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ANALYSIS OF FOREIGN EXPERIENCES IN THE DEVELOPMENT OF
IDEOLOGICAL COMPETENCE OF FUTURE PEDAGOGUES
Karimov Oybek Mominjan ugli
Researcher of Fergana State University
https://doi.org/10.5281/zenodo.13911994
Abstract:
The theoretical-methodological foundations of developing
ideological competence of future pedagogues, the practical methodical system of
developing ideological competence of future pedagogues and the effectiveness of
developing ideological competence of future pedagogues are studied in the
article. Also, The need and priorities for developing ideological competence of
future pedagogues are analyzed.
Key words:
ideological competence of pedagogues, competence,
improvement, pedagogical, technological, model, didactic, spiritual-ethical
competence, cognitive, assessment, conceptual basis.
INTRODUCTION.
Today's information circulation is playing a role as a
"weapon of popular culture‒ideological warfare" in the conditions of accelerated
globalization. Its difference from hot weapons of war is that in the form of "soft
power" it is slowly entering societies where national culture is a priority, under
the guise of culture, without political claims. The development of ideological and
ideological competence in future pedagogues is an important part of the
educational process and is of great importance in the professional activity of
future teachers.
LITERATURE ANALYSIS AND METHODS.
The analysis of ideological and
ideological processes, the issues of ideological education and the formation of
ideological immunity have been studied by several scientists and are still being
studied today. In particular, the national idea and self-awareness are
problematic B. Saparov, the concept of ideology, the importance of national
ideology in raising a well-rounded personality, personal spirituality and
problems of national education M. Kuronov, theoretical and historical-
progressive issues of our national spirituality and ideology M. Bekmurodov, the
essence of the national idea, which is the main source of social-national
consciousness, activity, national pride and the feeling of pride, I. Ergashev, the
inextricable connection and connection of the concepts of spirituality and
ideology, issues of independence and formation of individual spirituality were
expressed in the researches of A. Ochildiyev, problems of formation of spiritual
and ideological potential in the process of national development by H.
Jumaniyozov, problem of succession in national ideology O. Mamatov.
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RESULTS AND DISCUSSION.
The development of ideological and
ideological competence in future pedagogues is an important task, because this
competence plays a key role in ensuring the effectiveness of a pedagogue's
professional activity. Advanced foreign experiences for the development of such
competence can be analyzed below:
1. Sweden: The education system in Sweden is focused on creativity and
independent thinking. Educators complete special programs to inform students
about different cultures and worldviews and develop their thinking skills.
2. Finland: The Finnish education system focuses on regional and national
identity. In order to develop ideological and ideological competence of
pedagogues, in addition to teaching them national history, culture and values,
trainings are conducted to strengthen intercultural relations.
3. Canada: In Canada, as part of pedagogical training, students are offered
courses on understanding cultural differences and developing tolerance. This
gives students the opportunity to respect and work effectively with people with
different worldviews.
4. USA: Many US universities offer programs to educators that teach them
about issues such as social justice, democracy, and human rights. At the same
time, it is a priority to develop students' ability to think critically in order to
form their own views.
5. Germany: Germany's educational system is built on the concept of
national identity and social responsibility. Special seminars are held for students
of pedagogic faculties, where ideological and ideological concepts are discussed.
Based on these foreign experiences, it becomes clear that there is a need to
introduce programs covering topics such as independent thinking, cultural
tolerance and social responsibility in the Uzbek education system. In addition, it
is possible to conduct appropriate trainings for pedagogues and develop their
ideological and ideological competence.
In developed countries, the national idea combines the goals of the state
with the goals of the people, the formation of the belief of a single territory - a
single people, combining the concepts of the Motherland and the state, the
people and the nation from an ideological point of view, and mobilizes the
people of the countries towards a common goal. we are happy
For example, the Japanese national idea was formed on the basis of the
system of values "History - Shintoism - Confucianism - Samurai will". In Japan,
the value system was used as a means of inculcating the national idea. As a
result, the national idea, based on the trinity of "National idea - national
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economy - national development", became the support of the "Japanese miracle",
a source of spiritual strength. In Japan's "Fundamental Law on Education",
educational institutions are entrusted with the mission of building a nation that
adheres to the ideals of peace and humanity. That is, the full development of
personal qualities; education of peace-loving state and society builders,
truthfulness and justice; personal freedom; diligence; responsibility;
independent thinking; cooperation with others, independent opinion;
understand traditionalism and modernity; readiness for international
cooperation; possession of daily life skills; mental and physical strength; the
qualities of being happy and harmonizing with others are being formed.
