Volume 04 Issue 02-2024
116
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
116-121
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In the process of today's globalization, knowledge and intelligence become more national wealth, spiritual health of
a person, development in all directions, the breadth and integrity of professional training, the desire to create and the
ability to solve tasks become an important factor in increasing the country's potential. In this situation, improvement
of the content of continuous education becomes an objective necessity. This article focuses on the issues of relying
on cultural-humanitarian approaches in providing education to students.
KEYWORDS
changes in social, economic and spiritual-cultural life, cultural-humanitarian approaches, growth of ideological, social,
economic, ecological, cultural phenomena, offering a variety of new educational paradigms, continuous education,
pupils, students, teacher personality.
INTRODUCTION
The reforms in the field of education implemented in
many countries, as well as the reforms in the field of
education and education promoted in our Republic, are
based on aspects such as the continuity and integrity
of education, the breadth and depth of work in the
field of education, the adaptability of the content of
education to changes in the social, economic, and
spiritual-cultural life of society.
Ensuring the continuity and integrity of education is
highlighted as one of the main directions of the
development of the personnel training system in the
"National Program of Personnel Training". The modern
education system should not only guarantee higher
education to every citizen, but also create an
opportunity for continuous improvement of skills in
the acquired specialty and systematic updating of
Research Article
PEDAGOGICAL GUIDELINES FOR A CULTURAL AND HUMAN-SPECIFIC
APPROACH TO EDUCATION
Submission Date:
February 19, 2024,
Accepted Date:
February 24, 2024,
Published Date:
February 29, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue02-19
X.I.Ibraimov
Academician At Uzras, Director At The Scientific Research Institute Of Pedagogical Sciences Of Uzbekistan
Named After T.N. Kari Niyazi, Doctor Of Pedagogical Sciences, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 02-2024
117
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
116-121
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
knowledge. The activity in the field of increasing
professional qualifications and updating existing
knowledge should not become a means of satisfying
the personal interests of individuals, but should be an
important factor affecting the development of society
as one of the conditions of scientific and technical
progress in the future.
At present, in the framework of world education,
various new educational paradigms conditioned by the
growth of political, ideological, social, economic,
ecological, and cultural phenomena are being
proposed and scientifically and pedagogically
developed. We promote a cultural-humanitarian
approach to education.
The peculiarities of the cultural-humanitarian paradigm
are reflected in the following:
-
its purpose is to form a well-rounded person based
on cultural education;
-
the positions of the participants of the educational
process in this situation, the student emerges as
the subject of his own life and professional
perspective, and the teacher performs the roles of
manager, organizer, assistant of student activities
as a link that ensures communication between
learners and culture;
-
in the process of "harmonizing with the culture"
the formation of the personality and the formation
of interpersonal human friendly relations;
-
the content of this approach includes values,
personal and active components.
The sources of the cultural-humanistic approach to
education made possible the emergence of the
concept of humanistic psychology and pedagogy in the
USA in the 1950s and 1960s. This is especially reflected
in the theory developed by K. Rogers. Currently,
humanitarian pedagogy is directed to the following
practical factors that are currently relevant;
-
acceptance of a person as an object and subject of
the educational process;
-
training and development of students in the
process of solving life problems;
-
measuring educational results not on the basis of
grades, but on the basis of personal changes;
-
taking into account the individual and unique
characteristics of students;
-
development
of
free
choice,
personal
responsibility and initiative, creation of conditions
for self-expression;
-
expanding the internal strength and capabilities of
a person.
The rate of growth of scientific knowledge and,
therefore, changes in social and cultural life, as well as
the acceleration of the process of intellectual
development of students, unprecedented situations
require changing the educational system to a system
suitable for constantly changing life conditions. It is
appropriate to interpret this situation on the basis of
the demand for flexibility. Such changes are especially
necessary in the field of curricula.
The cultural-humanistic
approach
includes all
indicators of person-oriented education, while
supplementing it only with its unique aspects. Such
uniqueness can include theoretically based principles
such as unity, individual and differentiated approach,
harmony with nature, respect for the valuable content
of education and socially significant attitude,
cooperation, joint activity, which is perceived as a
student's self-evaluation.
Volume 04 Issue 02-2024
118
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
116-121
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
The cultural-humanitarian approach in the field of
practical pedagogical activity implies the following:
-
a special set of interrelated concepts, ideas and
teacher's activities based on the application of
pedagogical methods;
-
solving cultural and educational tasks step by step;
-
the diversity of top-class and methodical methods
in connection with the individuality of students;
-
creating educational material based on the wishes
and needs of students;
-
systematicity
of
psychological-pedagogical
diagnosis;
-
pedagogically ensuring the development of
sources of students' needs such as creative
activity,
respect,
attention,
self-realization,
satisfaction.
Based on the above, the cultural-humanitarian
approach can be defined as follows: the cultural-
humanitarian approach to education is education as a
valuable cultural intellectual activity that directly
reflects the components of national and universal
cultures, allows for successful occupation, socialization
of a specialist. - education is the creation of a system of
pedagogical conditions that help to organize the
process.
The cultural-humanitarian approach is related to the
ideas that require the cultural development of a person
as a basic condition for the comprehensive
development of a person. Such ideas are reflected in
legal, labor, moral, family, economic, ecological,
aesthetic and artistic culture. The whole preparation,
emotional and activity level of culture is reflected in the
concept of creativity based on the individual's change,
modeling, correction, self-realization, self-evaluation
of his life.
