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ISSUES OF DEVELOPMENT OF ECOETHICAL COMPETENCE IN
ENVIRONMENTAL EDUCATION OF THE HIGHER EDUCATION
SYSTEM
Akramov Adhamjon Abarjon ugli
Independent researcher of Fergana State University
Orchid ID: 0009-0000-4192-6115
https://doi.org/10.5281/zenodo.13161867
Abstract:
The article examines the theoretical basis of improving the
didactic support of the modernization of environmental education in the higher
education system, the system and effectiveness of the improvement of the
modernized didactic support of environmental education. Also, issues of
development of ecoethical competence in environmental education of the higher
education system were analyzed.
Key words:
higher education, ecology, ecological education, ecological
education, didactic, modernization, ecotheological, pedagogical, ecoethical,
global, systematic analysis, pedagogical experiment, monitoring, adaptation,
creative.
INTRODUCTION.
In the development of ecoethical competence in students,
the issue of combining natural sciences and social and humanitarian sciences on
the basis of integrated education is important. It shows two relatively
independent processes. First, the possibility of a complex and systematic
approach to environmental education arises from the need to harmonize
different areas of education, to connect alternative directions based on a single
goal. In the second direction, it is necessary to maintain the historical and logical
consistency of connections between different forms and levels of ecological
education, and to ensure connections between their means and methods. In
other words, the common character of these directions is manifested in their
relationship to each other. In addition, on the basis of connecting education and
upbringing with the interests of nature protection, a general commonality is
created, and its features become a necessary condition for the development of
environmental moral responsibility.
LITERATURE ANALYSIS AND METHODS.
The issues of modernization of
didactic support of environmental education are reflected in the scientific
researches of classical period thinkers such as American and Western
philosophers I. Kant, G. Hegel, I. G. Fichte, F. Schelling. Also I.L. Vershok, N.A.
Sheyafetdinova, Y.A. Shishkina, YE.I. Balakina, E. Khoshimova, E. Karimova, Y.
Shodimetov, S. Mamashokirov, E. Usmonov, H. Salomova, D. Rasilov, A. K.
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Berdimuratova, S. It was analyzed in the studies of Sanginov, Sh.P. Makhmudov,
A. Akhmedov, A. Koldoshev.
RESULTS AND DISCUSSION.
In most of the literature, the educational tools
for the development of ecoethical competence are explained only as a narrow
pedagogical task. However, the problems of the current environmental situation
require a broader, socio-philosophical approach to the issue. The tasks of
environmentalization of the educational process should consist of the
humanization of the educational complex, the interests of harmonizing the
relationship between man and nature. That is why the formation of an
integrated educational system in higher education, and the formation of
ecological and ethical knowledge and skills based on interdisciplinary
cooperation activities are gaining relevance.
A necessary condition for the development of ecoethical competence is
related to determining the principles of ecological education and upbringing,
that is:
1) subjecting human interests to it based on scientific knowledge of the
laws of objective development of ecological existence;
2) connecting the practice of nature protection with a concrete
environmental situation and ensuring unity of methods and means of increasing
students' activity and responsibility;
3) productive, appropriate use of the historical heritage of students'
theoretical knowledge and practical skills;
4) to patiently eliminate anti-ecological ideas and even actions in the minds
and lifestyles of students;
5) based on the environmental needs and interests of students and young
people, wide introduction of new universal progressive norms, customs, and
traditions into life;
6) it is necessary to approach the education of environmental responsibility
in students in a systematic and comprehensive way, and to ensure its continuity,
it is necessary to coordinate educational activities of different levels and
directions.
It is methodologically important to distinguish three stages of human
influence on ecology based on ecological ethics, namely:
At the first stage, empirical materials and information on indicators of
anthropogenic impact on nature are summarized. The material and spiritual
heritage of mankind, which is the result of ecological activities, is creatively
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studied retrospectively, and practical, theoretical, and methodological special
conclusions are drawn from them.
The second stage - from programming and designing the spheres of
anthropo-technogenic influence of man on nature according to the law of
proportionality of the "nature-society-man" complex, to maintain the ecological
balance of the biosphere, to form a system of various environmental control
agencies, and at the same time, to create scientific-theoretical and
methodological bases of ecological activity consists of
The third stage is characterized by the strengthening of practical activities
by creating constructive-rational methods and tools, technical-technological,
intellectual bases for the implementation of prospective programs of nature
protection, that is, this stage is a new quality level of positive-pragmatic
activities. is the "materialization" of ecological theoretical views, their direct
transformation into production forces.
