Volume 05 Issue 07-2024
14
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
07
Pages:
14-21
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
This article focuses on teaching students to work with various pedagogical tools, interactive methods, and
pedagogical situations when instructing the topic “Educational and ethical Views in Eastern Pedagogical Instruction”
within the module of the history of pedagogy. We have studied the innovative educational technologies and
pedagogical case studies used in teaching the topic, and developed an educational-methodical support for instructing
this module based on novel technologies.
KEYWORDS
Eastern Renaissance, education, upbringing, morality, innovation, technology, method, pedagogical case.
INTRODUCTION
The concept of building a civil society is directly linked
to the evolution of the educational system, the design
of novel technologies, and their application in
pedagogical practice. Article 36 of the Law of the
Republic of Uzbekistan “On Education,” approved on
September 23, 2020, is titled “Experimental and
Innovative Activity in Education,” that states:
“Experimental and innovative activities in education
are carried out to modernize education, and they aim
to develop, test, and implement new educational
technologies and resources in the educational
process.”
Research Article
DEALING WITH PEDAGOGICAL CASE STUDIES IN TEACHING THE
MODULE “EDUCATIONAL AND ETHICAL VIEWS IN EASTERN
PEDAGOGICAL INSTRUCTION”
Submission Date:
July 05, 2024,
Accepted Date:
July 10, 2024,
Published Date:
July 15, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-07-03
Akhatova Durdona Aktamovna
Associate professor, Candidate of Pedagogical Sciences., Navoi State Pedagogical Institute, Uzbekistan
Akhatova Khilola Aktamovna
Senior Teacher, Navoi State Pedagogical Institute, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 07-2024
15
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
07
Pages:
14-21
OCLC
–
1242041055
Publisher:
Master Journals
Additionally, the state has also concentrated on
establishing the prerequisites for the application of
scientific research findings in the manufacturing
process, and on empowering universities to gradually
adopt increasingly sophisticated forms of the teaching
methods.
Teaching young people to think independently
requires educators to implement and comprehend
innovations in education to a deep level. Creating
useful frameworks for integrating cutting-edge
pedagogy and innovative technologies into the
classroom and figuring out how best to use them are
urgent problems that educational institutions are
facing. In particular, it is crucial to teach students
pedagogy courses and the module “Educational and
Ethical Views in Eastern Pedagogical Instruction” so
they can work with pedagogical situations.
LITERATURE REVIEW
At the current stage of our society, many scholars have
made significant contributions to the development of
pedagogy. Academics specialized in pedagogy e.g.,
Kh.I.Ibragimov (6), R. Mavlonova (8), B.Kh.Khodjaev
(11), and Kh.A. Muslimov (9) have written numerous
textbooks and study guides.
Efforts to clarify the fundamentals of contemporary
pedagogical technologies started in our republic in the
1990s. Scholars such as B.L.Farberman (12), N.S.
Sayidakhmedov (10), and N.I.Azizkhojaeva (4) were
among the first scholars to acknowledge pedagogical
technology as a science and to apply it in the
educational process. The works by scholars like
J.G.Yuldoshev, S.A.Usmonov, U. Tolibov, B. Khodjaev,
M.
Usmanboyeva,
N.
Muslimov,
and
R.
Ishmukhamedov have extensively studied pedagogical
innovations and technologies, modular approaches to
teaching, and interactive methods. R. Ishmukhamedov
and A. Abdukodirov focused on cutting-edge
educational technologies.
The experience of preparing teachers for innovative
activities is summarized in scientific-pedagogical
literature by authors such as L.S.Podimova, T.K.
Klimenko, V.F.Lekhtman etc. Russian scholars
A.I.Prigozhin, B.V. Sazonov, V.S. Tolstoy, and
N.P.Stepanov have also focused on examining the
innovation process and its components.
One of the most important demands of the present day
is to achieve educational effectiveness through the
integration of modern pedagogical and new
technologies throughout the educational system,
including the teaching process of pedagogy. In an
effort to find solutions to the issue we have created
educational-methodical support for teaching the
module “Educational and Ethical Views in Eastern
Pedagogical Instruction” using innovative pedagogical
and information technologies, interactive methods,
and pedagogical case studies.
