Volume 03 Issue 09-2023
329
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
329-333
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
The article compares the hierarchy of values of adolescents of a generation that differ in the degree of
inclusion in the environment of additional education. As a result of the empirical study, the features of their
attitude towards social actors were clarified, both the similarities and differences in the value system of
adolescents in the studied groups were shown.
K
EYWORDS
Teenagers of the generation, personal value system, subject.
I
NTRODUCTION
The problem of developing the spiritual and
moral culture of students is one of the key tasks of
the state policy of the Federation at the present
time, since there is a decrease in the values
accepted by society, the cultural and intellectual
level, ethical standards, and legal culture against
the backdrop of growing aggression and
stratification of society. In this regard, the main
provisions of the state cultural policy emphasize
the role of educational work of educational
institutions in order to prevent a humanitarian
crisis in society, thereby promoting the
development of culture. The spiritual and moral
education of the country's citizens is impossible
Journal
Website:
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Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Research Article
IMPROVING THE MECHANISMS OF EDUCATING STUDENTS IN
THE SPIRIT OF INTER-ETHNIC HARMONY BASED ON
NATIONAL MUSIC IN THE CONDITIONS OF ETHNO-
CULTURAL RELATIONS
Submission Date:
September 20, 2023,
Accepted Date:
September 25, 2023,
Published Date:
September 30, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-09-52
Uspanova Early Anuarovna
Teacher Of The " Folk Art" Department Of The Nukus Branch Of The State Institute Of Art And Culture Of
Uzbekistan
Volume 03 Issue 09-2023
330
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
329-333
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
without the assimilation of the basic values of the
nation, which presupposes, first of all, the
development of civic consciousness. education,
being a significant component of social life and
one of the sociocultural and spiritual phenomena,
is at a new stage of its development associated
with the restructuring of the hierarchy of basic
values. In this regard, in the theory of modern
domestic pedagogy and the practice of organizing
the educational process, the study of spiritual and
moral education as a social and pedagogical
phenomenon acquires particular relevance and
significance. In documents and legal acts of the
education system itself, the importance of
spiritual and moral education is increasingly
emphasized as an area of education designed to
solve the problems of consolidating society,
preserving a single socio-cultural space of the
country, overcoming national tensions. The
issues of organizing and developing the spiritual
and moral education of students for Russia are
profound historical roots. Slavophiles, thinkers in
the circle of V.S. Solovyov, and later religious
philosophers abroad spoke about the special
nature of the upbringing of the person. For many
decades, the phenomenon of culture and the
peculiarities of education, the content of which
reflects the changes taking place in the spiritual
sphere of society, have been studied. In modern
pedagogical science, education is usually
considered as a phenomenon, process and
activity; in broad and narrow, pedagogical and
social senses. The interpretation of the essence of
spiritual and moral education is even more
complicated due to the lack of a single point of
view on defining the essence of spirituality, the
presence of conceptual differences in secular and
religious pedagogical paradigms, and the
derivativeness of the category “spiritual and
moral education.”
The problem of values has remained relevant
since ancient times; its study, begun by
philosophers, actively continues in almost all the
humanities. But, despite this, there is still no
unambiguous understanding of the term “value”.
There are two basic approaches to deciphering it.
Firstly, value is interpreted as a certain external
object, both ideal and material, towards which
various forms of activity of social subjects are
directed. This gives rise to the possibility of
defining the subject’s actions as socially approved
or disapproved. The presence of values in this
case also acts as an opportunity for self-
justification, self-explanation by the subject of his
own activity. Secondly, value is understood as a
reflection in the consciousness of society of
certain social relationships, their objectification
in the culture of society and its social institutions
[3]. Among the main features of values, the
following stand out: their social nature; the
subject’s assimilation of a value system in the
process of his active activities; a combination of
subjective significance and objective existence of
values; the dynamic nature of their development;
mutual transition of the specific and the general
in them [4]. S. Schwartz views the value system as
a motivational continuum, in which there is no
strict division of motives inherent in certain
values; rather, we are talking about their mutual
transition . Accordingly, it is possible to identify
broader, conceptual values, consisting of several
Volume 03 Issue 09-2023
331
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
329-333
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
narrower, specific ones, which provides more
opportunities for studying relevant issues. [6].
