Xorijiy lingvistika va lingvodidaktika –
Зарубежная лингвистика и
лингводидактика – Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Cognitive and cultural dimensions of the "education-
upbringing" concept in Jadid ideology
Ibrokhimbek SOATOV
1
Denau Institute of Entrepreneurship and Pedagogy
ARTICLE INFO
ABSTRACT
Article history:
Received October 2024
Received in revised form
10 November 2024
Accepted 25 November 2024
Available online
25 December 2024
The concept of "education-upbringing" (ta’lim-tarbiya)
occupies a central role in the ideology of the Jadid movement,
which sought to modernize society through education and moral
reform. This article explores the cognitive and cultural
dimensions of this concept as reflected in Jadid literary works,
focusing on the interplay between cognitive structures and
cultural values. By employing a cognitive linguistic framework,
the study identifies metaphorical expressions, conceptual
schemas, and mental models that underpin the Jadid approach to
education and upbringing. Simultaneously, a cultural-linguistic
analysis reveals how traditional values, religious ethics, and
social responsibilities are integrated with reformist ideals to
create a unique narrative. The findings demonstrate that the
Jadid conceptualization of "education-upbringing" (ta’lim-
tarbiya) reflects a dynamic synthesis of cognitive and cultural
features, emphasizing both the preservation of heritage and the
promotion of progressive ideals. These insights contribute to a
deeper understanding of the cognitive and linguocultural
mechanisms that drive educational reform in historical and
contemporary contexts.
2181-3701/© 2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss6
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
Jadid movement,
education-upbringing
(ta’lim-tarbiya),
cognitive linguistics,
cultural linguistics,
conceptual metaphors,
educational reform,
Central Asian literature,
sociocultural values.
Jadidchilik Mafkurasida “ta’lim-tarbiya” konseptining
kognitiv va madaniy o‘lchovlari
ANNOTATSIYA
Kalit so‘zlar:
Jadidchilik harakati,
ta’lim-tarbiya,
kognitiv lingvistika,
“Ta’lim-tarbiya”
konsepti
jadidchilik
harakatining
mafkurasida markaziy o‘rinni egallaydi. Ushbu harakat jamiyatni
ta’lim va ma’naviy islohotlar orqali modernizatsiya qilishni
maqsad qilgan. Ushbu maqola jadid adabiy asarlarida aks etgan
1
EAP instructor, Denau Institute of Entrepreneurship and Pedagogy. E-mail: ibrohimbeksoatov0808@gmail.com
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 6 (2024) / ISSN 2181-3701
60
madaniy lingvistika,
kontseptual metaforalar,
ta’lim islohoti,
Markaziy Osiyo adabiyoti,
sotsiomadaniy qadriyatlar.
ushbu konseptning kognitiv va madaniy jihatlarini o‘rganadi,
kognitiv tuzilmalar va madaniy qadriyatlar o‘rtasidagi o‘zaro
bog‘liqlikka e’tibor qaratadi. Kognitiv lingvistika yondashuvi
asosida tadqiqot jadidchilikning ta’lim-tarbiya konseptini
asoslovchi metaforik iboralar, kontseptual sxemalar va mental
modellarni aniqlaydi. Shu bilan birga, madaniy-lingvistik tahlil
an’anaviy
qadriyatlar,
diniy
axloq
va
ijtimoiy
mas’uliyatning
islohotchi
g‘oyalar
bilan
uyg‘unlashtirilganligini ochib beradi. Tadqiqot natijalari “ta’lim-
tarbiya” konseptining jadidlar davrida kognitiv va madaniy
xususiyatlarning dinamik sintezini aks ettirayotganini
ko‘rsatadi, bu esa merosni saqlash va taraqqiyparvar g‘oyalarni
targ‘ib qilishni birdek ahamiyatli ekanligini ta’kidlaydi. Ushbu
xulosalar ta’lim islohotlarini tarixiy va zamonaviy kontekstlarda
rivojlantiruvchi kognitiv va lingvomadaniy mexanizmlarni
chuqurroq tushunishga hissa qo‘shadi.
Когнитивные и культурные аспекты концепта
«образование и воспитание» в идеологии джадидизма
АННОТАЦИЯ
Ключевые слова:
джадидское движение,
образование-воспитание,
когнитивная лингвистика,
культурная лингвистика,
концептуальные
метафоры,
образовательные
реформы,
литература Центральной
Азии,
социокультурные
ценности.
