МЕЖДУНАРОДНАЯ КОНФЕРЕНЦИЯ
АКАДЕМИЧЕСКИХ НАУК
139
MODERN EDUCATION AND ITS ESSENCE
Xolbekova Matluba Abdufattoyevna
Teacher of the faculty of foreign languages of the the Fergane State university
Mamajonova Munira
English teacher at 23 schools in Tashkent
https://doi.org/10.5281/zenodo.12541482
Abstract
The article discusses modern education as well as its essence
Key words
Innovations in education, new directions of education development,
tendencies of modern education development, mission of education
The category of education throughout the history of the development of
pedagogical science has been considered from various positions: education as a
process, as a result, as a system and as a value. Today, education should be
studied from a slightly different angle: education as a component of human
culture, as accumulated human capital, as a social good.
The first three positions are quite fully disclosed in the pedagogical
literature. Let's focus only on some clarifying points. The first position assumes
the development of a person in an educational institution or through self-
education of a system of knowledge, skills and abilities, experience of cognitive
and practical activities, value orientations and relationships of teachers and
students, educators and pupils, their influences and interactions with each other.
The second is the characteristic of the level of achievements of students in
the development of knowledge, skills, skills, work experience and relationships.
This is the essence of education as a result.
The positions considered indicate that knowledge is in the center of
attention as the appropriate results of the spiritual wealth of humanity
accumulated by it in historical experience. This approach involves the
accumulation of knowledge, the formation of skills and abilities (knowledge to
bring it into society. From this point of view, they can be attributed to the human
life-support system. At the same time, they absorb the person himself, obscuring
his personality. The process of education turns into academism, and knowledge
at the same time becomes an absolute value.
In modern conditions, the most relevant is the appeal not to knowledge,
skills and abilities, but to competence and competencies. Competence is an
integrative personality quality formed on the basis of a set of subject knowledge,
skills, and experience reflected in theoretical and applied preparedness for their
implementation in activities at the level of functional literacy.
МЕЖДУНАРОДНАЯ КОНФЕРЕНЦИЯ
АКАДЕМИЧЕСКИХ НАУК
140
Competence is considered as a synthesis of cognitive, subject-practical and
personal experience and as a person's ability to realize competence in a specific
practical activity (competence in action). The approach to education as a system
presupposes a set of successive educational programs and state educational
standards, a network of educational institutions implementing them, and
educational management bodies. This is how the concept of "education" is
spelled out in the law "On Education". This position can be called managerial. It
only regulates what is included in education as a system.
The most difficult is to consider education from the perspective of a value-
based approach. Under the influence of the transformation taking place in the
country, the functions of education and upbringing are changing, which are
becoming much broader and more important than just education, preparing a
person for any kind of work. There is an affirmation of a personality-oriented
approach, in which education acts as the property of a certain person, as an
appropriate value for a particular person. A significant shift in public
consciousness is the reorientation of education to new basic values: from
ensuring the needs of production and the economy for a certain quality of labor
to ensuring the needs of the person himself in obtaining educational services of
appropriate quality.
An interesting approach to education as a component of human culture.
Culture and education are closely related to each other. It is hardly possible to
imagine human life without passing on cultural samples and ways of human
interaction with the outside world to subsequent generations. Education is, on
the one hand, a means of broadcasting culture, and on the other hand, it itself
contributes to the formation of a new culture. There is still an opinion that
education and culture are on different sides of the "barricades". An example of
this is the fact that the dissertation councils on pedagogical sciences have great
difficulty in carrying out works whose topics contain the word "culture". It
seems that this approach is insufficiently justified. Education is a priority, and
the content of education is one of the factors of economic and social progress of
society and should be focused on ensuring self-determination of the individual,
creating conditions for his self-realization both personally and professionally.
Education is aimed at ensuring that the level of general and professional culture
of each individual, the mental development of the individual, his professional
qualifications and professional competence are adequate to the world
community.
МЕЖДУНАРОДНАЯ КОНФЕРЕНЦИЯ
АКАДЕМИЧЕСКИХ НАУК
141
The new interpretation of the category of education in the law "On
Education" has led to the possibility to consider it not only from the perspective
of personality-oriented education, but also from the perspective of a person-
centered approach.
