International Journal of Management and Economics Fundamental
91
https://theusajournals.com/index.php/ijmef
VOLUME
Vol.05 Issue 06 2025
PAGE NO.
91-95
10.37547/ijmef/Volume05Issue06-18
Important Cognitive Ideas Underlying the Methodology
of Preparing Teachers to Provide Creatively Developing
Education to Primary Students
Abdusamatov Alisher Sobirovich
Termez University of Economics and Service, Associate Professor of the Department of “Preschool and Primary Education”, Doctor of
Philosophy in Pedagogical Sciences (PhD) Termez, Uzbekistan
Received:
23 April 2025;
Accepted:
19 May 2025;
Published:
21 June 2025
Abstract:
This article provides information to junior students of general secondary schools on the semiotic
approach, the areas of semiotics and their boundaries and types, the importance, history and application of
semiotic aspects, necessary pedagogical conditions, scientists and their views, branches, directions and
applications of semiotics. in our everyday life. How we use it is described.
Keywords:
Semiotics, education, education system, philosophy, semasiology, pragmatics, syntax.
Introduction:
In order to reveal the basic cognitive
ideas of the methodology for preparing teachers to
provide creatively developing education to primary
school students and to clarify their essence, in addition
to the philosophical level of the structure of teaching
all subjects studied in primary schools, we need to
touch on such levels as general scientific, focused
scientific, technological (specific methodologies and
research methods).
General scientific level. This level of the methodology
involves elaborating the answer to the question “What
is knowledge?”, which is considered the subject of
study of epistemology. The concept of “knowledge” is
one of the concepts that is interpreted differently in
different fields of science and does not have a generally
accepted definition.
In the early interpretations of epistemology,
knowledge is defined as an adequate and justified
belief in a person: that is, the fact that a person has an
adequate and justified idea of the properties of the
elements of the environment when perceiving them
means that he has the necessary level of knowledge.
If we proceed from this interpretation, we can conclude
that the bearer of knowledge is the person himself,
while, taking into account that information is also a
constituent element of knowledge, the bearer of
information can be any object. The fact that the
definitions given to the concept of "knowledge" are
extremely limited in their ability to cover all its
properties can be explained by the fact that
"knowledge is a multifaceted phenomenon".
We will clarify our idea by citing sentences used in our
everyday language based on the concepts of
"knowledge" and "knowing". For example:
- I know how to get to the stadium.
- I know how to perform this task.
- I know this person well.
- I know that a rectangle has four sides.
In the four examples we have given, we can see that the
word “I know” is used in different meanings as a
derivative of the concept of “knowledge”.
In the first sentence: in the science of epistemology,
there is adequacy, but there is no basis for confidence
in the definition given to the concept of “knowledge”;
here “knowledge” is manifested as familiarity with the
object of knowledge.
In the second sentence: there are properties necessary
for the concept of “knowledge”; here “knowledge”
comes in the form of skills and knowledge, which we
can also call “competence” in a certain sense.
In the third sentence: the object of knowledge is
specific, the method of knowledge is abstract,
International Journal of Management and Economics Fundamental
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International Journal of Management and Economics Fundamental (ISSN: 2771-2257)
therefore, the laws of knowledge are reflected,
because here we see knowledge in the form of
“knowledge
-
information”.
In the fourth sentence: information about the object of
knowledge is transmitted in the form of information. In
this example, we see the harmony of information and
intellect.
From the above sentences, which partially emdiv the
forms of existence of the phenomenon of “knowledge”
and the properties of this concept, it is clear that we
can draw conclusions such as “knowledge is familiarity
wit
h the object of knowledge”, “knowledge is skill,
competence, competence”, “knowledge is the
possession of reliable and adequate information about
a certain object” and “knowledge is the harmony of
information and intellect”.
So, if the stages of knowledge from familiarity with the
object of knowledge to the harmony of information and
intellect cover the subjects studied in primary grades
and if the exchange of these stages is carried out on the
basis of creativity, the essence of the issue we are
studying will become somewhat clearer.
We will briefly dwell on the properties that underlie
these ideas. The property of knowledge “familiarity
with the object of knowledge” does not imply
understanding how this process occurs and informing
about it: here we witness the manifestation of the
imaginative nature of knowledge.
The property of knowledge as “knowledge, skill and
competence” indicates that a specific situation is
distinguished and the existence of knowledge
demonstrates the skill and competence of the person
who provides information in the field of solving that
particular situation. Thus, in order to find an answer to
the question “what is knowledge?”, First of all, it is
necessary to understand and comprehend the
organizational-functional and ontological significance
of knowledge in a particular complex or system.
The conclusion is that depending on the situation and
method of organizing activity and the purpose of the
person in this situation, the forms of manifestation of
knowledge may be different, but each of these forms
shows a certain property of knowledge.
