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MODERN PEDAGOGICAL HERITAGE AND THEORETICAL-
METHODICAL BASIS OF FORMING TRANSVERSAL COMPETENCES
OF CONTEMPORARY MUSIC TEACHERS
Jumaniyazov Ollabergan Sharofiddinovich
Doctoral student of Urgench State Pedaogical Institude
https://doi.org/10.5281/zenodo.15972888
Abstract.
This article analyzes the pedagogical views of the Jadids who
worked in Turkestan at the beginning of the 20th century and their role in music
education. In particular, the views of enlighteners such as A. Avloni, M. Behbudi
and Munavvarqori Abdurashidkhanov on the development of aesthetic
education, national consciousness and cultural competences through music are
considered from the point of view of their compatibility with transversal
competencies in the modern education system. Historical-comparative and
content analysis methods were used as research methodology. The article draws
a conclusion based on the main competencies of the European Union, UNESCO
requirements and the situation in the music education system of Uzbekistan. It
is justified that the legacy of the past should be integrated with modern
approaches in the current teacher training process.
Quick dreams
: innovations, music education, transversal competencies,
pedagogical heritage, innovative methods, aesthetic education, cultural
awareness, interactive education.
Abstract.
This article analyzes the pedagogical views of the Jadids who
were active in Turkestan at the beginning of the 20th century and their
contribution to music education. In particular, the ideas of educators such as
Abdullah Avloniy, Mahmudkhoja Behbudiy and Munavarkori Abdurashidkhanov
concerning aesthetic education, development of national consciousness and
cultural competencies through music are considered from the point of view of
their compliance with modern transversal competencies in the education
system. As
The research methodology uses historical-comparative and content
analysis. The article draws conclusions based on the analysis of the key
competencies of the European Union, UNESCO requirements and the current
state of music education in Uzbekistan. The need to integrate the heritage of the
Jadids with modern approaches to teacher training is substantiated.
Keywords:
Jadids, music education, transversal competencies, pedagogical
heritage, innovative methods, aesthetic education, cultural consciousness,
interactive learning.
Abstract.
This article analyzes the pedagogical views of the Jadids who
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were active in Turkestan in the early 20th century and their role in music
education. In particular, it examines the ideas of enlightenment figures such as
A. Avloniy, M. Behbudiy, and Munavvarqori Abdurashidkhanov regarding the
use of music for aesthetic education, the development of national identity, and
cultural competencies. These ideas are explored in relation to modern
transversal competencies in education. The research methodology includes
historical-comparative analysis and content analysis. Conclusions are drawn
based on the key competencies outlined by the European Union, UNESCO
standards, and the current state of music education in Uzbekistan. The study
substantiates the necessity of integrating the legacy of the Jadids with modern
approaches in teacher training.
Keywords:
Jadids, music education, transversal competencies, pedagogical
heritage, innovative methods, aesthetic education, cultural awareness,
interactive learning.
Enter.
At the beginning of the 20th century, the movement of social,
political and cultural revival in Central Asia - Jadidism - put forward the lofty
ideas of freeing the people from ignorance and illiteracy, realizing national
identity and achieving progress through modern knowledge. Representatives of
this movement -
Enlighteners such as Mahmudhoja Behbudi, Abdulla Avloni, Munavvarqori
Abdurashidkhanov, Ishaqkhan Tora Ibrat, Abdurauf Fitrat aimed to raise the
consciousness of the people by reforming the education system. The principle of
forming a teacher's personality, instilling not only subject knowledge, but wider
social, cultural and moral qualities was a priority in their activities.
Today, the modern education system promotes the concept of transversal
competencies. These competencies - that is, skills such as critical thinking,
effective action in a problem situation, digital literacy, intercultural
communication, cooperation - are considered one of the important factors in the
successful functioning of a teacher in society. In particular, these competencies
become more relevant for music teachers, because musical education includes
not only technical skills, but also emotional intelligence, aesthetic taste, and
communication culture.
In this study, the activities of the moderns and the educational ideas they
put forward are compared with the current concept of pedagogical
competencies. Also, the uniqueness of musical education and the possibilities of
forming transversal competencies in students through it are studied.
The relevance of this topic is that the need to improve the quality of
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education in Uzbekistan, to introduce innovative approaches to the training of
music teachers is an integral part of today's reforms. World experience, in
particular, advanced education systems such as Finland, South Korea, and
Singapore, also place special emphasis on the development of transversal
competencies within the framework of new requirements for pedagogical
personnel.
Therefore, there is an inextricable connection between the spiritual and
educational heritage of the ancients and modern educational competencies. By
studying this relationship on a scientific basis and integrating it into educational
practice, it is possible to raise not only the level of knowledge of music teachers,
but also their social activity, communicative potential, and aesthetic education
to a higher level.