METHODS
In analyzing and highlighting this topic, we have used
the valuable insights on enhancing the effectiveness
and quality of education that were stated in the works
of the President of the Republic of Uzbekistan, Shavkat
Mirziyoev, as well as the “Law on Education,” the
decrees of the Cabinet of Ministers of the Republic of
Uzbekistan regarding the field of education, and
regulatory documents pertaining to higher education.
Additionally, we have studied the theoretical
framework in Eastern pedagogy and educational and
parenting experiences. In our investigation we have
widely used a variety of methods including systematic
observation,
interviews,
oral
and
written
questionnaires; analyses of pedagogical experience
and their findings, and the examination of moral-
didactic, pedagogical-methodological literature.
Volume 05 Issue 07-2024
16
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
07
Pages:
14-21
OCLC
–
1242041055
Publisher:
Master Journals
We have addressed the following tasks:
1.
Analyzing the current priorities of the
“General pedagogy”, its significance, and unique
characteristics in higher education at this stage of
educational development.
2.
Outlining the ways to use innovative
pedagogical technologies and case studies in teaching
the topic “Educational and Ethical Views in Eastern
Pedagogical Instruction” and developing some
teaching aids, as well as drawing conclusions and
recommendations for further improvement.
RESULTS AND DISCUSSION
The 21st century is the century of intellect, spirituality,
and knowledge. Therefore, the socio-economic,
spiritual, and educational development of society must
undergo significant fundamental changes in this
century. The primary focus of these significant reforms
is on the nurturing of youth and their eventual
development as a perfect generation. Pedagogy plays
a unique role in achieving all these tasks.
Without the contributions of pedagogical science, it
would be very difficult to improve society. It is essential
for everyone, but notably those who have made
teaching their career, to thoroughly study pedagogy
both theoretically and practically. Lack of pedagogical
knowledge can cause teachers to unintentionally
suppress children's potential, stunt their progress, and
contribute to the development of their flaws and
inadequacies.
Studying pedagogy provides future teachers with the
opportunity
to
think
independently,
master
pedagogical skills, oversee the educational process
using modern teaching methods, and easily solve
problematic situations. Furthermore, pedagogy
informs future educators in educational institutions
about the latest innovations in the field of pedagogy.
In the module “History of pedagogy” within the
general pedagogy subject, the topic “Educational and
Ethical Views in Eastern Pedagogical Instruction” has a
unique position. Using innovative educational tools
and pedagogical scenarios in teaching this topic
enhances the effectiveness of student learning.
It is clear that there is a compelling need to familiarize
aspiring educators with the spirit and content of
innovative pedagogical technologies in higher
education classrooms, and to provide them with the
hands-on training they need to put these technologies
to use.
The most efficient way to improve the teaching of
pedagogical subjects, including the topic “Educational
and Ethical Views in Eastern Pedagogical Instruction,"
is to conduct lessons using innovative pedagogical and
information technologies as well as interactive
methods.
Yusuf Khos Khojib's "Qutadg'u Bilig," Kaykaus's
"Qabus-nama," Ahmad Yugnaki's "Hibbatul-haqoyiq,"
Abdurakhman Jami's "Gulistan" and "Bustan,"
Jalaluddin Davani's "Akhlaq-i Jalali," Husayn Vaiz
Kashifi's "Akhlaq-i Muhsini," and Alisher Navoi's
"Mahbub ul-Qulub" are examples of pure pedagogical,
educational, and moral works that address the
formation of spiritual and moral personality. These
books on education and morality propose that
achieving spiritual perfection and possessing high
morals can only be realized through the acquisition of
knowledge and science.
Many interactive techniques can be used in teaching
the topic. For instance, the method called “When
numbers speak or working with terminology” is useful
for reviewing previously covered topics and involves
students conducting independent study in groups. This
method also enables students to acquire knowledge
and skills on the topics. The advantage of this method
Volume 05 Issue 07-2024
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
07
Pages:
14-21
OCLC
–
1242041055
Publisher:
Master Journals
is that, during the lesson, students work collaboratively
in small groups to accomplish assignments, carry out
research, and review the material taught during the
lessons.