In the conditions of rapid development of society, education acts as
accumulated human capital, which can be realized in subsequent life. From the
perspective of this approach, the category of education has a pronounced social
aspect.It seems that it is advisable to consider education from the perspective of
the unity of education, upbringing and training as the main categories of
pedagogical science. In this case, education and training can be perceived as two
interrelated and conditioned sides of a single category of "education".
Achievements in each component are assessed through the levels of education
and upbringing.
The idea of continuous human development as a subject of activity is
recognized as the central idea of education. The understanding of development
as a continuous process should be combined with the principle of developmental
learning, the orientation of educational activities not only to cognition of the
world, but also its transformation. This is the reason for the transition to an
open education system. Openness as a new condition for the functioning of the
modern vocational education system in Uzbekistan presupposes its broad
interaction with society, organic involvement in market relations with
recognition of the priority of customers (employers) for personnel training.
The priority tasks of education include the formation in the minds of the
younger generation of a scientific picture of the world – natural, social, personal,
a picture that would reflect objective reality most fully and deeply. Today's
world is, first of all, the humanization and democratization of interpersonal
relations. These are new forms of communication, new forms of contacts
between people and fostering a tolerant attitude towards other peoples. The
pedagogical problem, whatever it may be, is fraught with universal humanity in
the sense that it has a universal character and is of common value to all peoples
of the world.
A society in constant development, through education, puts forward to a
person and implements through him new requirements related to the trends
and contradictions of the new XXI century. The main ones include:
learning ability, i.e. the ability of a person to constantly improve the level of
knowledge, to master new types of activities, including professional ones;
intellectual and physical development, ensuring success in mastering new
МЕЖДУНАРОДНАЯ КОНФЕРЕНЦИЯ
АКАДЕМИЧЕСКИХ НАУК
142
technologies and maintaining health; creativity, i.e. the ability to think and act
creatively not only in the educational process, but also in future professional
activity;
The state of modern education is characterized by a change in pedagogical
paradigms. New systems, technologies, and approaches emerging in modern
education give rise to a new psychological and pedagogical attitude to the
learning process, which has been called innovative. Innovative processes are
innovations in education, the introduction of new content and new methods
with different properties associated with a change in semantic guidelines.
Among the innovative pedagogical processes, the following should be
highlighted:
• implementation of the transition of a mass school to a new basic
curriculum, including federal, regional and school components, variable
programs, teaching and upbringing methods demanded by the new living
conditions of society;
• the emergence of original concepts and new models of schools, lyceums,
colleges and gymnasiums;
• development of federal and regional educational development programs
that take into account the socio-economic, cultural and ethnic characteristics of
the subjects;
• active updating of the content of general secondary and vocational
education based on the ideas of humanization and humanitarization;
• Ensuring the continuity of professional education;
• restructuring of organizational forms, methods of education and
upbringing, taking into account personality-oriented and personality-centered
approaches;
• Integration of primary and secondary vocational education in connection
with the changing forms of ownership in the State;
• transition of educational institutions from the mode of functioning to the
mode of sustainable development;
• creation of diagnostic services in educational institutions (psychological,
valeological, sociological, etc.);
• quality management of education on a diagnostic basis;
• implementation of a continuous process of professional development of
teaching staff;
The pan-European trend of "lifelong learning" has been formulated and
adopted for leadership in countries with developed market economies. Since our
МЕЖДУНАРОДНАЯ КОНФЕРЕНЦИЯ
АКАДЕМИЧЕСКИХ НАУК
143
country has also embarked on this path, the experience of market countries
needs to be analyzed and used. Such key ideas of the principle of "lifelong
learning" as basic skills for everyone, more investment in human resources, the
value of education, rethinking approaches to the upbringing of the younger
generation.
Currently, there is a change in the educational paradigm. The main
contradiction of the modern education system is between the rapid rate of
increment of knowledge in the modern world and the limited possibilities of
their assimilation by an individual. This contradiction forces pedagogical theory
to abandon the absolute educational ideal (a comprehensively developed
personality) and move on to a new ideal – the maximum development of human
abilities, self-regulation and self-education.The modernization of the country is
based on the modernization of education, on its substantial and structural
renewal. It is necessary to do everything possible to ensure the resource
provision of the educational sphere. However, resources should be directed not
to the conservation of the system, but to its effective updating.
