INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2104
RETHINKING THE GLOBAL ENVIRONMENTAL CRISIS: A NEW
PHILOSOPHICAL APPROACH
Xamdamovna Shaxnoza Maxmudovna
Deputy head of department of preschool end school education of Tashkent city
Abstract:
The global environmental crisis has become a pressing issue, driven by various
factors including industrial development and the changing relationship between nature and
society. Despite increasing awareness and attention to ecological problems, crises have
escalated in recent decades. This study aims to reassess the global environmental crisis from a
philosophical perspective, exploring the underlying causes and conceptual framework of
ecological crises. We conducted a philosophical analysis of the current state of ecological crises,
examining historical and contemporary factors influencing these issues.
Keywords:
Handicrafts, creative potential, psychological and pedagogical foundations,
vocational education, practical skills, interactive methods, competence, innovative approach,
aesthetic education, independent thinking
1 Introduction
In our time, the most important global problems have been ecological
crises, historical crises, cultural crises, and economic crises. In terms of the research to be done,
there is a lot that determines the need for comprehensive research. The global environmental
crisis, especially in the last two decades of the century, left industry working and, to him,
depended on the consumption system as a result. Of many individual characters from the
combination come out complicated to structure have. Otherwise, in other words, the global
environmental crisis is the result. In the twenty-first century, humanity's inevitable ecological
crisis and the consequences it faces came and went. In philosophy, the present discussion of
topics core has been this problem's own conceptual basis. Second, the environment philosophy
in discussion rules doer byte relatively philosophical views, especially moral approaches
mutually dependent and seeing outgoing material basis made and ecological of philosophy
present ecological crisis with connection critical discussion will be done.
2 Material and methods
Global environmental crisis from the paradigm escape
philosophy Create environment, society and economy with our relationship again seeing exit
own into takes Here application possible has been materials and of methods briefly description:
Ecology of philosophy formation of knowledge continuously update conditions happen will be
This is the interest of science scope expand and to him to the world new views giving is also
new problematic in studies manifestation will be Physiological of problems main groups
determination and mark. Ecology modern culture values in the system whole research space
formation new of knowledge appear has been of the fields important of duties is one Ecology in
philosophy problematic of research important trends determination for of research the following
main from directions use can (social in philosophy there is to those who similar): meaningful,
analytical and normative [1]. Ecology in philosophy substantial direction main content
ecological reality, its structure, quality, relations, interaction effect and evolutionary trends
organize is enough. Of these all of them present period forming worldview, culture and
scientific in the paradigm life philosophy subject content ontological structural to the part enters.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2105
Second, in the analytical direction of being rational and irrational knowledge, the problem
studies ecology philosophy subject content epistemological structural part representing
fundamental concepts installs and knowledge development theoretical principles forms. And
last, normative in the direction while in knowing known example and to the models superiority
to give problems, modern ecology philosophy development approximate direction, life
prospects and his cases determination and their development directions of assessment
prognostic duties there is. This is in the direction descriptive studies (for example, how to be
need) receptive the rules with is filled (how to be need). It is projective philosophy to take the
problem into your own into take can. This idea of nature and of society together, evolutionary
development about modern reality, and last trends reflection makes [2]. They are in the
biosphere all alive substances, that's it, including people, for necessary has been to live
conditions save to stay for conscious respectively projective a person activity as a result surface
will come. Ecology of philosophy content has two levels: firstly, the fundamental, and secondly,
the practical level present to be done. If we get them to consider themselves as independent as
possible, it seems that at the fundamental level of life, philosophically, his opinion comes as
output to learn, his in-space place and meaning, and the future for possible has been prospects
to determine means. In this ecology philosophy, the philosophy of science and natural science
are in the middle theoretical dependence. Practical degree alive to nature material, practical and
aesthetic relationship means. Here, ecology philosophy is fundamental knowledge from within
out, obviously objectification and objectification to the field, different so to speak, empirical
and diary knowledge level, social to practice app reach level passes. A long time ago, during
ecology, practical philosophy from studies separately developed. The same is true at the time
they zoom in on each other, and enrichment in the way the work is done is going to be in his
mind socially and naturally as being indispensable; their integrity, mutual dependence, and
mutually dependent dependence about the idea are formed.
INTRODUCTION
The modern education system today is not limited to theoretical knowledge, but also sets
itself the important task of forming practical skills, creative thinking, and the ability to make
independent decisions in each student. In this process, the importance of studying traditional
professions such as crafts is especially incomparable. Because craft activities are not only the
production of material products, but also a means of creative expression, aesthetic values, and
the preservation of national heritage. When students are involved in this activity, they develop
important personal qualities such as diligence, patience, accuracy, and thoroughness. In
addition, the experience of seeing, recognizing, and evaluating the results of their labor through
craftsmanship increases students' self-confidence. This, in turn, plays an important role in
shaping their professional identity. Crafts are also important in developing creativity. Each
created object is an expression of the student's unique aesthetic vision, attitude to cultural
values, and inner world. Through this, students acquire complex but necessary creative skills
such as design, shape, color harmony, and working on details.
