MAHMUDKHOJA BEHBUDIY'S VIEWS ON EDUCATION AND UPBRINGING

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MAHMUDKHOJA BEHBUDIY'S VIEWS ON EDUCATION AND

UPBRINGING

Sagidullaev Zarafatdin

1st-year master's student of the faculty of

pedagogy, asian international university

https://doi.org/10.5281/zenodo.14890475

Abstract.

This article examines Mahmudkhoja Behbudiy’s views on

education and upbringing, emphasizing his contributions to educational reform
in Central Asia. Behbudiy advocated for modernized schooling that integrated
secular subjects with religious teachings, promoting literacy, scientific
knowledge, and critical thinking. He also highlighted the role of upbringing in
moral and ethical development, stressing the importance of gender-inclusive
education and parental responsibility. Influenced by both Western
advancements and Islamic traditions, Behbudiy sought a balanced approach to
education. His legacy continues to impact educational policies in Uzbekistan and
beyond, underscoring the lasting relevance of his ideas.

Keywords:

Mahmudkhoja Behbudiy, educational reform, upbringing, Jadid

movement, literacy, secular and religious education.

Introduction.

Mahmudkhoja Behbudiy was a prominent figure in the Jadid

movement, which sought to reform education and society in Central Asia during
the late 19th and early 20th centuries. As an intellectual, journalist, and
playwright, Behbudiy advocated for modern education, emphasizing critical
thinking, scientific knowledge, and moral upbringing. His views on education
and upbringing played a crucial role in shaping the educational landscape of
Uzbekistan and other Turkic-speaking regions. This article explores Behbudiy's
perspective on education and upbringing, highlighting his key ideas and their
impact on society.

First and foremost, Behbudiy recognized the inadequacies of the traditional

madrasa system, which primarily focused on religious studies while neglecting
secular subjects. In his opinion, education should not be limited to memorization
of religious texts; rather, it should encompass sciences, mathematics, history,
and geography. He believed that without a well-rounded education, Muslim
communities would remain stagnant and unable to compete with rapidly
modernizing nations. Moreover, Behbudiy emphasized the importance of
literacy, particularly in the native language, so that people could access
knowledge and contribute meaningfully to society. He introduced the concept of

usul-i jadid

(new method) schools, which incorporated modern pedagogical

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techniques and a broader curriculum. By doing so, he aimed to create an
education system that prepared individuals not only for religious life but also for
practical engagement in the economic and political spheres [5, 19-22].

In addition to formal education, Behbudiy stressed the importance of

upbringing in shaping individuals' moral and ethical values. He argued that
education should not only impart knowledge but also instill a sense of
responsibility, discipline, and patriotism. Furthermore, he believed that teachers
and parents played a vital role in molding the character of young people. He
often criticized parents who neglected their children’s education and
upbringing, arguing that a well-educated and morally upright generation was
essential for national progress. Additionally, Behbudiy highlighted the necessity
of gender-inclusive education. Although traditional norms often restricted girls
from receiving formal education, he argued that educating women was just as
important as educating men. He pointed out that educated mothers would raise
educated children, ultimately contributing to the betterment of society as a
whole.

It is important to note that Behbudiy’s educational philosophy was

influenced by both Western and Islamic thought. On the one hand, he admired
the advancements of European nations in science, technology, and education,
advocating for their adaptation in Muslim societies. On the other hand, he
maintained a deep respect for Islamic traditions and sought to reconcile modern
education with Islamic values. In doing so, he aimed to create a balanced
approach that would preserve cultural identity while fostering progress.
Likewise, Behbudiy believed that education should promote independent
thinking and creativity rather than blind obedience. He often criticized the rigid,
dogmatic teaching methods of traditional madrasas, which discouraged students
from questioning or analyzing information. Instead, he promoted interactive
learning methods that encouraged discussion and reasoning [4, 4-11].

Without a doubt, Behbudiy’s efforts laid the foundation for modern

education in Uzbekistan and beyond. His

usul-i jadid

schools served as a model

for subsequent educational reforms in Central Asia. Many of his ideas were later
adopted by Soviet educational policies, albeit with modifications that aligned
with the communist ideology. Even today, Behbudiy’s influence can be seen in
Uzbekistan’s educational reforms, which emphasize critical thinking, scientific
knowledge, and a strong national identity. His belief in the power of education to
transform society remains relevant in contemporary discussions on education
policy and reform.

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Conclusion.

In conclusion, Mahmudkhoja Behbudiy was a visionary

reformer who played a significant role in shaping modern education in Central
Asia. His advocacy for a balanced and inclusive education system, as well as his
emphasis on moral upbringing, continues to inspire educators and
policymakers. While many of his ideas faced resistance during his lifetime, they
ultimately paved the way for progressive educational reforms. By understanding
and appreciating Behbudiy’s contributions, we can continue to build an
education system that fosters intellectual growth, social responsibility, and
cultural pride.

References:

1.

Dilshodovich, M. U. B. (2023). THE HISTORICAL SIGNIFICANCE OF

MAHMUDKHOJA BEHBUDI IN NEW UZBEKISTAN EDUCATION REFORMS. Galaxy
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Khakimjon o’g’li, U. S. (2025). RELIGIOUS AND EDUCATIONAL ISSUES IN

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ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ, 61(9), 107-111.vv
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Sevinch, K. (2023). MAHMUDKHOJA BEHBUDIY–ENLIGHTENING

SCIENTIST. American Journal of Interdisciplinary Research and Development,
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Tursunboeva, K. (2024). THE IMPORTANCE OF EDUCATION IN

MAHMUDKHOJA BEHBUDI'S PEDAGOGICAL ACTIVITY. Science and innovation,
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Хамдамова, С. С. (2023). PHILOSOPHICAL-EDUCATIONAL NOTIONS AT

THE LITERATURE OF CENTRAL ASIA IN 19-20 CENTURIES (ON THE EXAMPLE
OF MAHMUDHOJA BEHBUDIY): Khamdamova Sitora Safarovna Doctor of
Philosophy (PhD), Senior teacher Academy of The Ministry of Internal Affairs of
the Republic of Uzbekistan. Образование и инновационные исследования
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