Volume 04 Issue 12-2024
185
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
185-189
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In this article, the effectiveness of future history teachers' knowledge development based on the hermeneutic-
cognitive technology, hermeneutic-cognitive technology, and the hermeneutic approach is studied. Also, the
hermeneutic approach and its importance in developing the knowledge of future history teachers about the laws of
the historical process are analyzed.
KEYWORDS
History, historical process, legitimacy, component, empirical, pedagogical feature, methodology, competence,
hermeneutic, cognitive, technology, trend, technological, hermeneutic approach.
INTRODUCTION
In today's globalized world, cultivating individuals with
deep thinking and strong scientific potential is a key
factor for the sustainable development of any society.
In our country, the demand for competitive specialists
with a new worldview in capable higher education
institutions is increasing. Therefore, assessing the
effectiveness of the pedagogical process aimed at
developing knowledge about the laws of historical
processes and introducing new approaches through
identifying existing shortcomings is one of the
important pedagogical requirements.
METHODS
Research Article
PRIORITY AREAS FOR DEVELOPING FUTURE HISTORY TEACHERS'
KNOWLEDGE OF THE LAWS OF THE HISTORICAL PROCESS BASED ON A
HERMENEUTIC APPROACH
Submission Date:
December 09, 2024,
Accepted Date:
December 14, 2024,
Published Date:
December 19, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue12-39
Abdullajonova Nigoraxon Turdaliyevna
Independent Researcher at Fergana State University, Uzbekistan
ORCID ID: https://orcid.org/0009-0001-5260-248X
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 12-2024
186
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
185-189
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
The issues of preparing future history teachers for
professional activity, developing knowledge to
understand and interpret historical processes, and
creating historical dialogue have been explored in the
works of J. Anderson, D. Blazar, S. A. Henry, L. N.
Aleksashina, V. V. Barabanov, P. A. Baranov, L. S.
Baxmutova, Y. Y. Vyazemskiy, O. Y. Strelova, M. V.
Korotkova, M. T. Studenikin, N. N. Lazukova, E. M.
Persanova, O. G‘. Davlatov, A. F. Ismailov, Q. R.
Shonazarov, B. Kh. Khodjayev, O. Musurmonova, M.
Quronov, S. Nishonova, U. Mahkamov, E. Turdiqulov,
R. Safarova, B. Adizov, A. Choriyev, Sh. Mardonov, D.
Ro‘ziyeva, N. Egamberdiyeva, Sh. Shodmonova, Sh.
Sharipov, O. Jamoldinova.
RESULTS AND DISCUSSION
It is well known that every researcher conducting
studies in the field of history will have their own
sources and methodology. The group of sources
selected as primary by the researcher helps to uncover
certain issues of a region’s history. A key aspect of
modern historians is their focus on illuminating the life,
destiny, daily life, and social relations of individuals. In
this context, personal memories, diaries, and letters
are considered important sources. Such sources are
referred to as personal origin sources in scholarly
literature and historical studies. The emergence of
such new directions improves the historical approach
by shedding light on social history, interpreting it,
expressing
individuals'
experiences,
examining
interpersonal relations, and studying the various socio-
political and economic conditions of the time in detail.
Modern approaches in historical research direct
historians to explore the perceptions of the
participants and contemporaries of historical events,
ensuring the active participation of personal origin
sources in the illumination of history. In this regard, A.
Y. Gurevich makes the following observation: "The
social significance of the historian's profession lies in
establishing connections with the people of the past
and in creating the ultimate meaning of the historian's
activity in the communication of people living in
different periods and cultures today."
In modern historical science, a new consensus has
emerged which holds that subjective sources in
historical research are not merely weaknesses, but that
their value as information carriers enhances the
breadth of issues addressed. As P. Repin points out:
“Such ‘unreliable’, ‘subjective’ sources, such as letters,
diaries, memories, and other creative works that
describe a person's emotional, mental, and intellectual
world, as well as self-awareness and life experience,
have risen to prominence due to their subjectivity.” It
is clear that the terms used by the scholar in quotation
marks are metaphorical. Through letters, diaries, and
memoirs, we can not only observe an individual's inner
emotions, but also gain insights into the social life of
the time, the political regime, the living conditions of
ordinary people, and their lifestyle. Thus, the concept
of personal origin sources encompasses all forms of
written historical materials and reflects the personal
perception of events, increasing their authenticity and
subjectivity.
As
a
historical
source,
personal
letters
(correspondence) are based on the author's
communication with a specific person or addressee
and are usually intended for familiarization with the
addressee. The materials of private correspondence
are commonly referred to as "epistolary sources."