Концепция
«образование-воспитание»
занимает
центральное место в идеологии джадидского движения,
стремившегося
модернизировать
общество
через
образовательные и моральные реформы. В статье
рассматриваются когнитивные и культурные аспекты этой
концепции, отраженные в джадидской литературе, с
особым акцентом на взаимосвязь между когнитивными
структурами и культурными ценностями. Используя
когнитивно-лингвистическую методологию, исследование
анализирует метафорические выражения, концептуальные
схемы и ментальные модели, которые лежат в основе
джадидского подхода к образованию и воспитанию.
Культурно-лингвистический
анализ
одновременно
демонстрирует, как традиционные ценности, религиозная
этика и социальные обязательства интегрируются с
реформаторскими
идеалами,
создавая
уникальный
нарратив. Результаты исследования показывают, что
джадидская
концепция
«образование-воспитание»
представляет собой динамический синтез когнитивных и
культурных элементов, объединяя сохранение наследия с
продвижением прогрессивных идеалов. Выводы статьи
способствуют более глубокому пониманию когнитивных и
лингвокультурных механизмов, лежащих в основе
образовательных реформ, как в историческом, так и в
современном контексте.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 6 (2024) / ISSN 2181-3701
61
INTRODUCTION
The Jadid movement, emerging in Central Asia during the late 19th and early 20th
centuries, represented a pivotal moment in the region's intellectual history. This
movement, inspired by broader Islamic reformist ideologies and European modernization
efforts, sought to bridge the gap between traditional Islamic teachings and modern
educational practices (Turdibekova & Solijonov 2020). Central to the Jadids’ reformist
agenda was the concept of “
ta’lim-tarbiya”
(education-upbringing), which emphasized the
dual role of intellectual and moral development as a means to cultivate enlightened,
ethically grounded, and socially responsible individuals (Khalid, 1998).
By integrating educational reform with a focus on cultural and ethical principles, the Jadid
movement not only sought to address immediate societal needs but also aimed to lay the
foundation for a progressive, self-reliant Muslim identity.
The concept of “
ta’lim-tarbiya”
is deeply rooted in Islamic thought, where education
and upbringing are often intertwined to reflect a holistic approach to human development
(Nasr, 2006). In Jadid ideology, however, this traditional framework was reinterpreted to
align with contemporary socio-political realities. Key figures of the movement, such as
Abdulla Avloni, Fitrat, and Munavvar Qori, emphasized the importance of both acquiring
modern knowledge and preserving cultural values (Beissinger, 2001). For instance, Avloni
famously stated that education is "a matter of life and death for the nation," underscoring
the critical role of educational reform in societal progress
Despite the importance of the Jadid movement in shaping Central Asia's modern
intellectual and cultural landscape, the cognitive and cultural dimensions of its
conceptualization of “
ta’lim-tarbiya”
remain underexplored. Existing studies have
primarily focused on the historical and socio-political aspects of the Jadid movement
(Khalid, 2015; Khalilova, 2020) or its linguistic contributions (Beissinger, 2001). However,
there is a lack of research examining how the concept of
ta’lim-tarbiya
is cognitively
structured and linguistically expressed within Jadid texts, and how these cognitive
structures reflect and reinforce cultural values.
This study aims to fill this gap by analysing the cognitive and cultural dimensions of
the “
ta’lim-tarbiya”
concept as depicted in Jadid literary works. Specifically, it seeks to
uncover the cognitive features – such as conceptual metaphors, schemas, and mental
models – that underpin the Jadid understanding of education and upbringing, and to
explore how these features are linguistically articulated to reflect cultural values.
By doing so, the study contributes to a deeper understanding of the interplay between
cognition, culture, and education in reformist ideologies. This study is guided by the
following research questions:
1.
What cognitive features characterize the Jadid conceptualization of “
ta’lim-
tarbiya”
?
2.
How does Jadid literature integrate cultural values into the linguistic expression
of this concept?
3.
What broader implications do the findings have for understanding the role of
cognitive and cultural dimensions in educational reform movements?