The method “Guess who (or what)!” can also be used
to teach students creative thinking and autonomous
reasoning, helping them acquire new knowledge and
skills. This strategy can be conducted individually or in
groups. Students are divided into two groups and are
tasked with creating various riddles from the topics
covered in the lesson using their textbooks or notes.
While creating riddles, students research, review, and
develop specific skills.
In teaching the topic, FSMU technology and SWOT
analysis methods are also used. FSMU technology is
applied to solve contentious problems and to conduct
the educational process through debates. This
technology helps students defend their opinions,
express their thoughts freely, convey their ideas to
others, debate openly, and develop proper debating
etiquette. Students are invited to provide supporting
evidence or counterarguments by stating their
thoughts clearly and concisely on a sheet of paper.
Question
Yusuf Khos Khojib's work "Qutadgu
Bilik" is as a didactic poem
(F) Express your opinion
(S) State reasons for your opinion
(M) Provide evidence to support
your reasoning
(U) Summarize your opinion
Analyzing the topic “The Current Use of the
Educational and Ethical Views in Eastern Pedagogical
Instruction” through the SWOT analysis framework:
Strеngths
Оppоrtunitiеs
Weaknesses
Threats
We can apply the method of “creating subtopics within
the main topic” when studying Kaykavus's “Qabus
-
nama.”
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OCLC
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Publisher:
Master Journals
The method of “creating subtopics within the main topic”
1.
The place of Unsurul-Ma'ali Kaykavus and his work “Qabus-nama” in the history
of the development of pedagogical ideas.
2.
The exposition of the principles and etiquette of being a perfect human in
“Qabus-nama.”
3.
The expression of attitudes towards acquiring knowledge in “Qabus-nama.”
4.
The evaluation of the social status of various professions in “Qabus-nama.”
5.
The exposition of the principles of moral education in the work “Qabus-nama.”
6.
The analysis of the role of parents in the family and the etiquette of making
friends in “Qabus-nama.”
When presenting the topic “Educational and Ethical
Views in Eastern Pedagogical Instruction” teachers can
use various case studies.
Case study 1
1. Description of the Case (problem):
On the occasion of the 29th anniversary of the
independence of our beloved homeland, the Republic
of Uzbekistan, President Shavkat Mirziyoev, in his
ceremonial congratulatory speech, emphasized that
the goal of our development should be the Third
Renaissance. This extremely appealing strategic idea
demonstrates its grandeur and indicates what overall
goal should be pursued by the national advancement
in all domains. In practice, the head of state expressed
the updated and improved content of Uzbekistan's
national concept at the current stage of its
development.
In his speech at the ceremonial event
dedicated to the 1st of October, Teachers’ Day, our
President clarified this idea. After achieving
independence, the first quarter-century was dedicated
to national revival. The president of state has
designated accomplishing the Third Renaissance as a
strategic goal, as we have already transitioned from
national revival to national advancement.
1-2. Justify the essence of the 1st and 2nd Renaissances
and the necessity of the 3rd Renaissance.
2. Case study or question:
1. How is the 1st Renaissance (9th-12th centuries)
identified?
2. In what directions did the development of science
and technology occur during the Eastern Renaissance?
3. Justify the need for a 3rd Renaissance.
3. Sources for use:
1. President Shavkat Mirziyoev's congratulatory speech
on the occasion of the 29th anniversary of the
independence of the Republic of Uzbekistan. -
Tashkent, August 2020
2. Uzbеkistan khalklari tarikhi (History of the Peoples of
Uzbekistan): Volume 1. - Tashkent: Fan, 1994. p 256
3. K. Khos
himov, S. Ochil. Uzbеk pеdagоgikasi
antоlоgiyasi (Anthology of Uzbek Pedagogy). –
Tashkent: Uqituvchi, 2010.
4. Methodological guidelines for students
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OCLC
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Publisher:
Master Journals
5. Teacher's (case maker’s) solution
For the first 25 years after gaining independence, we
had to concentrate on national revival. As we have
transitioned from national revival to national
development, the head of the state has set the
realization of the Third Renaissance as a strategic goal.