The introduction of this article is to clarify the logical connection between
the relevance of this topic, its historical foundations and today's needs.
it was also written in order to reveal the socio-pedagogical importance of
the object of study.
Methodology.
This study was carried out based on a qualitative historical-
comparative approach. The goal is to study the educational views of the Jadidlar
movement in Central Asia, especially the pedagogical approaches aimed at
training teachers as mature, spiritually mature people in connection with the
concept of forming transversal competencies in music education.
A case study model was used in the research. The main focus is on modern
pedagogues - Abdulla Avloni
,
Munavvarqori Abdurashidkhanov
,
Focused on the
legacy of figures such as Abdurauf Fitrat and their impact on today's music
education programs. This was analyzed in comparison with current curricula,
pedagogical standards and transversal skills (critical thinking, cultural
awareness, creativity, communication, emotional intelligence) in the training of
teachers in the field of music education.
Data sources and selection criteria
The research includes the following main sources:
●
Works of Jadid pedagogues (for example, Abdullah Avlani's treatise
"Turkish Gulistan or Ethics");
●
Textbooks and study guides on music education currently used in higher
education institutions;
●
Interviews with modern experts in music education;
●
Educational
programs and state education standards approved by the Ministry of Higher and
Secondary Special Education of the Republic of Uzbekistan;
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●
Methodological documents on transversal competencies developed by
international organizations (OECD, UNESCO).
The selected literature and documents were sorted based on the criteria of
historical relevance, pedagogical value and direct connection with transversal
competencies. During the research, modern pedagogical heritage was combined
with modern educational theories. In particular:
●
John Dewey's ideas about experiential education and democratic
citizenship recall Awlani's emphasis on moral education and social
responsibility;
●
Lev Vygotsky's theory of sociocultural education - reinforces Jadids'
emphasis on teaching based on national language and values;
●
Competencies shown in the OECD Learning Compass 2030 model are
consistent with advanced pedagogical approaches developed in the education of
children. In order to ensure the authenticity of the research, various types of
data - texts, interviews, lesson observations - were compared based on the
method of triangulation (multi-source verification).
Results and analysis.
Based on the historical-analytical analysis, textual
studies and qualitative interviews conducted during this research, the following
important scientific results were determined: In the works of Jadid pedagogues,
in particular, in the written heritage of thinkers such as Abdulla Avloni,
Munavvarqori Abdurashidkhanov, Abdurauf Fitrat, elements corresponding to
the following transversal competencies were identified:
●
Critical thinking - moderns have always advocated an analytical approach
to problems in society. In Fitrat's work "The Way of Salvation", it was
emphasized that teachers and young people should be independent thinkers.
1
●
Social and cultural consciousness - Avloni considered the main goal of
educating a mature citizen based on national values in his work "Turkish
Gulistan or Ethics".
2
●
Creativity - the Jadids were supporters of revitalizing and carrying out
education in an aesthetic spirit through musical, literary and theatrical arts.
There were calls to use musical instruments, choir performance and staged
lessons in Uzbek schools.
3
These cases are directly compatible with the current modern system of
transversal competences (see: OECD Learning Compass 2030)
4
.
1
Fitrat, A. (1910). The way of salvation. [Electronic resource].
Ziyouz.com.https://n.ziyouz.com/portal-haqida/xarita/uzbek-
nasri/abdurauf-fitrat-1886-1938/abdurauf-fitrat-najot-y o-li
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2
Avloni, A. (1992). Turkish culture or morals. Tashkent: Science Publishing
House.
3
Fitrat, A. (1991). About Uzbek classical music and status art.
Tashkent: Gafur Ghulam Publishing House of Literature and Art.
4
OECD. (2018). The Future of Education and Skills: Education 2030.
https://www.oecd.org/education/2030/
As a result of observation of 10 practical music lessons conducted in three
pedagogical institutes in Khorezm, Tashkent and Fergana, the following was
determined:
●
While teachers mainly emphasize technical knowledge - solfeggio, theory,
vocal technique - but not enough attention is paid to the transversal skills of
cultural thinking, personal expression and teamwork.
●
There were few instances of students expressing their opinions
independently and offering creative solutions.
●
However, in interviews with 8 experienced teachers, most of them said
that they value the educational heritage of the Jadids and that there is a need for
modern integration in this direction.
Based on the studied sources, analysis and interviews, the following model
was proposed:
Pedagogical heritage of
Jadids
Modern transversal competencies
Moral maturity
Personal responsibility, empathy
Cultural identity
Intercultural competence
Independent thinking
Critical thinking
Aesthetic education
Creativity, learning through art
Serving the
community
Active citizenship, social
responsibility
This model is proposed as an innovative approach to music teacher
training programs.
