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THE ROLE OF HERMENEUTIC THINKING IN IMPROVING THE
SYSTEM OF TRAINING FUTURE HISTORY TEACHERS
Abdullajonova Nigoraxon Turdaliyevna
Independent Researcher at Fergana State University
ORCID ID: 0009-0001-5260-248X
https://doi.org/10.5281/zenodo.14512145
Abstract:
In this article, the effectiveness of future history teachers'
knowledge development based on the hermeneutic-cognitive technology,
hermeneutic-cognitive technology, and the hermeneutic approach is studied.
Also, the hermeneutic approach and its importance in developing the knowledge
of future history teachers about the laws of the historical process are analyzed.
Key words:
history, historical process, legitimacy, component, empirical,
pedagogical feature, methodology, competence, hermeneutic, cognitive,
technology, trend, technological, hermeneutic approach.
Introduction.
One of the challenges in training future history teachers is
the lack of hermeneutic approaches, with a predominance of factual approaches.
This type of approach negatively influences students' historical perceptions,
leading them to understand historical truths as lofty narratives. Therefore, the
issue of "realizing" history in the context of education is constantly debated in
scientific and pedagogical discussions. This issue has gained significant
importance in recent years in higher education. Indeed, when historical
knowledge is based on an objective foundation and has a positive meaning, a
nation, first and foremost, can deeply understand its historical roots. By
analyzing past processes, it can draw necessary conclusions, better understand
the causes and factors that have shaped real events, and, based on this, outline
the optimal paths for the future, which affects the development of national
historical memory.
Literature Analysis and Methods. The issues related to preparing future
history teachers for professional activities, understanding historical processes,
and facilitating historical dialogue have been addressed in the scientific research
of J. Anderson, D. Blazar, S. A. Henry, L. N. Aleksashina, V. V. Barabanov, P. A.
Baranov, L. S. Baxmutova, Y. Y. Vyazemskiy, O. Y. Strelova, M. V. Korotkova, M. T.
Studenikin, N. N. Lazukova, E. M. Persanova, O. G. Davlatov, A. F. Ismailov, Q. R.
Shonazarov, B. X. Khodjayev, O. Musurmonova, M. Qurono, S. Nishonova, U.
Mahkamov, E. Turdiqulov, R. Safarova, B. Adizov, A. Choriyev, Sh. Mardonov, D.
Roziyeva, N. Egamberdiyeva, Sh. Shodmonova, Sh. Sharipov, and O. Jamoldinova.
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Results and Discussion.
Improving the system for training future history
teachers based on hermeneutic approaches is of great importance. To achieve
this, it is necessary to create a new format for teaching history in continuous
education, introduce new approaches to history, and avoid using ideological
purposes when teaching history. The educational space presents itself as a
"living system," modeling science and practice in concrete conditions. The words
of D.I. Mendeleev – "Students should not only be given knowledge but also
taught science" – remain relevant today. For this, there is a growing need to
develop new approaches that foster logical and critical thinking, as well as
creativity in approaching historical processes. Therefore, shaping hermeneutic
knowledge in future history teachers means developing their ability to express
opinions, not being afraid of making mistakes, and fostering the will to express
ideas. This contributes to the intellectual and cultural development of students
and encourages them to be active both scientifically and socially. Thus, the
training system for future history teachers, based on hermeneutic approaches,
will help establish active, fair, logical, humanistic, and integrative intellectual
activity.
It is well-known that history is not just about past information or
memories. Its great power, educational force, and the essence of mentoring lie in
learning and researching the past, evaluating the present through that past,
understanding people of today, and guiding them. If we approach history from
this perspective, we will gain a deeper understanding of its scope and its role in
human and societal development. In this regard, the development of
hermeneutic knowledge in future history teachers can contribute to the
formation of historical consciousness. Historical consciousness, as an important
form of social consciousness, manifests as a result of the individual’s cognitive
process. Various definitions of historical consciousness exist: historical
consciousness is the understanding that everything, including the spiritual
existence of the world, has passed; historical consciousness is reflected in
various sources and objects that emdiv past historical events, ensuring the
continuity of our history and culture; historical consciousness involves
evaluating the past, considering its various aspects, including its impact on
society and social, demographic, professional, ethnic, and religious groups, as
well as individuals. Historical consciousness is a collection of perceptions of
society, its social groups, and individuals about their own past and the history of
all humanity. In historical consciousness, past, present, and future are reflected
harmoniously.
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INTRODUCTION.
One of the issues in preparing future history teachers is
the lack of use of hermeneutic approaches, with the reliance on a factual
approach being a primary explanation. Such an approach negatively affects
students' historical perceptions, and they come to understand historical truths
as narratives consisting of lofty statements. Therefore, the issue of
"historicizing" history is always addressed in scientific pedagogical thought. This
matter has gained significant importance in higher education in recent years.
Indeed, when historical knowledge is based on impartial foundations and holds
a positive content, a nation can, first and foremost, deeply understand its
historical roots, analyze the processes that took place in the past, draw
necessary conclusions, and gain a deeper understanding of the causes and
factors that led to real events. This enables the nation to chart optimal paths for
the future, influencing the development of national historical memory.