The continuous increase in the conflict between the protection of nature
and the continuous expansion of material production, on the one hand, goes
back to the backwardness of technology, which has arisen as a result of
environmental irresponsibility to a certain extent. On the other hand, the reason
for not implementing the existing ecological technology as a result of the pursuit
of momentary economic profit, putting local, administrative interests above the
interests of the people, is environmental immorality and irresponsibility.
The level of awareness of ecological responsibility corresponds to the
nature of the historical development of mankind. In fact, in the early stages of
socio-economic development, elementary socio-ecological norms, customs
related to certain natural living conditions of people, were manifested in
practical forms in the form of paintings. To generalize, there are two dialectical
trends in relation to environmental responsibility: the first is that environmental
responsibility determines the direction of activity in this field, that is, nature
conservation activity is a culturalized process of environmental responsibility.
The second is that ecological responsibility can become a motive for forming
ecological ethics only when it becomes a belief and a daily necessity of a person's
practical activity.
Environmental responsibility, which is a component of general social
responsibility, is understood in relatively broad and narrow terms. In a broad
sense, ecological responsibility is a motive of activity aimed at protecting the
natural environment in the process of social-historical practice of mankind. In a
narrow sense, it consists in directing the concrete practical and theoretical
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activity of people to the protection of nature. Levels of socio-economic
development are determined not only in the process of material production, but
also by the methods and means by which a person uses nature for his needs. In
addition, a person's attitude to the protection of the natural environment shows
the characteristics of the society's awareness of social responsibility. Especially
in the current era, when the environmental situation is worsening, the criteria
showing the level of development of the means of production have gone beyond
the scope of purely economic interests.
Without a deep knowledge of the laws of nature, the internal complex
connections of the biosphere, without understanding the perspectives of
society's impact on nature, it is impossible to determine the necessary practical
measures for the protection of nature, the optimal options for the use of nature.
In this regard, it is necessary to raise education and training aimed at the
formation of environmental responsibility to a new level of quality, to develop
theoretical and fundamental research faster than practical requirements.
Until now, the conflicts between nature and society have become so intense
that nature has taken revenge on man for his mistakes, and humanity is forced
to kneel before nature and repent. High forms of ecological ethical norms, new
ethical criteria of attitude to nature are being formed. Purely universal
ecological moral norms have risen to the level of politics, the moral content of
ecological ideals has led to the wider coverage of other forms of social
consciousness.
Implementation of universal ecological ethical norms in practice is the
process of materialization of social ecological ethical ideals. The entire set of
tasks and perspectives of ecological education is aimed at accelerating this
process and morally educating young people for it. In other words, the ethical
content and directions of ecological education and promotion should ensure the
transformation of ecological ideals into daily practical activities and behavior.
Ethical and legal environmental categories such as "Ecological conscience",
"Ecological duty", "Ecological responsibility", "Ecological crime" are a reflection
of this practical activity and arise from the inevitable laws of spiritual
development.
Ecological education consists not only in the formation of theoretical
knowledge of nature protection, but also develops practical relations in the
relevant direction. The formation of practical environmental activities and the
development of skills and becoming the content of a lifestyle is not a simple task
that is carried out spontaneously. One of the main tasks of ecological education
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is to theoretically justify the conflicts between nature and society in everyday
activities of young people, and to direct them to independently find their
practical solutions. The central link of ecological education in families and
schools is to create awareness of socio-ecological ideals of relations between
nature and society in young people. This process is considered to be a criterion
of the effectiveness of education in this field only if moral, aesthetic, and legal
views become the beliefs and responsibilities of the individual and are
manifested in various practical and ecological activities. It is necessary to pay
special attention to the ideological features of the formation of environmental
activity and responsibility in family and school education.
CONCLUSION.
To sum up: firstly, ecological moral responsibility is not a
social phenomenon that is formed spontaneously, on the contrary, it is the result
of the state's purposeful systematic and collective education policy; secondly,
ensuring the continuity of ecoethical education requires a differential approach
to its object, taking into account its socio-political, demographic and
ethnographic characteristics, and the selection of methods and tools that
correspond to the needs and interests of each social group or stratum; thirdly,
the effectiveness of ecological responsibility based on high ethical criteria
depends on the internal connection of the educational system focused on nature
protection, on the use of historical experiences, according to the principles of
succession; fourthly, the development of environmental ethics in students
depends on the organization of the processes of integration and differentiation
of various fields of education in horizontal and vertical directions; fifthly, the
necessary principle of the formation of environmental responsibility is to
increase the effectiveness of pedagogical and didactic tools that provide the
public with objective information about the environmental situation.
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