International Journal of Management and Economics Fundamental
87
https://theusajournals.com/index.php/ijmef
VOLUME
Vol.05 Issue 06 2025
PAGE NO.
87-90
10.37547/ijmef/Volume05Issue06-17
Philosophical Trends Underlying Educational
Methodology Aiming at Creative Development of
Elementary 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:
Taking into account the idea that
education and upbringing aimed at the creative
development of primary school students is an
important component of the pedagogical process, the
main rules for determining its main components and
stages as a process, choosing methods, forms and
means of organizing education that allow the
emergence of elements of creativity are determined
based on the general methodology of the pedagogical
process.
P.V. Kopnin, V.A. Lektorsky, V.I. Sadovskoy, B.C.
Shvirev, G.P. Shedrovitsky, E.G. Yudin and a number of
other prominent scientists and specialists devoted to
studying the structure of the methodology of teaching
general subjects show that it is necessary to separately
identify four levels in this process. These levels are:
-philosophical;
-general;
-oriented scientific;
-technological (specific methodologies and research
methods) [5].
It is important that any of these levels can be a
component of a certain educational and upbringing
process organized at the same time and have such
features as complementarity and development.
The first - philosophical - level of the educational
methodology aimed at the creative development of
younger students in the structure of general subject
teaching involves identifying approaches to the process
of cognition and understanding of existence aimed at
forming a worldview in the learner.
At this level of the methodology, philosophical
teachings aimed at studying the inner world of man -
existentialism, pragmatism, dialectical materialism,
neopositivism - are taken as the basis, and their
essence is reflected in the content of all subjects
studied in primary grades (in this case, the fact that one
of the main goals of modern education is to develop the
learner as a person is taken into account as an
important factor) [4].
We will briefly touch upon the important philosophical
approaches that serve as the basis for the philosophical
level of the methodology of teaching academic
subjects.
Existentialism focuses on problems related to the
individual. As is known, the nature of the individual has
social and individual aspects: in existentialism, the
social (i.e., collective) features of the nature of the
individual are denied (or partially limited), and this
feature is opposed to individuality.
According to this doctrine, “individuality” is a concept
that expresses the spiritual and spiritual self-realization
(existence) of a person, considered integral (whole) in
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International Journal of Management and Economics Fundamental (ISSN: 2771-2257)
natural and social aspects. That is, a person is free in
the sense of “discovering” himself, choosing his own
path, striving to have what is acceptable for him, and in
this he relies only on his own subjectivity, the essence
of which is manifested in the fact that a person does
not depend on any of the surrounding subjects [1].
The introduction of the most important principles of
existentialism into education implies placing greater
emphasis on the abilities of the learner that are not
included in the thinking process (feeling, self-control,
will, etc.). R. Steiner, Sh. Amonoshvili, B.C. According to
Bibler and many other scholars, from the point of view
of the teacher as the main subject in creating an
environment of two-way communication in the
educational process, this, on the one hand, creates
opportunities for organizing teaching (i.e., the
educational process) taking into account the individual
characteristics of the learner, and on the other hand,
creates opportunities for the widespread introduction
of humanistic ideas and principles (humanity, freedom,
democracy) into education [5].
One of the philosophical teachings that can serve as the
basis for the educational methodology aimed at the
creative development of the child is pragmatism. The
main principle of pragmatism, aimed at improving
educational activities related to knowledge, worldview
and understanding of existence, is to enrich the
personal experience of the learner in order to adapt
faster and more “comfortably” to a particular society.
This is based on the idea that one of the main goals of
education and upbringing is to “teach the child to live
properly”. It should be noted that the ideas of
pragmatism in some places deny the need to form
systematic knowledge, skills and abilities, and,
consequently, to scientifically substantiate educational
programs and curricula. Pragmatism places more
emphasis on practical methods as the main mechanism
and means of acquiring the knowledge necessary for
“learning to live properly” [8].
In this context, practical methods are understood as
me
thods and techniques that involve “learning by
doing” practical (or having a practical nature) tasks and
tasks (for example, the design method). When using
such methods, the role of the teacher, rather than
teaching and conveying information, comes to the fore.
In the doctrine of neopositivism, abandoning the
tendency to generalize scientific knowledge, the
subject of research is more the analysis of linguistic
forms of knowledge, that is, acquired through speech.
The prevailing opinion is that the rather complex
problems of modern methodology and semiotic
analysis should be considered from the perspective of
conventionalism. At the same time, the analysis of the
language of the subject used directly in the educational
process (that is, knowledge conveyed through speech)
plays a positive role in solving theoretical problems of
pedagogy related to methodology.
Conclusions and logically based ideas on this subject
are given by G.P. Shedrovitsky, Yu.V. Gromyko and
other works on educational methodology. The
neopositivism rules of educational methodology are
covered from the perspective of cultural semiotics in
the works of such scientists and specialists as Yu.S.
Lotman, A.Ya. Danilyuk, V.A. Uspensky, while G. Frege,
A. Carnap, A. Church and others approached the
problem from the perspective of logical semiotics [9].
