra, geography, astronomy, literature, and Islamic studies. Folk
pedagogy reflects our people's heroic past, national values, history, traditions,
and the progressive ideas and practices in education and upbringing. To study
and utilize this invaluable heritage in the educational process, it is essential to
understand the sources from which the public has gathered pedagogical
knowledge, skills, and experience. Indeed, the sources of folk pedagogy possess
distinct features and uniqueness. One of the founders of ethnopedagogy, G.N.
Volkov, provides a definition that helps form a clear understanding of the
sources of folk pedagogy: "Folk pedagogy is the collection of pedagogical
knowledge and educational experience preserved in the oral traditions, customs,
rituals, children's games, toys, and so on." Uzbek folk pedagogy reflects its
educational experiences in the following sources:
National customs, traditions, and rituals.
Folk games and toys.
Religious teachings.
Folk applied arts and craftsmanship.
National music and song art.
Visual arts, historical monuments, and national architecture.
Folk dance art (choreography).
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Works of thinkers from Central Asia and the Uzbek people.
Sources of folk pedagogy
The oral traditions of the Uzbek people have created a rich legacy of oral
creative works throughout their historical and social development. Folk oral
traditions have served as one of the educational tools of folk pedagogy since
ancient times. All genres of Uzbek oral traditions, including legends, myths, tales,
proverbs, jokes, anecdotes, various songs, lullabies, epics, parables, riddles, and
humorous sayings, offer endless educational possibilities. Every aspect of the
development of a well-rounded individual, including intellectual, moral, physical
labor, and aesthetic qualities, is expressed in all genres of Uzbek folk creativity.
For example:
National customs, traditions, and rituals
National customs, traditions, and rituals carry great educational potential, as all
of them are considered part of the cultural heritage passed down from our
ancestors. National weddings, public festivals, oriental and Turkic traditions,
and Eid celebrations vividly reflect the uniqueness of our people.
Folk Games
Uzbek folk games are distinguished by their active nature, ability to teach
endurance, and incorporation of strengthening movements. These games play a
significant role in developing physical and mental resilience.
Religious Teachings
The sacred sources of Islam, including the Qur'an al-Karim, Hadith, and other
religious teachings, promote valuable pedagogical ideas related to ethics,
humanity, and moral values.
Folk Applied Arts and Craftsmanship
Folk applied arts and craftsmanship reflect the material life of the people and
the social reality of their times, shaping a sense of aesthetic appreciation in
students. These arts mirror the creativity and ingenuity of the people, fostering
emotional and intellectual development.
National Music and Singing Art
Music to some extent reflects life and the era in which it is created. Specifically,
Uzbek music and singing art emdiv the lifestyle and aspirations of our people,
capturing their cultural essence and emotional depth.
Visual Arts
The life of the people, their natural surroundings, and human images have, to
some extent, expressed pedagogical knowledge and insights through visual art.
These depictions provide educational value through representation, helping
shape values and understanding.
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Historical Monuments and National Architecture
Every historical monument holds the history and social life of the people from a
specific period. Such monuments inspire patriotism and pride in the younger
generation, fostering a deep respect for the ancestors who created these unique
landmarks.
Folk Art
Folk art, with its unique meaning and beautiful, harmonious movements, has
long been one of the key tools in aesthetic education. It plays a vital role in
developing an individual’s sense of beauty, proportion, and artistic appreciation.
Works of Central Asian and Uzbek Thinkers
The works of great scholars express advanced pedagogical ideas, viewpoints,
and philosophies, making them highly relevant for inclusion in the educational
culture of the Uzbek people. The educational potential of folk pedagogy includes
the most progressive pedagogical knowledge, skills, and experience derived
from folk traditions, and offers a suitable environment to address the goals and
tasks of youth education within modern educational systems. For example, the
educational potential of folk proverbs is grounded in the primary goals of
education. The main goal of education is to form a well-rounded, morally
developed individual. Thus, the values of folk pedagogy help in the preparation
of skilled specialists, the upbringing of well-rounded individuals, and the
improvement of the effectiveness of education.
Didactic Potential of Folk Pedagogy
The didactic potential of folk pedagogy refers to the ability of folk traditions to
provide knowledge, practical skills, creative work methods, and moral and
aesthetic education. Folk pedagogy has been successfully applied in modern
national education to enhance worldview, impart moral values, and cultivate a
sense of beauty. For example, teaching methods related to national applied arts
can be integrated into the didactic potential of folk pedagogy. Folk crafts such as
clay and wood carving, embroidery, making musical instruments, and other
forms of practical arts, offer unique teaching techniques and methods developed
by folk masters and artisans. When teaching theoretical concepts, using
everyday life examples helps students engage more actively, solidify their
knowledge, and expand their worldview. In conclusion, national education and
upbringing begin with the traditions of folk pedagogy. These traditions are
applicable in all components of the educational system, and their didactic
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potential is mainly utilized in teaching. Many educational programs and
textbooks include topics and materials derived from folk wisdom, which are rich
in educational value. This can be seen in the study of various subjects, from
primary school to higher education, including at the undergraduate and
graduate levels. Textbooks on "Uzbek Language," "Literature," and other
subjects in schools, academic lyceums, and vocational colleges incorporate folk
oral traditions and the works of classical Uzbek literature, offering deep
pedagogical opportunities. Teachers should focus on vivid artistic images when
introducing students to these folk traditions and works of Uzbek thinkers.
Students need to understand, embrace, and feel these images, as they can evoke
various emotions. For instance, in studying the epic "Farhod and Shirin,"
students can experience emotions such as admiration for Farhod’s courageous
labor, admiration for Shirin’s loyalty and beauty, and anger at Khosrov’s malice
and deceit. In the study of subjects such as Uzbek language, history, and
literature, folk pedagogy can be applied to enrich learning. In the study of
grammar and language norms, textbooks use folk works such as epics, legends,
songs, tales, proverbs, and wise sayings, providing examples that have deep
educational significance. In history lessons, students learn about national
customs, traditions, architecture, and the development of science and culture, all
of which expand their worldview and shape moral and patriotic values. In
subjects like physics, biology, and geography, the educational materials can
integrate folk traditions to reinforce the learning process. For example, in
physics lessons, riddles from folk literature can be used to illustrate natural
phenomena, such as: "The blue shirt can't be touched (the sky)" or "A fire burns
on the distant mountain (the sun)."The works of great scholars like Mirzo
Ulugbek in astronomy, Abu Ali Ibn Sina in biology, Al-Khwarizmi in
mathematics, and Omar Khayyam in literature can also be integrated into
lessons for significant educational impact. This approach ensures that students
not only gain knowledge but also develop critical thinking, ethical awareness,
and a deeper connection with their cultural heritage.
In addition to traditional subjects, folk pedagogy can be effectively used in
vocational education and psychology. Fields like "History of Pedagogy," "Family
Pedagogy," "Educational Conflictology," and "Social Pedagogy" can greatly
benefit from the use of folk pedagogical sources. This requires teachers to
approach their work with a sense of responsibility and integrity, ensuring that
the methodology aligns with their knowledge and skills in their field.
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Ultimately, it is essential for each educator to thoroughly grasp the pedagogical
methods and didactic potential of folk pedagogy to apply them effectively in
their teaching practice. This will enable students to develop into well-rounded,
knowledgeable, and morally sound individuals.
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