Speaking about the problems of modern education, it is impossible to
consider it in isolation from global trends. However, they are overlaid with a
number of features related to the crisis socio-economic situation, the rejection of
previous values, and ongoing socio-cultural changes. The task of education in the
21st century is to overcome the crisis of culture, spirituality and humanism.
Educational policy, as V.I. Zagvyazinsky points out, should take into account
social, content-oriented, process-oriented and personality-oriented orientations
[2].
Social orientation. Priority is given to social requirements for a person as a
citizen, a worker, a member of society, his qualities and abilities. Education is
becoming one of the crucial values of life.The content-oriented orientation is
determined by the increased demands of the world community for the
knowledge, skills and abilities acquired in connection with the new level of
production, science and culture. Educational systems are becoming designed to
train specialists of a high level of professional qualification.
A process-oriented orientation. In this case, preference is given to the
learning process itself, educational technologies, teaching methods and teaching
methods, joint activities of the student and the teacher.
A personality-oriented orientation is expressed in the unconditional
priority of the interests of a developing personality and is realized through a
personality-oriented technology of education and upbringing.So, a new
МЕЖДУНАРОДНАЯ КОНФЕРЕНЦИЯ
АКАДЕМИЧЕСКИХ НАУК
144
pedagogy is being built, which is based on the idea of humanism, its parity,
recognition of the highest value – human life and life in general.
The main trends and directions of development of modern education
include
such
as
globalization,
fundamentalization,
humanization,
technologization, standardization, computerization. Let's take a closer look at
the identified trends in modern education.The globalization of education is
determined primarily by the fact that education and society are inseparable
from each other. And this still has to be proved from the position of the priority
importance of the development of education for human civilization, for a single
person. The field of education is designed to adjust its priorities and values
taking into account not only relevant, but also promising, long-term needs of
both man and society, it works for the future, "predetermining the personal
qualities of each person, his knowledge, skills, ideological and behavioral
priorities," B.S. notes. Gershunsky [3, p. 20]. A single world market, a single
information space, and the integration of local civilizations into a single global
community ensure the reproduction of social ties and relations in historical
space and time. The unified history of mankind, which has absorbed the
experience of all peoples, has led to the emergence of one of the most important
problems of mankind – survival. Globalization is becoming a common destiny for
peoples and cultures, who, in order to preserve themselves, must come to
understand the increased responsibility of man and humanity for life and its
quality. Maybe, being on the brink of death, humanity will finally stop the
destructive forces and begin to return to the true values of life.
Education should be fundamental, i.e. deep and thorough. The recognition
of fundamentalization is caused by an increase in the volume of information, its
updating every 2-3 years. The primary tasks in this area are: the introduction of
a cycle of general humanities disciplines in natural science and technical
education in order to overcome the disunity of natural science and humanitarian
components of a holistic ideological culture of the individual; creation of
integrated interdisciplinary courses that contain the most universal and
generalized knowledge, which are the basis of applied research and
development, the basis for the formation of a general and professional culture of
the individual, rapid adaptation to new professions and specialties; overcoming
the contradiction between fundamental education and vocational training with
the unconditional priority of fundamental knowledge.
The humanitarization of education concerns the issues of education,
upbringing and personal development of students, as well as issues of its
МЕЖДУНАРОДНАЯ КОНФЕРЕНЦИЯ
АКАДЕМИЧЕСКИХ НАУК
145
organization, functioning and management. It is assumed that it should be
implemented throughout the education system, penetrating the humanitarian
and natural science components of education, the field of technical, engineering,
economic and other sciences.
Humanitarization is a particular manifestation of a common task related to
the revival of culturally related education. To humanize education means to
identify the personal meaning in the study of educational disciplines of both the
humanities and natural sciences, to realize its significance from the perspective
of each individual, i.e. to make it personally oriented and personally significant.