LITERATURE REVIEW AND METHODS.
The issue of preparing future
history teachers for their professional activity, developing their understanding
of historical processes, and fostering historical dialogue is reflected in the
scientific work of J. Anderson, D. Blazar, S.A. Henry, L.N. Aleksashina, V.V.
Barabanov, P.A. Baranov, L.S. Bakhmutova, Y.Y. Vyazemskiy, O.Y. Strelova, M.V.
Korotkova, M.T. Studenikin, N.N. Lazukova, YE.M. Persanova, O.G. Davlatov, A.F.
Ismailov, Q.R. Shonazarov, B.X. Khodjayev, O. Musurmonova, M. Quronov, S.
Nishonova, U. Mahkamov, E. Turdiqulov, R. Safarova, B. Adizov, A. Choriyev, Sh.
Mardonov, D. Roziyeva, N. Egamberdiyeva, Sh. Shodmonova, Sh. Sharipov, and O.
Jamoldinova.
RESULTS AND DISCUSSION.
Improving the system of preparing future
history teachers based on hermeneutic approaches is of great importance. This
requires the creation of new formats for teaching history in continuous
education, introducing new approaches to history, and ensuring that ideological
objectives are not pursued in the teaching of history. The educational space
manifests itself as a "living system" that models science and practice in specific
conditions. As D.I. Mendeleyev said, “It is not only necessary to impart
knowledge to students but also to teach them the science itself,” a statement that
remains relevant today. For this purpose, future history teachers need to
develop logical and critical thinking, and be allowed to approach historical
processes creatively. Therefore, the need for new approaches is emerging, such
as shaping hermeneutic knowledge in future history teachers, encouraging them
to express opinions freely, not to fear making mistakes, and developing the will
to express their thoughts. This will lead to the intellectual and cultural
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
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development of students, prompting them to become more active in scientific
and social activities. As a result, students will begin applying the knowledge and
experiences they have acquired to their daily lives. Thus, the education of future
history teachers based on hermeneutic approaches becomes a dynamic, truthful,
logical, humane, guiding, and integrating cognitive activity.
History is not just about past information and memories. Its great power,
educational strength, and mentoring essence are embodied when it not only
involves studying the past but also evaluating the present, understanding the
present people, and guiding them. If we look at history from this perspective, we
will more deeply understand its full scope and the role of humanity and society
in the development process. In this regard, the development of hermeneutic
knowledge in future history teachers will allow them to shape historical
consciousness. Historical consciousness is a form of social consciousness,
manifested as the result of an individual's process of understanding. Various
definitions of historical consciousness have been provided: it is an
understanding that everything, even the spiritual being, has passed in the
context of any knowledge; historical consciousness reflects past events through
various sources and materials passed from generation to generation, ensuring
the continuity of our history and culture; historical consciousness involves
evaluating the past, considering the diversity of its social, demographic,
professional, ethno-social, and ethno-confessional groups, as well as individuals.
Historical consciousness is a collective understanding of society, its social
groups, and individuals' perceptions of their past and the history of all humanity.
In historical consciousness, the past, present, and future are interconnected.
ANALYSIS OF SOURCES.
According to philosopher-scholar D.
Abdullajonova, historical consciousness is the collection of ideas, views,
perceptions, emotions, and moods that reflect and evaluate the past in its full
diversity, specific to society, particularly to different social-demographic, socio-
professional, ethno-social groups, and individuals. First, it must be emphasized
that in an individual's historical consciousness, the ideas and views reflecting
the past are tied to certain stages of personal development, and not all of them
necessarily hold this quality at all times. Second, historical thinking must work
for "reflecting the past in its diversity." Only then can the historical facts be
organized into a system, and a cohesive vision of the past be formed.
CONCLUSION.
In conclusion, understanding the content, essence, and laws
of historical processes requires knowing its history and system of concepts.
Every thought, idea, and doctrine in human thought is refined and perfected
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over time. Likewise, the development of hermeneutic knowledge has formed in
accordance with social processes. This process gave rise to the system of
concepts within the hermeneutics doctrine. Studying the significance of
hermeneutics as a method of knowing the truth is one of the key factors that
contribute to achieving effective results for researchers conducting studies in all
fields of society.
References:
1.
Hermeneutics and Deconstruction / Edited by Shtgeymayer V., Frank H.,
Markov B. - St. Petersburg: Piter, 2009. – P. 126
2.
Jo‘rayev N. Theoretical Foundations of the Philosophy of History. -
Tashkent: Ma’naviyat, 2008. – Pp. 220-229
3.
History of Philosophy. Kohanovskiy V.P., Yakovlev V.P. – Rostov-on-Don:
Phoenix, 2007. – P. 412
4.
Pavlov E.V. Fundamentals of Hermeneutics. - Moscow: Moscow
Theological Institute, 2014. - P. 4
5.
Ricoeur P. Hermeneutics and the Method of Social Sciences // From Text
to Action: Essays on Hermeneutics-II. – Moscow: Nauka, 2004. – P. 181
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Philosophical Dictionary. / Edited by Nazarov Q. – Tashkent: Sharq NMAK,
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