Educating students in the spirit of interethnic
harmony based on Uzbek national music in the
context of ethnocultural ties is a valuable and
meaningful endeavor that can promote cultural
understanding, tolerance and unity among
students of different backgrounds. Here are some
steps and strategies to achieve this goal:
Inclusion of Uzbek national music in the
curriculum:
Start by introducing Uzbek national music into
the curriculum in schools or educational
institutions.
Teach students about the history, instruments,
and styles of Uzbek music.
Emphasize the importance of Uzbek music in
ethnocultural relations:
Emphasize the role of music in Uzbek culture and
how it reflects the country's rich history and
traditions.
Discuss historical and contemporary connections
between Uzbek culture and neighboring cultures
in Central Asia.
Multicultural Music Education:
Encourage students from different ethnic
backgrounds to share their musical traditions and
experiences.
Organize multicultural music events and
performances where students can showcase their
talents and learn from each other.
Guest lecturers and performers:
Invite Uzbek musicians or musicologists to
lecture or speak to students. It can provide first-
hand insight into music and culture.
Intercultural seminars:
Conduct workshops exploring the similarities and
differences between Uzbek music and the music
of other cultures.
Encourage students to actively participate in
these workshops by playing instruments, singing
, or learning traditional dances.
Ethnographic research projects:
Assign research projects that will require
students to delve into the ethnocultural
connections between Uzbek music and other
cultures of the region.
Ask students to present their findings to the class,
promoting discussion and understanding.
Excursions and cultural experiences:
Organize trips to museums, cultural events, or
Uzbek cultural centers in the community.
Allow students to experience Uzbek culture first-
hand through food, clothing, and interactive
activities.
Promote respect and inclusion:
Volume 03 Issue 09-2023
332
International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
09
Pages:
329-333
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
Create a classroom environment in which all
cultures and traditions are valued and respected.
Encourage open dialogue about cultural
differences and similarities and promptly address
any concerns related to prejudice or
discrimination.
Integration into other subjects:
Integrate the study of Uzbek music and culture
into subjects such as history, geography and
social studies to ensure holistic understanding.
Celebrate cultural festivals:
Celebrate Uzbek cultural festivals and holidays
with music, dance and traditional cuisine.
Invite students and their families to participate in
these celebrations.
Cooperate
with
public
and
cultural
organizations:
Collaborate with local Uzbek community
organizations or cultural institutions to enhance
the educational experience.
Contact them for advice and support when
organizing cultural events and activities.
Evaluation and reflection:
Assess students' understanding of interethnic
harmony and Uzbek national music through
projects, presentations and discussions.
Encourage students to reflect on how their
learning has influenced their views on diversity
and cultural harmony.
By incorporating Uzbek national music and
ethnocultural connections into the curriculum
and creating a culturally inclusive environment,
educators can help students develop a deep
understanding of diversity, promote interethnic
harmony, and foster a sense of unity among
students from diverse backgrounds.
R
EFERENCES
1.
Abulkhanova , K. A. Worldview meaning and
significance of the category of the subject. //
Bulletin of the Krasnoyarsk State Pedagogical
University. V. P. Astafieva. 2016, no. 4 (38), pp.
162
–
168.
2.
Antopolskaya , T.A. , Silakov, A.S. Value
components of the subjectivity of a teenager
included in the system of additional education
/ “Additional education is an effective system
for developing children’s abilities and raising
a socially responsibl
e personality.” Collection
of scientific articles of the international
scientific-practical conference. Kursk, 2020.
pp. 189
–
193.
3.
Elizarov, S.G. The effectiveness of the
influence of the reference group on the
formation of value orientations of the
individual: dis . ...cand. psychol. Sciences:
19.00.05 / S.G. Elizarov.
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Kursk, 1994. 124 p.
16 Culture of peace and non-violence of the
younger generation: interpretation angles and
pedagogical conditions for development
4.
Zhuravleva, N.A. Psychology of social change:
a value approach. M.: Institute of Psychology
RAS, 2013.
Volume 03 Issue 09-2023
333
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
329-333
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
5.
Makarenko, A.S. About education. 2nd ed.,
translated . and additional Moscow, 1990. 415
p.
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URL:
http://pedagogic.ru/books/item/f00/s00/z0
000000/ (access date: 09/1/2020).
6.
. Schwartz et al. Refined theory of basic
individual values: application in Russia //
Psychology. Journal of Higher School of
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7