Let's turn to the history of the issue under consideration. Her study and analysis
of modern international trends in the humanitarization of education make it
possible to clarify the essence of the matter in many ways. Natural science was
originally humanitarian: it is the basis of people's worldview.
Currently, the tasks of reorganizing higher education, transferring it to the mode
of innovative development, ensuring the full-fledged entry of the country into a
post-industrial, information society, are acute. The system of higher professional
education is entering a new phase of its functioning, as there is a transition from
specialist training to education and formation of a person's personality, which,
in turn, requires the development and real implementation in practice of a new
educational paradigm of education and training aimed at a particular person.
Literature:
1.Смирнов, И.П. Новый принцип воспитания: ориентация на интересы
молодежи / И.П. Смирнов, Е.В. Ткаченко.
– М., 2005.
2.Загвязинский, В.И. Теория обучения: современная интерпретация : учеб.
пособие для студентов высш. пед. учеб. заведений / В.И. Загвязинский. –
М., 2001.
Research in Innovative Teaching and Inclusive Learning, 1(2), 1-5.
3. Abdufattoyevna, H. M. (2023). Teaching English to Low Proficiency Students.
American Journal of Science on Integration and Human Development (2993-
2750), 1(7), 30-36.
4.Abdufattoyevna, H. M. (2023). Teaching English to Low Proficiency Students.
American Journal of Science on Integration and Human Development (2993-
2750), 1(7), 30-36.
5. Abdufattoyevna, H. M. (2023). The Role of Communication in Language
Learning. Best Journal of Innovation in Science, Research and Development,
2(6), 55-60.
МЕЖДУНАРОДНАЯ КОНФЕРЕНЦИЯ
АКАДЕМИЧЕСКИХ НАУК
146
6. Abdufattoyevna, H. M. (2023). The Role of Communication in Language
Learning. Best Journal of Innovation in Science, Research and Development,
2(6), 55-60.
7. Abdufattoyevna, H. M. (2023). TEACHING ENGLISH AS THE SECOND FOREIGN
LANGUAGE. BARQARORLIK VA YETAKCHI TADQIQOTLAR ONLAYN ILMIY
JURNALI, 3(4), 21-27.
8. Холбекова, М. А., & Холбекова, Д. (2023). IQTISODIYOTNING
RIVOJLANISHIDA CHET TILLARINI O’QITISHNING AHAMIYATI. Journal of
Universal Science Research, 1(5), 472-478.
9. Abdufattoyevna, H. M. (2023). Teaching English to Low Proficiency Students.
American Journal of Science on Integration and Human Development (2993-
2750), 1(7), 30-36.
10. Umirov, S. B. (2023). NATIONAL STRUGGLE AS ONE OF THE TYPES OF
PHYSICAL CULTURE. American Journal of Pedagogical and Educational
Research, 18, 133-137.
11. Umirov, S. B. (2021). Kurashchilar jismoniy fazilatlarni rivojlantirish.
Scientific progress, 2(8), 41-46.
12. Umirov, S. B. (2023). NATIONAL STRUGGLE AS ONE OF THE TYPES OF
PHYSICAL CULTURE. American Journal of Pedagogical and Educational
Research, 18, 133-137.
13. 8. Холбекова, М. А., & Холбекова, Д. (2023). IQTISODIYOTNING
RIVOJLANISHIDA CHET TILLARINI O’QITISHNING AHAMIYATI. Journal of
Universal Science Research, 1(5), 472-478.
14. Abdufattoyevna, H. M. (2023). Teaching English to Low Proficiency Students.
American Journal of Science on Integration and Human Development (2993-
2750), 1(7), 30-36.
15. Umirov, S. B. (2023). NATIONAL STRUGGLE AS ONE OF THE TYPES OF
PHYSICAL CULTURE. American Journal of Pedagogical and Educational
Research, 18, 133-137.
16. Alisher o’g’li, A. N., & Ilkhomovich, A. B. (2022). THE ROLE OF NATIONAL
GAMES AND THE FAMILY, SCHOOL AND COMMUNITY IN THE SPIRITUAL
UPBRINGING OF CHILDREN. Galaxy International Interdisciplinary Research
Journal, 10(3), 625-627.