According to established tradition in source studies,
official correspondence between individuals or
organizations embodies the thoughts, proposals, or
Volume 04 Issue 12-2024
187
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
185-189
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
grievances of citizens regarding the activities of the
organization. Letters, notes, or correspondence
typically share the features of having dates, signatures,
and addressing both personal and social matters in an
informal style, with the presence of a particular
moment in time.
One of the leading trends in the educational system is
the humanization of education, which is increasingly
aligned with the expected results of training specialists
in the current social context. Today, the educational
systems provided by general education and higher
education are being questioned more than ever. As a
result, new teaching methods and curricula are not
being accepted without debate by the younger
generation. The relationship between teachers and
students is also changing. In situations where
traditional curricula are followed, the likelihood of their
rejection by younger generations is increasing. We are
facing growing limitations in our ability to meet the
legitimate need for knowledge among the youth. Thus,
today's history teachers face the challenge of choosing
significant theoretical and practical issues, integrating
them into the curriculum, creating a strong foundation
of knowledge, and shaping professional skills.
In light of current requirements, traditional methods of
teaching, such as reinforcing material in seminars while
delivering lectures, have become ineffective, as they
do not meet the requirements for competent
education
and
fail
to
address
problems
comprehensively. Therefore, there is a need to
reconsider the organizational forms of the educational
process by increasing the share of independent,
individual, and group work, expanding the scope of
practical research and independent studies, and
carrying out more extracurricular activities.
By placing the student in the role of an expert on daily
life issues and comparing their narrative of past
centuries' daily life with the teacher's expert
assessment, the teacher begins to discuss past social
and political events. This approach has generated
sustained interest and emotional responses among
many students. In this context, the traditionally
delivered lecture transforms into a debate
–
the most
interesting, unclear, or controversial issues are
discussed.
Based on the results of the work conducted, both
students and teachers apply a new (comparative)
approach to the history lesson. Changing the level of
communication allows for a fresh perspective on the
historical period and its events. Therefore, we can
conclude that such changes in the communication
system always occur when the teacher alters their
teaching methodology. The teacher effectively
intervenes in the communicative environment, which
is reflected in the behavior of both the student and the
teacher.
The acceleration of changes in the cultural sphere and
the complex nature of society determine the
multifaceted aspects of the educational process,
particularly in history teaching. The complex didactic
goal in education is to achieve a result where students
acquire new knowledge, form intellectual and
cognitive skills, independently search, select, and
analyze information from various sources. In our
research, the following complex didactic goals are
advanced:
•
To develop complex concepts among students
about the historical uniqueness of Uzbekistan and its
place in world and European civilization (culture).
Volume 04 Issue 12-2024
188
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
185-189
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
•
To form systematic knowledge about the main
laws and features of world historical processes, with a
particular focus on the study of Uzbekistan's history.
•
To develop the spiritual world of young people
by promoting national (Uzbekistan) and universal
(global) values through historical development, thus
embedding experiences of self-determination in
relation to these values and strengthening their focus
on social processes and improving their qualifications.
•
To identify and test effective technologies and
methods that meet modern requirements for
registering future history teachers in the pedagogical
system, based on contemporary trends and
approaches in the preparation of specialists in
historical processes.
Today, the goal of teaching history is not only to
provide students with the program's knowledge but
also to encourage them to actively search for new
knowledge during the educational process. This, in
turn, necessitates the activation of their educational
activities
and direction
toward
their
future
specialization.
There is a need to develop the ability of future history
teachers to participate in discussions, ask questions to
the lecturer, and confidently respond to questions.
Moreover, the content of lectures should cover the
most complex and controversial issues, such as the
formation and development of national democratic
states, searching for ways to reform the country,
analyzing foreign policy, and the stages of social
relations and public thought development. The
solution to this issue can be facilitated by complex
competencies
—
i.e., interactive and dynamic teaching
methods. These methods should help students not
only acquire declarative knowledge about historical
facts (e.g., social dynamics in industrial societies, the
structuring of families in different historical periods,
gender issues, etc.) but also develop social skills. This
allows students to improve their social competence
level by acquiring practical knowledge that can be
applied in everyday situations.
CONCLUSION
Based on the hermeneutic approach, the development
of future history teachers' knowledge of historical
process laws can help them understand why many
losses and mistakes occurred in the history of
humanity. This understanding can be achieved by
studying the causes of the rise of various peoples and
dynasties, whether short-lived or long-lasting, as the
dialectical unity of existence and non-existence
manifests itself in historical events.
REFERENCES
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2.
Gurevich A. Ya. On the Crisis of Contemporary
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Volume 04 Issue 12-2024
189
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
185-189
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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