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Pedagogical analyzes show that the principles of education of the Jadids
are close to the current "person-oriented education" model. They saw the
teacher not only as a provider of knowledge, but also as an example of culture
and morality.
These approaches are cultural mediators of today's music teacher
,
the
leader of artistic aesthetic thought
,
shows the need to develop transversal
competencies.
Summary.
Based on the above analysis and results, the following
important scientific-theoretical and practical conclusions were drawn:
⎯
While deeply analyzing the views of modern thinkers such as Abdulla
Avloni, Munavvarqori Abdurashidkhanov, Abdurauf Fitrat, it was found that in
their works the principles of all-round perfection of the individual, moral purity,
independent thinking, loyalty to culture and being useful to society were put
forward. All this is meaningfully combined with the transversal competencies
that are widely used in today's education system - critical thinking, cultural
awareness, civic responsibility, communication, cooperation and creativity. This
situation shows the need to re-analyze the legacy of the ancients as a rich source
for improving modern education.
⎯
During the research, it was found that although the current music
education system emphasizes more theoretical knowledge, the issues of
educational, moral and social importance of art put forward by the moderns
have not been sufficiently implemented yet. In particular, musical aesthetic
education, cooperation in choirs and musical ensembles, cultural consciousness
strengthened through social feelings - all these are important sources for the
formation of transversal competencies for teachers. This situation requires a
new approach to music education in Uzbekistan.
⎯
Today, future music teachers are being trained in the higher education
system of Uzbekistan, but the systematic development of transversal
competencies in their professional training has not yet been fully established.
The integrated model proposed during the research — that is, technologies for
the development of transversal competencies based on modern pedagogical
views — can serve as a methodological foundation for consistent improvement
of this process.
⎯
The analysis of global educational trends has shown that the education of
the 21st century is directed not only to acquiring knowledge, but also to the
formation of a balanced, culturally mature and morally mature person in
personal and social activities. From this point of view, there is an opportunity to
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bring a new breath to music education through the harmony of the educational
approach of the Jadids with today's, their humanistic ideas.
The general conclusion is that in this research, there is a direct relationship
between modernist pedagogy and modern transversal competencies in terms of
content and methodology. Fundamental reform of the music education system
based on this relationship to do, it is possible to train teachers not only as
knowledge, but also as spiritual and educational leaders. This serves the
strategic goals of the educational system of Uzbekistan.
References used:
1.
Fitrat A. (1910). The way of salvation. (Electronic resource). Ziyouz.com.
https://n.ziyouz.com/portal-haqida/xarita/uzbek-nasri/abdurauf-fitrat-1886-9
38/abdurauf-fitrat-najot-yo-li (electronically copied from the source published
in 1910) [p. 15-18]
2.
Avloni A. Turkish culture or morality. Tashkent: Science Publishing House.
1992. [22–25]
3.
Fitrat A. About Uzbek classical music and the art of status. Tashkent: Gafur
Ghulam Publishing House of Literature and Art. 1991. [34–36]
4.
OECD. The Future of Education and Skills: Education 2030. OECD
Education Policy Perspectives, No. 98. Paris: OECD Publishing 2018.
https://doi.org/10.1787/54ac7020-en [48–52]
5.
Mirmuhamedov A. From the history of Uzbek music culture. Tashkent:
Science. 1990. [40–42]
6.
UNESCO. (2017). Transversal Competencies in Education Policy and
Practice (Phase II). 2017.
https://unesdoc.unesco.org/ark:/48223/pf0000246594
7.
Kadirova Z. (2015). Fundamentals of pedagogical technologies. Tashkent:
TDPU.
8.
Shomansurov I. (2021). Basics of competence approach in music
education. Samarkand: SamDU publishing house.
9.
Hasanov D. (2016). Pedagogical legacy of the early 20th century.
Tashkent: UzMU publishing house.
10.
Davronova M. (2020). Transversal competencies and methods of their
formation. Pedagogical magazine of Uzbekistan, No. 2, 45-53. 11. Sayfullayev A.
(2022). Personal approach and the role of music science in modern education.
Education and Innovation, No. 4, 11–21. 12. Karimov B. (2019). Issues of
aesthetic education in music education. Tashkent: Economy-Finance.
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11.
Ganiev S. (2020). The connection between the modernist movement and
modern education. World Journal of Pedagogy, No. 3, 72–80. 14. Nasriddinov N.
(2023). Pedagogical heritage: Awloni and Fitrat's musical views. Scientific
information, UzR FA.
12.
Tilavov Z. (2021). Innovative methods in the development of professional
competencies of future music teachers. Tashkent: TDPU. 16. European
Commission. (2018). Key Competencies for Lifelong Learning.
13.
https://education.ec.europa.eu/focus-topics/improving-quality/key-
competencies
