European International Journal of Pedagogics
26
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TYPE
Original Research
PAGE NO.
26-28
DOI
OPEN ACCESS
SUBMITED
24 October 2024
ACCEPTED
26 December 2024
PUBLISHED
16 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Use of The Scientific
Heritage of Thinkers in The
Process of Primary
Education as A Factor in
Shaping the Competence
of National and Universal
Values
Rahimova F.A.
Senior Teacher, Urgench State University, Uzbekistan
Abstract:
This article analyzes the possibilities of
forming the spiritual and cultural maturity of primary
school pupils using the scientific heritage of thinkers in
the process of primary education, as well as the
formation of their competence of national and universal
values.
Keywords:
Spiritual and moral maturity, national
traditions and values, intellectual potential, education.
Introduction:
The Eastern countries has been a center
of science, spirituality and enlightenment for a long
time. The ideas of humanity, the spirit of education and
science have always been at the forefront of the social,
spiritual and philosophical views of the people of the
East. The priceless treasure Avesto [2], filled with the
ideas of Zoroastrianism, humanity, humanism, pays
special attention to the issues of human spiritual
maturity, social development, education, research and
study. The issues of human maturity, humanity,
patriotism, family, spirituality and enlightenment,
kindness, sincerity, appreciation of good deeds lie at the
heart of the content of the laws and categories of
modern pedagogy. Like many peoples of the East, the
Uzbek people are justifiably proud of their national,
spiritual and enlightenment values, scientific and
enlightenment heritage.
During the years of independence, extensive work has
been done on the preservation of ancient manuscripts,
works of art, artefacts, which are integral parts of the
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European International Journal of Pedagogics
rich history and culture of our people and has been of
vital importance to our spiritual development, their
scientific research, promotion among our country and
the world community. In accordance with the
Presidential Decree on the establishment of the Center
for the Study of Uzbek Cultural Heritage in Abroad [1],
in the direction of identifying and studying the
monuments of cultural heritage stored in museums
and archives of different countries of the world,
bringing them to our country as much as possible,
creating a complete database about them, and gaining
the recognition of the peoples of the world, the
organization of a number of scientific and cultural
forums, such as the project “Cultural Heritage of
Uzbekistan in the World Recognition”, testifies to the
potential of our invaluable history, its high prestige and
value in world civilization. In the education system, this
issue requires special attention to “…providing our
youth with such a priceless spiritual wealth, an in-
depth study of the unknown pages of our history and
culture” [1].
It is a key element of continuing education, which aims
to develop the society, as well as to develop the
intellectual potential of the individual, to ensure
physical health, to build cultural and spiritual maturity.
The essence of the content of primary education is also
to identify the individual's personal potential, to create
the conditions for the realization of abilities and their
development.
In shaping the spiritual and cultural maturity of the
primary school student, historical materials on the
development of the science of mathematics, the life
and work of scientists, the history of discoveries, as
well as the role of science in human life in connection
with literature, art and other sciences can also be
important factors.
In math, ideas are mutual. They are very close, friendly
and interdependent. Every action is the same as the
action
against
itself.
Addition,
subtraction,
multiplication, and logarithmization complement each
other. A negative number deals with a positive number
only through zero. Meaning is the beauty of
mathematics. A good study of mathematics is one of
the opportunities to feel the inner beauty, to humanize
science.
The use of historical information in mathematics
lessons increases students’ interest in the material
being studied and helps them gain a solid grasp of
knowledge. There are two main ways to use historical
material. The first is the use of historical information in
the classroom, and the second is the use of historical
information in the organization of extracurricular
activities. Comparing mathematical facts with
contemporary facts or applying historical information
may not be appropriate for every lesson, but it is
important to refer to historical data frequently during
the course. It is important to note that the historical
data used should not distract students from the main
topic of study. It is a good idea to use historical
questions at the beginning and end of the lesson. If the
teacher is confident that the lesson plan is complete, it
can be used throughout the lesson.
