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SOCIO-PEDAGOGICAL ISSUES IN DEVELOPING ACTIVE CIVIC
COMPETENCE AMONG DEAF AND HARD-OF-HEARING CHILDREN
Fozilov Botirjon Zakirovich
PhD student at Andijan state university
https://doi.org/10.5281/zenodo.15171693
Annotation.
The article explores the socio-pedagogical challenges in
developing active civic competence among deaf and hard-of-hearing children. It
highlights the importance of fostering civic responsibility, legal awareness, and
social participation in this group through targeted educational methods. The
research emphasizes the need for inclusive pedagogical approaches and
comprehensive training programs to empower these children, ensuring their
active involvement in societal processes. It also discusses the role of specialized
educational institutions and family support in shaping their civic skills and
preparing them for independent social life.
Keywords:
greeting, deaf and hard-of-hearing children, civic competence,
personal etiquette, spirituality, worldview.
Civic Education and the Formation of Active Citizenship in Hearing-
Impaired Students
Today, identifying and implementing effective mechanisms for fostering
patriotism, active citizenship, and responsibility among youth is of urgent
importance. The strength of a state is directly linked to the legal and financial
literacy of its population, as well as their socio-political engagement. When a
person begins to feel a need to reject indifference toward surrounding events,
only then can they become an active member of society. A person cannot fully
develop as an individual, achieve economic stability, or maintain psychological
balance in isolation. Social partnership and community are essential. Every
society, in turn, functions within established laws, and individuals demonstrate
their agency within the framework of these laws. If a citizen does not remain
indifferent to surrounding events and acts in ways that benefit both themselves
and others, they can be described as an active citizen.
Citizenship reflects, on one hand, a person's independence within society
and, on the other hand, their participation in societal and state affairs. It is based
on the idea of solidarity. Accordingly, the following characteristics represent key
aspects of citizenship:
awareness and practical application of one’s rights;
recognition and respect for the rights of others;
personal responsibility and accountability for one’s actions;
understanding of one's legal and moral obligations to the state and society;
CURRENT APPROACHES AND NEW RESEARCH IN
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the principle of equal rights for all citizens;
objective and critical thinking toward social realities, based on moral-
ethical and legal standards;
the ability to communicate with government, other citizens, and public
organizations as a citizen.
Active citizenship involves active participation in public life, informed
decision-making, and the protection of one’s rights and interests.
Improving the methodology for strengthening the legal literacy of hearing-
impaired students—particularly through developing their communication skills
and shaping them into active citizens—is a topic that requires dedicated
research. This is essential for preparing them for the labor market, enabling
them to navigate various social relationships safely and effectively, and laying
the groundwork for a secure and prosperous future. Since they often require
assistance in legal matters, we planned experimental work to promote active
citizenship among hearing-impaired students. For this, we studied a number of
scientific works and historical sources on the subject.
The issue of civic upbringing was first addressed in ancient times by
Socrates (469–399 BCE), who believed that although the process of upbringing
is complex, it is necessary to help children grow into worthy individuals. His
follower and student, Plato (427–348 BCE), laid the foundation for a civic
education concept rooted in harmony among qualities that define a citizen.
Aristotle (384–322 BCE) formed the conceptual basis of the idea of "obedience
to law" and explained the positive influence of law on human upbringing. In
Ancient Rome, children under the age of 14 were encouraged to swear oaths
based on legal norms, such as: “I will not act unjustly toward any citizen, nor
allow it to happen. If it does, I will report it, and I will act in court according to
the law” [2].
Legal education and culture form the foundation of citizenship. If an
individual seeks to be active but acts against the law, their behavior may lead to
negative consequences for themselves and others. Therefore, in developing
active civic competencies in hearing-impaired students, it is necessary to
prepare them to act within legal norms. Lessons and educational sessions should
teach them which behaviors are appropriate or inappropriate in public and
interpersonal interactions.
Civic education plays a key role in shaping civic consciousness. Education
and upbringing are inherently intertwined processes. Therefore, civic
upbringing must be addressed alongside civic education.
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References:
1.
Constitution of the Republic of Uzbekistan. – Tashkent: Uzbekistan, 2023.
2.
M.G. Lavarsolanova. Legal Education as the Basis for the Formation of
Normative Behavior among Students in Society. Dissertation abstract.
Makhachkala, 2010, pp. 21, 9.
3.
Qodirova F.U. Effective Technologies for Preparing Children with
Disabilities for Social Life. Doctoral dissertation in pedagogy. – Tashkent, 2006.
4.
Shodmonova Sh.S. Pedagogical Foundations of the Moral Upbringing of
Young Schoolchildren Based on National Values within the Family. Dissertation
abstract for the degree of Candidate of Pedagogical Sciences. – Tashkent, 2001. –
p. 19.