Crafts are an ancient and integral part of human culture. They have been formed as a
product of the historical experience, lifestyle, aesthetic views and creative thinking of the
people. The crafts of each nation are an expression of its unique national identity, customs and
cultural traditions. From this point of view, the inclusion of crafts in the educational process is
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2106
an important factor not only for professional training, but also for personal, spiritual and
aesthetic development.
Arousing interest in handicraft activities in students allows them to reveal their creative
potential, form fantasy and aesthetic taste. According to the psychologist L.S. Vygotsky,
creative activity occurs through the child's independent processing of social experience. Thus,
through handicraft activities, students express life experience based on their own worldview,
which develops their creative thinking. For example, national crafts such as woodcarving,
weaving, carpet weaving, embroidery require not only technical skills, but also a sense of
harmony, composition, and color harmony in forms and ornaments. A student participating in
these processes learns to demonstrate aesthetic analysis, attention to detail, artistic taste, and
originality.
From an educational point of view, handicraft activities form such qualities as diligence,
attentiveness, patience, and a sense of responsibility for the product of one's labor. Pedagogical
studies have shown that young people engaged in applied arts have a much higher level of
social activity, a desire for self-expression, and a positive attitude towards work (S.N. Lurie,
2019; N.N. Nosirova, 2021). Also, the pedagogical potential of folk applied arts is that it can
help the younger generation to understand their national identity and cultivate a sense of pride
in their culture. This serves to form a person who is socially and psychologically stable,
culturally aware, and appreciates national values. Handicraft activities not only develop creative
abilities in students, but also contribute to their spiritual and aesthetic education, the formation
of personal qualities, and the emergence of a positive attitude towards the profession. These
processes are important in helping students become active, responsible, and well-rounded
individuals in society.
Motivation formation – In this process, the “self-confidence theory” proposed by
Psychologist A. Bandura plays an important role. When a student believes in his own strength,
he becomes more active, more initiative. Therefore, encouragement, recognition of success,
social recognition (participation in exhibitions, receiving certificates) strengthen motivation.
Creating a creative environment – According to Rogers and Maslow, creative
potential develops only in a free, supportive environment. The teacher’s sincere attitude, an
approach based on respect and trust for the individual, and feedback based on advice rather than
criticism – all this awakens the student’s inner potential.
Today, crafts are not only an artistic or cultural activity, but also an important area of
economic activity. Guiding students towards entrepreneurship through crafts is a two-
pronged approach: acquiring a profession and achieving financial independence.
• Selling products and working on orders – Students will be able to present their products on
social networks, at exhibitions, fairs, and work with real customers, which will increase their
understanding of market relations.
• Teaching the basics of marketing – The skills of correctly pricing a product, creating a brand,
and establishing communication with a customer will form an economic mindset, initiative, and
a sense of responsibility in the student. These processes should provide an understanding of the
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2107
concept of “startup”, “freelance” culture, and e-commerce platforms (Etsy, OLX, Instagram-
shop).
• Creating a business plan – Students will gain real entrepreneurial competencies by planning
their craft activities as a small project, determining the balance of costs and benefits, and
selecting a target audience. This will help them clearly choose their professional direction.
CONCLUSION
Crafts are not only a means of acquiring professional knowledge and practical skills for
students, but also an important area for developing their creative potential, personal growth and
a deep understanding of the national cultural heritage. Through this activity, students not only
master technical and artistic knowledge, but also form such personal qualities as diligence,
patience, and independent thinking. Psychological and pedagogical approaches are of central
importance in teaching crafts. Taking into account the student's personal abilities,
temperamental characteristics, and emotional state, directing them to individual and group work,
increasing motivation, and developing social relationships provide them with a more effective
educational process. Teaching through modern pedagogical methods, including interactive
games, master classes, and portfolios, turns students into active participants, allows for self-
awareness and assessment.
Through crafts, students develop not only craft skills, but also entrepreneurial
competencies that are important for their future professional careers. This helps them adapt to a
market economy, start independent work, and become economically sustainable. From creating
a product to selling it, marketing, and drawing up a business plan, the processes expand the
student's economic thinking and strengthen practical professional skills.
In conclusion, crafts are an important tool not only for the professional, but also for the
personal and cultural development of students, and are of incomparable importance in
preserving and developing our national values. By developing this area and introducing modern
approaches to the educational process, it is possible to educate the future generation not only as
highly qualified specialists, but also as creative people who continue our culture.
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