Students are not required to memorize all historical
facts, names, and years when using historical data. In
the course of the lesson, it is enough for students to get
acquainted with a brief history of the problem or issue,
to remember the time of the discovery, to hear the
name of the mathematician who made the discovery,
and to show a portrait, if any. Not all of this will be
remembered, but some will.
Historical materials can also be used in 4th grade math
teaching. Elementary school teaches the basics of math
and history. The main task of studying the history of
mathematics is to increase the scientific interest of
students and to provide them with excellent knowledge.
Elements of the history of mathematics should be
included in the course complex.
The famous French mathematician, physicist and
philosopher Jules Henri Poincaré said, “History should
be the main source in the choice of mathematical
methods. If this is done, every science will have a bright
history. In order for students to be well-attended and to
have a high level of interest in the classroom, it is
important to include elements of the history of
mathematics in the classroom so that the subject is not
a dry, uninteresting subject.” Many educators prefer to
apply their knowledge of the history of mathematics in
the classroom, and many in field trips.
The work of highly qualified teachers shows that the
introduction of elements of the history of mathematics
into science has a great positive effect on children’s
creativity and helps them to master them quickly.
In elementary school, children can learn about the
history of numbers, the history of the pen, the history of
major and minor symbols, the history of the clock and
its origin, the history of the addition (+), subtraction (-),
equality (=), multiplication (*), division (:) characters. It
also tells how people learned to write numbers in
ancient times and how the ruler came into being. In
addition, you can use the history of units of
measurement, the history of the appearance of
numbers, the history of time units, the history of the
compass, the history of the concept of perimeter, and
so on.
Teaching the subject of “length measurement” in
primary school, teaching students the history of the
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European International Journal of Pedagogics
origin of the unit of length, the definition of length in
ancient times using elbows, arches, palms, etc shows
that mathematics is related to life shows. In this way,
when students are introduced to the unit of length,
they are also given the unit of time. The unit of time
can be taught through analytical work. Here is a brief
description of the origin of the clock.
Historical information can also be used to teach
addition and subtraction. In ancient times, wine sellers
used the "-" sign to determine how much they sold.
This is followed by the minus sign. The seller then used
a "+" sign to identify newly delivered wines. That's how
pilus came to be. And sometimes the facts change.
Therefore, many scientists have suggested that these
symptoms have completely different roots.
It is important to note that the historical data used
should not distract students from the main topic of
study. It is a good idea to use historical questions at the
beginning and end of the lesson. If the teacher is
confident that the lesson plan is complete, it can be
used throughout the lesson.
Using historical information does not require students
to remember all the historical facts, names, and years.
Every educator needs to be able to use ways to
increase the effectiveness of the lesson so that
students can quickly understand what they are
learning. We need to give the young generation, who
is building our future, the opportunity to learn about
the innovations of modern science, its complexities, as
well as our past heritage.
It is worthwhile to give an idea about the contributions
of Al-Khorazmi, Abu Ali ibn Sino, Abu Rayhan Beruni,
Abul Vafo Buzjani, Giyosiddin Al Kashi, Umar Khayyam,
Nasriddin At-Tusi, Mirzo Ulugbek and other famous
Uzbek mathematicians to the science of mathematics.
Comparing mathematical facts with contemporary
facts or applying historical information may not be
appropriate for every lesson, but it is important to
refer to historical data frequently during the course.
The study of the scientific heritage of Central Asian
scholars develops primary school students’
ability to
work on the basis of historical heritage and universal
and national values, the ideas put forward in them, in
the formation of spiritual and moral education.
REFERENCES
Decree of the President of the Republic of Uzbekistan
“On measures to further improve the system of
preservation, research and promotion of ancient
written sources”, May 24, 2017.
Avesto. Historical-literary monument.-T: "Sharq" 2001,
p. 384.