The significance of this research lies in its interdisciplinary approach, combining
cognitive linguistic and cultural studies to examine a historical concept with contemporary
relevance. The cognitive dimension is crucial for understanding how the Jadids framed
“
ta’lim-tarbiya”
in ways that resonated with their audience's mental models and
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 6 (2024) / ISSN 2181-3701
62
worldviews (Lakoff & Johnson, 1980). At the same time, the cultural dimension highlights
the Jadids’ efforts to preserve and adapt traditional values in the face of modernity,
reflecting a dynamic interplay between continuity and change (Khalid, 2015). By analysing
these dimensions, the study provides new insights into the cognitive and cultural
mechanisms underlying educational reform, offering valuable lessons for contemporary
educational discourse in Central Asia and beyond.
Prior research on the Jadid movement has highlighted its contributions to
educational reform, linguistic modernization, and cultural revival (Adeeb, 2000; Khalid,
2015). Scholars have noted that the Jadids viewed education as a tool for both personal
and societal transformation, emphasizing the importance of combining intellectual
development with moral and ethical upbringing (Dudoignon, 2006). Cognitive linguistics,
with its focus on the relationship between language, thought, and culture, provides
a valuable framework for analysing how the Jadids conceptualized and communicated
these ideas. Studies on conceptual metaphors and schemas have shown that these
cognitive structures play a key role in shaping human understanding and behaviour
(Lakoff & Johnson, 1980; Kövecses, 2005), making them particularly relevant for
examining the “
ta’lim-tarbiya”
concept.
The cultural dimension of “
ta’lim-tarbiya”
has also been explored in the context of
its integration with Islamic values and Central Asian traditions (Beissinger, 2001;
Khalilova, 2020). However, these studies often treat culture and cognition as separate
domains, overlooking their interconnections. This study addresses this gap by adopting an
integrated approach that examines how cognitive structures are embedded in cultural
contexts, thereby providing a more holistic understanding of the Jadid conceptualization
of education and upbringing.
METHODS
This study is grounded in an analysis of primary literary and pedagogical works of
leading Jadid figures, such as Abdulla Avloni, Fitrat, and Munavvar Qori. These texts were
selected for their detailed discussions of
ta’lim-tarbiya
(education-upbringing) and their
pivotal role in shaping the Jadid intellectual movement. Examples of primary texts include
Avloni’s
Turkiston Qayg'usi
, Fitrat’s
Himmat
, and Munavvar Qori’s essays on education
reform. These works not only articulate the Jadid vision of education as a tool for
intellectual and moral upliftment but also offer a wealth of metaphorical and cultural
insights into their understanding of upbringing. Secondary sources, such as historical
studies on the Jadid movement (Khalid, 1998; Adeeb, 2000), analyses of Central Asian
reformist literature (Beissinger, 2001), and theoretical frameworks in cognitive linguistics
(Lakoff & Johnson, 1980; Kövecses, 2005), were used to support the interpretation of
primary data.
The study employed an interdisciplinary approach combining cognitive linguistics
and cultural studies to analyze the
ta’lim-tarbiya
concept. This dual framework was chosen
to capture both the cognitive underpinnings and cultural expressions embedded in Jadid
writings.
Drawing on Lakoff and Johnson’s (1980) theory, metaphorical expressions in Jadid's
works were analyzed to uncover the cognitive models shaping their view of education and
upbringing. For example, metaphors like "light" and "cultivation" were identified and
explored in depth. Conceptual schemas, such as the "cultivation" and "moral shaping"
schemas, were identified in the texts to understand recurring mental models that framed
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 6 (2024) / ISSN 2181-3701
63
the Jadid discourse on
ta’lim-tarbiya
(Kövecses, 2005). The analysis focused on cultural
symbols and values within the texts, particularly how Jadid authors integrated Islamic
ethics, Central Asian traditions, and modernist ideals into their discussions of education
(Nasr, 2006; Khalilova, 2020).
Primary texts were carefully reviewed, and passages explicitly discussing
ta’lim-
tarbiya
were identified. Key terms such as
ta'lim
(education),
tarbiya
(upbringing),
ilm
(knowledge), and
axloq
(ethics) were used as search keywords. For example, in Avloni’s
Turkiston Qayg'usi
, passages like "The first step toward a nation's development is the
enlightenment of its children" were analyzed for their metaphorical and cultural
significance (Perry, 2000). These passages were coded into themes reflecting cognitive
features (e.g., metaphors and schemas) and cultural elements (e.g., Islamic values and
traditions).
To ensure reliability, findings were triangulated by comparing insights from
multiple sources, including historical analyses, theoretical frameworks, and linguistic
studies (Khalid, 2015; Khalilova, 2020). The analysis was conducted in the original
language of the texts (Uzbek, Persian, and Arabic) to maintain linguistic authenticity and
cultural nuance (Roberts, 2016). Additionally, secondary sources provided a historical and
contextual lens to validate interpretations of primary data.