According to the criteria of periodicity, it is correct to
distinguish the following forms of knowledge:
-perceptual knowledge - elementary knowledge in the
verbal form of imagination, formed during the initial
interaction of a person with the object of knowledge
(an element of the environment, a concept related to
the subject of study, an event, a phenomenon, etc.);
-rational (purposeful) knowledge - initial knowledge
consciously mastered from a conceptual point of view;
-scientific knowledge - the product of initial aspirations
to explain the worldview that has begun to form about
the elements of the environment, real realities, and
phenomena on a scientific basis.
The ability to perceive, understand, and express certain
feelings is endowed to man by nature.
Therefore, the most optimal means for acquiring
perceptual knowledge are human feelings and sensory
organs. Science rightly recognizes that there are five
natural means of acquiring perceptual knowledge (five
senses, five modalities).
Among these five means of acquiring perceptual
knowledge, the most important is perception through
sight (visual modality). We call it the modality of vision.
Through vision, a person receives more than 80% of the
information he can receive. The image formed through
vision causes the appearance of a specific feeling, and
the feeling is perceived and provides the formation of
a certain level of knowledge about the properties of a
particular object.
However, the role of reason, thinking in this process
can be called primary: because a feeling that is not
combined with reason and thinking cannot stabilize the
image of a visually acquired object (thing, div,
subject, event, phenomenon). Therefore, the
conclusion is that a person sees not only with his eyes,
but also with the eyes of reason and thought.
The second important form of modality is auditory
modality, which implies that a person creates
sensations through hearing. Like visual modality, the
participation of reason and thought is extremely
important in auditory modality. Generally speaking, in
all manifestations of modality (i.e., perception of the
surrounding world with the help of sensory organs),
reason and thought are important. Without this,
imagination does not turn into knowledge, the image
of the elements of the surrounding world does not
reach the level of a means of creating a picture of the
world.
The next level of knowledge according to the criteria of
periodicity is rational (purposeful) knowledge. We can
say that rational (purposeful) knowledge is the
accumulation of ideas about oneself, nature, society,
and individual people as a result of such realities as
daily communication, perception of events within
society, and the increase in the experience of
interacting with the surrounding world. The acquisition
of rational (purposeful) knowledge is not a process that
occurs within a certain period of time: this process
covers a person’s entire life.
Also, this process does not require any special
education, training, or basic knowledge of the elements
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International Journal of Management and Economics Fundamental (ISSN: 2771-2257)
of the environment from a person; it can be said that
rational (purposeful) knowledge is the result of natural
improvement, such as the expansion of imagination
resulting from perception, the development of
intelligence and modality, and the increase in the scope
and scope of human communication.
From this point of view, rational (purposeful)
knowledge is primary in the development of a person
and has a conceptual nature.
According to the rules of reality in science, individual
objects,
phenomena, events,
properties,
and
relationships that can be explained with the help of
scientific theories to create a picture of the world have
a primary ontological status. Only with the help of
theoretical interpretations and explanations of science
can we clearly imagine what kind of structural structure
the world has and the properties of events and
phenomena that occur as a result of the existing
connections between these structural elements, as
well as their cause-and-effect patterns.
It is also worth noting that one of the forms of
knowledge that is significant in terms of content and
content for research in the field of pedagogy is
“educational knowledge”. A.B. Kalinichenko proposes
to consider this form of knowledge as a separate
category and defines it as “a detailed and clearly
manifested result of the process of scientific
cognition”.
According to the scientist, scientific knowledge
includes four levels of abstraction (phenomenal,
analytical-generalizing,
predictive,
axiomatic)
[Kalinichenko, 2011:33]. Educational knowledge is
given on the basis of principles necessary for all times
(all periods in the history of pedagogy), such as
systematicity, planning, purposefulness, consistency,
reliance on a fundamental basis, and is mastered by the
learner.
One of the peculiarities of educational knowledge is
that each of its levels is obtained within a certain period
of a person’s life, and achieving the intended results is
considered the ultimate goal. The requirements for
educational knowledge are formed on the basis of the
needs of the modern era, society, the state and the
individual, as well as on the basis of proposals formed
on the basis of educational paradigms.
However, there are requirements common to all
periods of the history of pedagogy, which also remain
an important component of constantly updated
requirements. These requirements include:
- knowledge (including educational knowledge) as a
constituent part (an important element) of the culture
of the individual, reflecting the level of social culture at
the time of acquisition;
- knowledge must have a basis;
- knowledge must serve as a primary factor in the
formation of new paradigms;
- knowledge must emdiv the truth about the
worldview, that is, knowledge must be guaranteed by
truth.
The last requirement for knowledge (including
educational
knowledge)
is
related
to
the
interpretations of the concept of truth (here we mean
not socio-ideological truth, but the degree of
correspondence of perceptions of the properties of
things and phenomena to existing reality - author) in
different periods.
Such truth was defined by Aristotle in the pre-Christian
period of human development. This definition has not
lost its significance as a perfect and classical concept of
truth. According to it, truth is the degree of
correspondence of an idea or claim to the existing
picture (or situation).
Later philosophers and thinkers put forward two
different views in interpreting this definition of truth.