The manifestation of neopositivism in modern
education in foreign countries, in particular in Russia,
can be observed in the introduction of theological
concepts into the education system. In the dialectical
materialist approach to the study of knowledge, the
view that any form (and appearance) of knowledge and
understanding is realized in the course of active
creative and transformative activity of a person
prevails. In the course of such activity, a person forms
certain ideological objects, and these objects serve as a
convenient means for his assimilation of the objective
world around him. As a person's cognitive capabilities
expand and the means of cognition become more
diverse, his ability to be creative and transformative
improves, and consequently, the ideological objects he
forms become more qualitatively and quantitatively
perfected (elaborated). In this way, a personal and
socio-historical experience of cognition is formed: this
experience is not only the basis and goal of cognition,
but also one of the important criteria for evaluating
knowledge about existence.
The formation of personal and social cognitive
experience begins, first of all, with the initial sensation
received from the object of the environment: first, an
elementary object (one of the elements of being) is
introduced, its properties are studied, and over time,
the acquired knowledge is generalized and
systematized based on certain laws.
The first cornerstone of didactics, the golden rule
discovered by Ya.A. Komensky, is based precisely on the
idea cited above. That is, if several different sensations
arise during the initial acquaintance with an object (an
arbitrary element of the environment), the possibilities
of cognition expand. However, the introduction of the
rule that implies the mutual adaptation of knowledge
and object properties into education and upbringing
aimed at the creative development of the child requires
some corrections, and therefore, special research:
- this requirement is explained by the fact that the main
objects of knowledge of primary school students are
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International Journal of Management and Economics Fundamental (ISSN: 2771-2257)
objects that are real,
- elements of the surrounding world, as well as the
product of human intelligence.
The educational process is one of the manifestations of
knowledge with special characteristics, a process that
requires the study of the properties of the object of
knowledge and the manifestation of regular movement
and dynamism for this purpose, and it consists of
absolute contradictions. In this place, we will also have
the opportunity to clarify our point through the
substantive difference between the concepts of
"teaching process" and "educational process" used in
educational terminology. The absolute dominance of
the teacher in the teaching process forms the
fundamental basis of the process: in this case, the
“teacher
-
learner” relationship becomes almost one
-
sided, that is, the teacher “shows”, “explains”,
“multiplies information and data” of the properties of
the object of knowledge, and in this way expands the
learner’s ideas about the object of knowledge.
As can be seen from the explanation, in this process,
there are almost no contradictions in the properties of
the object of knowledge, moral contradictions,
therefore, according to the idea contained in the
“golden rule of didactics” discovered by Ya. Komensky,
the number of emotions that arise during the initial
acquaintance with the object of knowledge is almost
the same for all learners, which leads to a limitation of
cognitive capabilities. In the educational process, due
to the dominance of the “subject
-
subject” relationship,
the teacher introduces (or “introduces”) the object of
knowledge, and the learners have different feelings
during the initial acquaintance with this object: these
feelings can sometimes be contradictory.
The teacher does not completely deny the conclusion
that any learner has drawn about the object of
knowledge as a result of his initial feelings. If we also
rely on the above idea, the possibilities of knowledge
expand as a result of the abundance of feelings arising
from the initial acquaintance with the object of
knowledge. We have already mentioned the idea that
the educational process consists of absolute
contradictions. There are studies on the characteristics
of these contradictions and their influence on the
process of knowledge as a factor.
For example, M.A. According to Danilov, the main
contradiction is manifested in the correspondence
between the method of organizing the educational
process and the properties of the object of knowledge:
that is, the cognitive and practical tasks set should have
a stable harmony with the methods, forms and
methods aimed at solving them. In this case, it is
desirable that the method of setting cognitive and
practical tasks (tasks), the level of complexity, and the
intended properties of the object of knowledge should
be higher than the knowledge, skills and abilities of the
learners, their educational and cognitive capabilities,
and the level of mental and intellectual development,
and in some cases, be contradictory [2].
This condition is especially important in primary
education. The objects of knowledge of education
aimed at the creative development of primary school
students differ in content from the objects of
knowledge of traditional primary education, and the
properties of the objects of knowledge are invariably
“deeply hidden”. That is, the child (younger student)
must “find”, “discover” the properties of the objects of
knowledge through the implementation of educational
and cognitive (psychomotor) actions such as thinking,
reasoning, reasoning, analysis and generalization.
This idea is expressed in the following way in the
comments of M.A. Danilov: if the contradiction is
purposeful, that is, a necessity that is intended to be
eliminated by the students, then such contradictions
become the driving force of the educational process
and a mechanism for the intellectual development of
the students [3].
Within the framework of materialistic dialectics, C.J.I.
Rubinshteyn, A.N. Leont'ev, V.V. Davidov, A.B.
Brushlinsky, G.P. Shedrovitsky, and a number of
scientists have developed the theory of activity, and
this theory, while determining the direction of research
aimed at solving theoretical and methodological
problems of pedagogy, has a positive impact on
pedagogical practice in all directions.
The fact that theoretical pedagogy has a philosophical
orientation is not new, since this has been considered
natural since the time of the famous pedagogue Ya.A.
Comenius, however, the emergence of new tasks and
complex issues in modern educational practice requires
the introduction of the theory of knowledge and the
theory of communications as important structural
elements in the theory of activity for research in the
field of pedagogy.
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