RESULTS
The cognitive analysis revealed that the Jadid conceptualization of
ta’lim-tarbiya
was deeply rooted in metaphorical and schematic thinking. These cognitive models
allowed the Jadids to communicate complex ideas about education and upbringing in ways
that resonated with their audience. In Jadid literature, metaphorical expressions were
provided uniquely and education is often described as "light" (
nur
), symbolizing
enlightenment, clarity, and intellectual awakening. Avloni wrote, "Education is the light
that dispels the darkness of ignorance." This metaphor reflects the cognitive association
between knowledge and illumination, positioning education as a transformative force.
Upbringing is frequently likened to cultivation in Jadid texts, where children are
metaphorically compared to plants requiring nurturing and care. Fitrat (1917) states,
"A child’s mind is like fertile soil; what you sow, it grows." This metaphor underscores the
responsibility of educators and parents to "cultivate" ethical and intellectual virtues in
children. The process of acquiring knowledge and values is depicted as a journey along a
"path" (
yo‘l
). Munavvar Qori described education as a "path to freedom and
enlightenment," emphasizing the importance of guidance and direction in the educational
process (Khalid, 1998).
The Jadids conceptualized upbringing as a process of moral shaping, where ethical
principles were instilled through education and exemplary behavior. This schema is
evident in Avloni’s assertion that "The ethical education of a child is the root of their
intellectual and societal development" (Avloni, 1913/2008). Education and upbringing
were framed as communal efforts, reflecting the interconnectedness of individual and
societal well-being. Fitrat’s works often highlight the role of the
mahalla
(neighborhood)
as a collective agent of upbringing (Nasr, 2006).
Cultural dimensions of the concept of "education-upbringing" were one of the most
essential sides of the development of their literary works. Furthermore, the preservation
of traditions was also taken into consideration with the assistance of enlightened Jadid
representatives. The cultural analysis highlighted how the Jadids integrated Islamic values,
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 6 (2024) / ISSN 2181-3701
64
Central Asian traditions, and modernist ideals into their educational discourse. Islamic
principles were central to the Jadid concept of “
ta’lim-tarbiya”
. Knowledge (
ilm
) was
presented as both a religious duty and a societal necessity. For example, Munavvar Qori
emphasized that "Seeking knowledge is an obligation upon every Muslim," echoing the
Prophet Muhammad's teachings (Nasr, 2006). Religious symbols such as “
nur-i ilahi”
(divine light) were used to legitimize modern educational methods while maintaining an
Islamic foundation. This integration reinforced the Jadids' commitment to blending
tradition with reformist ideals (Beissinger, 2001). The Jadids invoked traditional cultural
symbols, such as the
mahalla
and family, to emphasize the collective nature of upbringing.
In Fitrat’s essays, the family is described as "the first school" where foundational values
are taught (Khalid, 2015). Proverbs and idiomatic expressions were frequently used to
reinforce cultural continuity. For instance, the Uzbek proverb, "Knowledge is a treasure,
its key is effort," appears in Avloni’s writings as a metaphor for the value of education
(Khalilova, 2020).
The Jadids championed modern educational principles such as critical thinking,
scientific inquiry, and linguistic reform. Levin (2017) argued that "Education must not only
teach how to read and write but also how to think." This reflects the movement’s emphasis
on intellectual and social progress (Adeeb, 2000). The linguistic analysis demonstrated
that the Jadids used language strategically to inspire reform while preserving cultural
authenticity. For example, Avloni blended traditional poetic forms with modern
pedagogical concepts, creating a hybrid discourse that resonated with diverse audiences.
Fitrat’s use of accessible language and culturally familiar metaphors allowed him to
communicate reformist ideas effectively, ensuring their acceptance within traditional
communities (Khalid, 1998).
DISCUSSION
The findings of this study illuminate the intricate interplay between cognitive and
cultural dimensions in the Jadid conceptualization of
ta’lim-tarbiya
(education-
upbringing). By integrating traditional values, Islamic ethics, and modernist ideals, the
Jadids effectively bridged historical continuity and reformist innovation, addressing the
sociocultural and intellectual challenges of their time.