According to the first, the degree of correspondence of
the claim put forward or the formed idea to the actual
picture can be different, and this degree determines
the value of truth (in educational knowledge this
consists of a recognition of the content “you have come
close to the correct answer”, “very close to the truth”,
and is not accepted as truth). Supporters of the second
view believe that truth is accepted only when the
degree of correspondence is complete and detailed,
and vice versa, “in part and in part” it will never be
significant (in educational knowledge the essence of
this view can be expla
ined by the rule called “two times
two always makes four”).
Due to uncertainties about the degree of
correspondence, new concepts were put forward in the
Middle Ages, which became the modern version of the
Aristotle concept. According to the concept of the so-
called coherent theory of truth put forward by Hegel,
truth is unique, and the truths that each person
discovers must have correspondence to absolute truth
as its constituent elements. It should be noted that the
application of this theory in educational practice, in the
search for scientific knowledge, causes some
difficulties.
According to the theory developed by researchers of
educational knowledge from a pragmatic point of view
(W. James), any knowledge that can be used in practice
is truth.
However, this theory does not address the signs that
ensure the recognition of a particular knowledge or set
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International Journal of Management and Economics Fundamental (ISSN: 2771-2257)
of knowledge as truth. One of the main principles
applied in the dialectical approach to the study of
knowledge and cognitive phenomena is the principle of
recognizing the certainty of truth. The main conditions
implied by this principle include:
- taking into account all the conditions that ensure the
existence of the object of knowledge;
- revealing the most important features and properties
of the object of knowledge;
- studying the laws of a brighter manifestation of the
properties of the object of knowledge.
In dialectical materialism, the recognition (and
universal recognition) of the objectivity of truth is
considered important. However, this process has a
historicity and hereditary nature, and the importance
of each period in the unfolding, brightening, and
clarification of truth must be taken into account.
Consequently, knowledge, confirmed in experiments
and applied in social practice, is not only an
unobjectionable and pragmatically useful discovery of
consciousness and thinking, but also a reflection of the
objective properties of existence (being) with a certain
degree of accuracy.
The scientific level of the methodology of creative
development of future primary school teachers (we
have already touched upon the philosophical and
general scientific levels of the methodology) mainly
includes the teaching of the general principles of
training students of primary education departments of
pedagogical universities as future primary school
teachers.
The development of functions related to the formation
and expansion of worldview in the didactic system of
training future primary school teachers (improvement
of the functions of the formation of scientific worldview
of pedagogical education) should be considered as a
necessity arising from the most modern requirements
for education.
This necessity is explained by the tasks of “effective
organization of the innovative society of human
(learner) knowledge and cognitive abilities” [A.O.
Karpov, 2010: 21].
Thus, in education (including teaching), it is not the
student's "excellent" mastery of the materials and laws
presented in textbooks, the requirements that include
perfect and detailed mastery of academic subjects, but
his individual creative activity that is important: during
this activity, the student is not only engaged in
discussing and verifying the presented knowledge, but
also independently creates his own complex of
knowledge on the way to understanding the
surrounding world.
Summarizing the above thoughts and considerations,
the following basic cognitive ideas are used in
preparing teachers for creatively developing education
for primary school students:
- defining the problem, that is, posing a problem that
needs to be solved;
- creating knowledge in the process of transformational
activity;
- determining the boundaries of the application of
knowledge;
- determining the semiotic aspects of the presentation
of knowledge.
The importance of education that develops creativity in
a child in the overall development of the personality
does not require proof. In this process, a primary school
student
masters
many
psychophysiological
mechanisms of understanding the object of knowledge,
his creative thinking, thinking and creative approach to
problem solving increase.
Therefore, we need to create such a system of training
primary school teachers that in this system the student
freely (without strain and as a product of natural need)
comprehends the essence of all concepts that emdiv
the properties of the object of knowledge. Here we
mean the fundamental, basic concepts of all academic
subjects included in the primary education program.
The student's understanding of them, as well as their
creative understanding of their essence and the
emergence of laws, phenomena, and situations
expressed through these concepts, is one of the
important conditions in education that develops
creativity.
Learning these concepts may not be difficult, but
understanding their fundamental essence is so
complex that this complexity is explained by a number
of specific features of education that develops
creativity. In our opinion, these features include the
following:
- in education that develops creativity, it is assumed
that all academic subjects are mastered through a
symbolic (figurative, allegorical) semiotic system (that
is, no information or subject-related information is
presented to the student in a ready-made form, but is
transmitted figuratively, figuratively, symbolically);
- the content of all general education subjects contains
content that develops creativity and allows for the
creation of problem situations;
- the definition of each concept is received individually
by students during the study of this concept, and a
generally acceptable definition is adopted under the
guidance of a teacher using communicative discussion
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(or any other interactive method);
- an important condition is that each concept has an
integrative ("mixture" of interpretations from all
subjects) definition.
As we can see, one of the most important conditions
for providing creative education to primary school
students is the mastery of academic subjects based on
the semiotic system.
In our article, we will touch on the basic principles that
are applied in education aimed at the creative
development of primary school students through the
teaching of academic subjects based on the semiotic
system.
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