Historically, we have experienced two Renaissances:
The First took place during the years of the IX and XII
centuries, and the second occurred from the last
quarter of the XIV century and the first quarter of the
XVI century. During the first Renaissance period, our
country gave rise to great geniuses such as al-Farghani,
al-Khwarizmi, al-Farabi, al-Biruni, Ibn Sina, Yusuf Khass
Khajib, Mahmud al-Kashgari, and Mahmud az-
Zamakhshari, as well as great hadith scholars like al-
Bukhari and at-Tirmidhi, theologians like al-Maturidi,
Abul Muin al-Nasafi, and other notable secular and
religious scholars who enlightened the world.
The Second Renaissance experienced the figures such
as Ulugbek, Giyas al-Din Jamshid al-Kashi, Qadi Zada al-
Rumi, Ali Qushji, Lutfi, Jami, Navoi, and Behzad,
alongside great architects, composers, painters, and
historians who created works that still astound people.
Stages of
work
Advice and recommendations
1. Getting to
know the case
and its
information
provision
First, learn as much as you can about the case. Study the features
of the socio-political system in Turkestan during the IX-XII
centuries, the works and legacy of Eastern thinkers. Recall the
facts you have learned about the history of Uzbekistan. Take your
time to analyze the situation while reading.
2. Getting to
know the case
Read the case information carefully once again. Highlight the lines
that are important to you. Underline key points in the case. Pay
attention to the main concepts and phrases given in the description
of the case.
3. Analyze
the case study
Focus on the main problem and the minor problems.
Main problem
: How is the 1st Renaissance (9th-12th centuries)
identified?
Try to answer the following questions:
1. Who were the prominent figures of the 1st Renaissance?
1.
What can you say about the 2nd Renaissance?
2.
What was your activity during the 1st Renaissance period?
4. Select and
justify the
methods and
tools for
solving the
case study
To find answers to the questions below, start filling out the table
with the case study. Review all the situations to solve the problem,
create alternative scenarios. Select the exact solution for the
problem from specific options and find the precise solution to the
problem. Complete the table. Attach the results you gained in
written form.
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OCLC
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1242041055
Publisher:
Master Journals
During both Renaissance periods, we were one of the
most developed and forward-thinking nations. If we
want to achieve that level again, we must realize the
Third Renaissance.
In the IX-XII centuries, the Central Asia had a rebirth.
Around this period, our country had experienced the
first Renaissance which gave rise to renowned
intellectuals. Particularly, the scientific and creative
discoveries of our great scholars such as Mukhammad
al-Khwarizmi, Ahmad al-Farghani, Abu Raykhan al-
Biruni, Abu Ali ibn Sina, and Makhmud az-Zamakhshari
had an unequaled impact on the development of
humanity.
Known as the “Golden age of Islamic culture,” this
period produced eminent scholars like Imam al-
Bukhari,
Imam
at-Tirmidhi,
Imam
al-Maturidi,
Burhanuddin al-Marghinani, and Abul Muin al-Nasafi,
who have been the pride and honor of the entire
Muslim world.
In the fifteenth century, our country experienced its
Second Renaissance thanks to the great empire
founded by our great leader Amir Timur and continued
by his worthy descendants. During this period,
remarkable scientists like Qadi Zada al-Rumi, Mirza
Ulugh Beg, Giyas al-Din al-Kashi, and Ali Qushji
appeared, along with classical poets and intellectuals
such as Lutfi, Sakkaki, Hafiz Khwarizmi, Abdurakhman
Jami, Alisher Navoi, and Babur Mirza. Historians like
Sharaf al-Din Ali Yazdi, Mirkhwand, and Khwandamir,
as well as painters such as Mahmud Muzahhib and
Kamoliddin Behzad, along with many other
calligraphers, musicians, musicologists, and architects,
gained worldwide fame.
As our President declares: “Our wise people being
among the most advanced and developed nations
during both Renaissance periods fills us all with
immense pride and honor,”
Today's development in Uzbekistan demands a Third
Renaissance. To honorably present ourselves to the
world, we must make great strides in education,
science, and technology.
CONCLUSION
As our goal of development is to achieve the Third
Renaissance, it necessitates profound changes in the
social-economic,
spiritual,
and
educational
advancement of society. These profound changes
must be primarily centered on the upbringing of youth
and their development into perfect individuals. In
accomplishing these goals, the science of pedagogy
and its various topics play a vital role.