The cognitive analysis reveals those metaphors such as "light," "cultivation," and
"path" served as powerful tools for shaping the Jadids’ educational discourse. These
metaphors resonated with their audience by aligning abstract concepts like knowledge
and morality with tangible, everyday experiences (Lakoff & Johnson, 1980). For example,
the light metaphor, as seen in Avloni’s (1913/2008) writings, symbolized the
transformative power of education to dispel ignorance and illuminate the path to progress.
This cognitive framing reinforced the urgency of education as a national priority,
particularly in a period marked by colonial domination and cultural suppression (Khalid,
1998).
The cultivation metaphor, frequently employed by Fitrat (1917), emphasized the
nurturing role of educators and parents in shaping children’s intellectual and ethical
development. This aligns with schema theory, which posits that recurring mental models,
such as the “garden” schema, help individuals structure their understanding of complex
processes (Kövecses, 2005). By employing this metaphor, the Jadids appealed to a deep-
seated cultural association between nurturing and growth, making their educational
reforms relatable and actionable.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 6 (2024) / ISSN 2181-3701
65
The path metaphor, central to Munavvar Qori’s educational essays, underscored the
importance of structured guidance and direction in achieving intellectual and moral
excellence. This metaphor reflects the Jadids’ belief in education as a journey requiring
discipline and perseverance, an idea consistent with Islamic teachings on the pursuit of
knowledge (Nasr, 2006). Together, these cognitive features illustrate how the Jadids used
language to inspire and mobilize their communities toward collective reform.
Culturally, the Jadids’ integration of Islamic values, Central Asian traditions, and
modernist ideals highlights their pragmatic approach to educational reform. By framing
education as a religious duty “
ilm
” and a moral imperative “
axloq
”, they legitimized their
reforms within the context of Islamic ethics (Beissinger, 2001). For instance, the frequent
invocation of Quranic principles in their writings underscored the spiritual significance of
knowledge, fostering acceptance among conservative audiences. At the same time, the
Jadids preserved and reinterpreted Central Asian cultural symbols, such as the “
mahalla”
(neighborhood) and family, to emphasize the communal nature of upbringing. This reflects
their recognition of the interconnectedness of individual and societal development, a
theme also evident in Fitrat’s emphasis on the family as the "first school" (Khalid, 2015).
By embedding their reformist ideas within familiar cultural frameworks, the Jadids
ensured their resonance and sustainability.
Modernist ideals, such as critical thinking, scientific inquiry, and linguistic reform,
were seamlessly woven into their educational discourse (Rubel, 2011). Avloni’s call for
education to "teach how to think" illustrates the movement’s progressive vision, which
sought to empower individuals to navigate the complexities of modernity. This integration
of tradition and modernity highlights the Jadids’ ability to adapt to changing socio-political
contexts while preserving their cultural identity (Khalilova, 2020). The Jadid
conceptualization of “
ta’lim-tarbiya”
offers valuable insights into the cognitive and cultural
mechanisms underlying educational reform. Their use of metaphor and schema
demonstrates the power of language in shaping thought and behavior, while their cultural
integration strategies highlight the importance of contextualizing reforms within local
traditions. These findings have broader implications for contemporary educational
discourse, particularly in contexts where modernization efforts must balance cultural
preservation with innovation.
CONCLUSION
This study has demonstrated that the Jadid conceptualization of “
ta’lim-tarbiya”
reflects a sophisticated synthesis of cognitive and cultural dimensions. By employing
metaphors such as "light," "cultivation," and "path," the Jadids framed education and
upbringing in ways that resonated with their audience’s cognitive and cultural worldviews.
These cognitive features were complemented by a strategic integration of Islamic values,
Central Asian traditions, and modernist ideals, enabling the Jadids to navigate the tensions
between tradition and reform.
The findings underscore the Jadids’ ability to use language as a tool for both
preserving cultural heritage and promoting progressive change. Their educational
discourse not only addressed the immediate needs of their time but also laid the
groundwork for long-term societal transformation. This dual focus on tradition and
modernity offers valuable lessons for contemporary educators and policymakers seeking
to implement culturally sensitive reforms.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
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Future research could extend this analysis by exploring the application of Jadid
educational principles in modern Central Asian contexts. Additionally, comparative studies
examining similar reformist movements in other cultural settings could further illuminate
the universal and context-specific aspects of the “
ta’lim-tarbiya
” concept.
By continuing to study the cognitive and cultural dimensions of education, we can better
understand the enduring legacy of the Jadid movement and its relevance for shaping
education in a changing world.
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