It is known that the issue of training a future teacher is
a process and result of contradictions, like the problem
of general personality development. Because the
formation of the personality of the future teacher
requires many internal, interacting productive factors.
In order to increase the activity of learners, it is
appropriate to use research and heuristic methods
from the method of reciting ready-made knowledge,
and these methods allow them to learn independently,
to strengthen the acquired knowledge, to think
independently, and arouse great interest in direct
reading. An effective form of student activation is
group training. Mutual cooperation, conscious
distribution of tasks, effective organization of work,
and collective responsibility for its results are formed
in students when solving this problem together, which
is beyond the limits of individual capabilities of the
members of a separate group.
Another way to activate learners' knowledge is to
continuously monitor and evaluate their learning.
Obviously, self-monitoring and self-evaluation serve to
correct mistakes, which cannot be done without
checking the grades obtained during the study. In the
process of self-monitoring and evaluation in the
broadest sense, students solve various problems, learn
to give arguments and interpret instructions, and in
some cases have the opportunity to apply their
opinions in practical activities. For this reason, there is
an opportunity to help students to think independently
and reflect by creating the necessary conditions.
In the pedagogical literature, the productive factors
influencing the professional and social adjustment of
the teacher are summarized and recorded under the
name of pedagogical culture. The concept of
pedagogical culture is interpreted from three
Volume 04 Issue 02-2024
119
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
116-121
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
axiological, activity and person-oriented points of
view. According to the axiological approach,
pedagogical culture is a set of pedagogical values.
Pedagogical culture from the point of view of a person-
oriented approach is considered an important quality
of the personality of a mature professional pedagogue.
According to the active approach, pedagogical culture
is a set of specific methods of the teacher's
professional
activity,
which
ensures
the
implementation of pedagogical values.
Pedagogical culture is a dynamic systematic education
that determines the integrative quality of a teacher's
personality, which should include the ability to
creatively implement social and personal-professional
tasks, social responsibility and moral-pedagogical
values.
A detailed description of pedagogical culture is
revealed by L.D. Stolyarenko as follows: "Pedagogical
culture is a part of universal human culture, in which,
first of all, spiritual and material values necessary for
humanity are reflected in the service of the historical
process such as the exchange of generations and the
socialization of the individual. ".
The main value of pedagogical culture is the child, his
development,
education,
upbringing,
social
protection, protection of his dignity and rights.
Pedagogical culture should be considered as a method
of creative mastering of pedagogical activity.
Collaborative pedagogy can be cited as a clear example
of the pedagogical culture of today's teacher.
Pedagogical culture is a dynamic system of values,
methods of activity and teacher's professional
behavior. The following can be distinguished as
components of this system:
- pedagogical point of view and personal qualities;
- professional knowledge and culture of pedagogical
thinking;
- professional skills and creative spirit of pedagogical
activity;
- the ability to self-manage a person and the
professional behavior of a pedagogue.
The level of pedagogical culture is measured by its
components - pedagogical point of view, professional
knowledge, pedagogical thinking, professional skills,
experience of creative activity, the ability to self-
manage a person, and the degree of formation of the
professional behavior of a pedagogue.
The teacher's pedagogical culture requires the
presence of the following professionally important
personal qualities:
- orientation to the person: faith, social activity, the
existence of a sense of citizenship;
professional
and
ethical
qualities:
humanity,
collectivity, justice, kindness, truthfulness, sincerity,
demandingness, love and respect for children, nobility,
impartiality;
-relation to pedagogical work: conscientiousness,
sense of responsibility, self-sacrifice, ability to devote
oneself to work and a sense of satisfaction from one's
own pedagogical activity, being able to turn it into the
meaning of one's life;
-interests and spiritual needs: cognitive activity,
breadth and depth of thinking, aesthetic culture,
diversity of interests and spiritual needs, availability of
favorite creative work, appearance and speech culture.
Volume 04 Issue 02-2024
120
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
116-121
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Pedagogical
activity
performs
an
important
constructive social function: in this process, not only a
specific person is formed, but also the future of the
country is created, its cultural and production potential
is ensured. The predictive description of pedagogical
activity indicates that its goals are multifaceted, not
only to meet the needs of individuals and society for
today, but also to be directed to the future, not only to
adapt young professionals to social life and
professional activity, but also to update their field of
activity.
Another important requirement is the effective use of
modern didactic tools. This aspect comes from the
requirements of the educational process in a broad
sense. In addition to traditional educational manuals,
various tables, drawings, maps, natural samples, etc.,
modern didactic tools are widely used for its
implementation. These include educational films,
slides, tapes, overhead projectors, narrow-system
television programs, as well as educational programs
of radio and television - all these are a set of tools that
allow for the modernization of educational activities.
The development of technology has led to its use in the
education system at some level. As a result, using
computers and multimedia tools in the educational
process, there was an opportunity to better master the
new educational material, to strengthen it, as well as
to store, re-present, and deliver it in interesting forms
for students.
According to the above, updating the content of
continuing education should theoretically meet the
following requirements:
- compliance with the social order of society and the
needs of learners;
- proportionality to the selection criteria of the
educational content, i.e. scientific and practical
importance, compatibility of the content with the
abilities of the learners in terms of age, compatibility of
the content with the allocated time, compatibility of
the volume of the content with the time, compatibility
of the existing educational-methodical and material
base with the educational content, etc.
In conclusion, it can be said that the modernization of
educational content is one of the important
requirements
of
today,
and
through
its
implementation, the educational system will acquire
new content, principles, didactic units, views, and
approaches.
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Volume 04 Issue 02-2024
121
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
116-121
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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