Innovative teaching strategies applied by educators in
the teaching process stimulate students' interest in
learning and help activate their cognitive and learning
activities. Moreover, it creates the prerequisites that
enable students to actively acquire creative qualities,
skills, and competencies as specialists. This, in turn, can
be achieved through innovations in education. One of
the key demands for teachers and educators is to
deeply understand and apply innovations in education
to teach young people to think independently.
Using innovative technologies, interactive methods,
and pedagogical case studies in instructing the topic
“Educational and Ethical Views in Eastern Pedagogy
Instruction” enhances student engagement and
fosters their creativity and pedagogical skills. To
support the didactic provision of the topic, it is
necessary to develop a technological map of the
module, practical lesson plans, and a collection of
cases, control assignments, and guidelines for
independent learning, as well as a glossary and
presentations based on the requirements of innovative
pedagogical
and
information
technologies.
Additionally, it is crucial to appropriately utilize the
educational and developmental potentials of
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VOLUME
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Pages:
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OCLC
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Publisher:
Master Journals
interactive methods and games and to develop
methodological recommendations on the use of
innovative pedagogical and information technologies
in teaching the discussed topic.
REFERENCES
1.
Sh.M. Mirziyoev. Milliy tiklanishdan
–
milliy
yuksalish sari (From national revival to national
prosperity). Volume 4. -
Tashkent: “Uzbekistan”,
2020. p 400
2.
Law of the Republic of Uzbekistan “On Education”
№URK
-637 of September 23, 2020.
3.
President Shavkat Mirziyoev's congratulatory
speech on the 29th anniversary of the
independence of the Republic of Uzbekistan. -
Tashkent, August 2020.
4.
N.I.
Azizhojaeva.
Pedagogik
Pedagogik
tekhnologiya va pedagogik makhorat (Pedagogical
technology and pedagogical skills). Tashkent,
2003.
5.
D.A. Akhatova, F.O. Khodjieva, U.M. Utamuradov.
Pedagogika nazariyasi va tarixi. 2-q. Navoi: Aziz
kitobxon publishing house, 2023. p 536
6.
Kh. Ibragimov, Sh. Abdulloeva. Pedagogika
nazariyasi (Pedagogical theory). “Fan”, Tashkent,
2008.
7.
R. Ishmukhamedov, A. Abduqodirov, A. Pardaev.
Tarbiyada innovatsion tekhnologiyalar (Innovative
technologies in education). Tashkent, 2010.
8.
R.A. Mavlonova, N.H. Rakhmonkulova et.al.
Umumiy pedagogika (General pedagogy). -
Tashkent: Fan va tekhnologiyalar, 2018, p 628
9.
N.A. Muslimov, M. Usmonboeva, M. Mirsolieva.
Innovatsion ta’lim
tekhnologiyalari va pedagogik
kompetentlik (Innovative teaching technologies
and pedagogical competence). - Tashkent, 2016.
10.
M. Makhmudov. Ta’limni didaktik loyikhalash
(Didactic planning of education). Tashkent, 2001.
11.
M. Ochilov. Yangi pedagogik tekhnologiyalar (New
pedagogical technologies). -
Karshi “Nasaf”, 2000.
12.
N.S. Saidakhmedov. Pedagogik makhorat va
pedagogik tekhnologiya (Pedagogical skills and
pedagogical technology). - Tashkent, 2003; New
pedagogical technologies: Theory and practice -
Tashkent, “Moliy”", 2003.
13.
B.X. Khodjayev. Umumiy pedagogika nazariyasi va
amaliyoti (General pedagogics: theory and
practice). Textbook. - T.: SANO-STANDARD, 2017
14.
B.L. Farberman. Progressivniye pedagogicheskiye
tekhnologii
(Progressive
pedagogical
technologies) -
Tashkent, 1999, p 84; “Modern
methods of teaching in Higher Education”,
Tashkent,
2002;
“Advanced
pedagogical
technologies”, Tashkent, 2000.
15.
History of the Peoples of Uzbekistan: Volume 1. -
Tashkent: Fan, 1994. p 256
16.
K. Khoshimov, S. Ochil. Uzbek pedagogikasi
antologiyasi (Anthology of Uzbek pedagogy). -
Tashkent: Ukituvchi, 2010.