In the document called "Qualities of an Ideal Japanese Boy and Girl"
released for educational institutions, the task of forming 16 qualities in Japanese
youth is defined. 16 virtues are divided into 4 groups. These are: 1) personal
qualities: freedom, development of individuality, being independent, being able
to control one's desires, having a sense of piety (respect); 2) qualities
characteristic of the head of the family: the ability to turn one's home into a
place of love, comfort and education; 3) social qualities: dedication to one's
work, contribution to the well-being of society, creativity, respect for national
(social) values; 4) citizenship qualities: it teaches loyalty to the motherland,
appreciation of state symbols, social activity, and the best national qualities.
In the formation of the national idea and national consciousness in China,
the national ground - Confucius's teaching is referred to. China used the legacy of
Confucius not as a religious doctrine, but as a moral (for social skills) basis. In
this country, the formation of a bigoted attitude towards the doctrine was
prevented. Qualities such as "Goodness", "Truthfulness", "Politeness", "Wisdom",
"Trustworthiness" were defined and practiced as the five main pillars of
Confucian ethics. These qualities have gained a priority position in China's
spiritual and ideological policy. This can be seen in the fact that spiritual
education in China is organized on the basis of the idea of "serving and being
loyal to the Motherland". In youth education, this principle teaches young people
to maintain a balance between personal needs and collective needs.
Countries with a practical, pragmatic and integrative approach to the idea
of a perfect person quickly extracted "benefits" from theoretical rules for today
and tomorrow. Experimental pedagogy developed. They are turning the invisible
theoretical concepts of education into visible things - images, behavioral
technologies, forming the most necessary qualities in young people.
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For example, in the US program "America - 2000: Education Development
Strategy (1991)", priority was given to honesty, persistence in purpose,
correctness (impartiality), thoroughness and personal responsibility as qualities
characteristic of a mature person. Also, 60 basic virtues are being formed in
young Americans, such as courage, selflessness, stability, determination,
diligence, empathy, and tolerance.
Great Britain's National Commission for Education (1993) in the school:
instill in young people truthfulness, respect for others, commitment to duty
before society, caring for people, respect for cultural heritage, becoming citizens
of a democratic free society, tolerance entrusted with the tasks of inculcating,
raising morally and intellectually strong individuals.
According to the instructions of the French Ministry of Education,
responsible, proud, respectful of others, ready to cooperate with others, against
racism, accepting multiculturalism, combining his love for France with the ideas
of Liberty, Equality, Fraternity It is intended to educate a person with the
qualities of a person of a developed democratic society.
The US government oversees the upbringing of a specific set of qualities in
its citizens from childhood. Pedagogical scientists believe that these character
traits can be seen in the behavior of every American. For example, it is
distinguished by "behaving freely and calmly in front of others, alienation from
the "imperfection complex", being able to get out of any complex and tense
situations with ease without getting confused, internal freedom is clearly
manifested within the framework of political culture and legality. These mental
characteristics are laid from childhood." In the educational systems of developed
countries, active citizenship position, high morals, and spiritual values are
preserved. Preservation and teaching of these values is defined as the central
task of education policy. During the analysis of the higher education models of
the developed countries, it is concluded that education is the formation of a set
of qualities such as social, political, economic and cultural knowledge and
awareness of one's rights, social activity by means of pedagogical influence on
students. possible The first priority is to educate young people about their duty
to society and the state.
CONCLUSION.
Certain principles are followed in training the above
qualities. Including developing a strategy of spiritual education, ensuring public
participation in the educational process, the accuracy of the qualities being
formed, the relationship of education with the content of education, education
with the help of examples and experience, evaluating the results of educational
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work, with educational work integration of principles such as training of
working professors and continuous improvement of their qualifications,
organization of student activities based on educational goals, programming of
education and ensuring its effectiveness are followed.
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