International Journal of Pedagogics
17
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue04 2025
PAGE NO.
17-19
10.37547/ijp/Volume05Issue04-05
The Content and Essence of
Educating Future Teachers’
Aesthetic Sense
Jumatova Luiza Tozaboy qizi
Kori Niyoziy National Institute of Pedagogy PhD candidate, Uzbekistan
Received:
12 February 2025;
Accepted:
09 March 2025;
Published:
08 April 2025
Abstract:
This article discusses the content and essence of educating future teachers’ aes
thetic sense, analyzing
the research conducted by scholars on the topic.
Keywords:
Aesthetic sense, artistic-aesthetic education, culture, values, history, grace, world scholars, concept,
visual arts, painting, school students.
Introduction:
Currently, attention is being drawn by
our national leaders to the importance of education,
especially in terms of upbringing. Many research
projects are being conducted to study the perspectives
and thoughts of future teachers regarding upbringing,
based on their views and opinions. In this context, it is
crucial to first understand the essence and content of
educating future teachers’ aesthetic sense.
What is aesthetic sense? How did it emerge? Who has
discussed aesthetic sense? Based on these questions,
we present the following analyses.
METHOD
Aesthetic sense
–
is manifested through a person's
thoughts, behavior, actions, and creative expressions,
both material and spiritual. Aesthetic sense expresses
itself through the process of perceiving and evaluating
the aesthetic qualities of events and phenomena, as
well as the satisfaction or dissatisfaction experienced.
The ability to differentiate beauty from ugliness and to
experience joy or pleasure from it lies at the heart of
aesthetic sense [1;65;208].
Looking at history, we can see that aesthetic sense and
education have developed as a result of people’s
interactions and cultural behaviors. Respect among
people, the culture of communication, and
appreciation for different ethnic groups or nationalities
have led to the development of aesthetic sense. The
ancient desires and hopes of people found expression
in the legendary images of epics. Legends, poems,
songs, lyrical poetry, proverbs, and artistic works
indicate that the field of aesthetics has a long history
[1;14;208].
Foreign researchers have expressed their views on the
importance of artistic-aesthetic education. For
example, Lev Vygotsky considered artistic education
not only as a development of aesthetic growth but also
as an important influence on cognitive processes. He
emphasized that artistic activity is crucial for teaching
social and cultural changes. According to his theory,
educating aesthetic sense helps students develop not
only their aesthetic sensibilities but also their self-
awareness and behavior in society.
John Dewey spoke about the central role of aesthetic
experience in artistic education. According to Dewey,
through artistic education, a person shapes their
aesthetic worldview and thus develops creative and
imaginative thinking. Dewey regarded artistic
education as an integral part of individual and societal
development.
Elliot Eisner discussed the teacher’s role in the
development of artistic education and aesthetic
competence. He viewed artistic competence as an
essential tool for developing students' overall aesthetic
sensitivity and creative thinking. According to Eisner,
learning through artistic education helps students
develop both their aesthetic and social capabilities
[2;344;440].
RESULTS AND DISCUSSIONS
Now that we have an understanding of aesthetic sense
and its history, when we talk about artistic-aesthetic
International Journal of Pedagogics
18
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
sense, we can conclude that artistic-aesthetic sense is
a cultural and educational worldview, rooted in
personal taste and reflected in the works of culture,
literature, and art. Educating aesthetic sense involves
exposing students to the beauties of nature, grace, and
the results of human labor. In the system of aesthetic
education, labor plays an important role. In the context
of economic reforms, it is essential to acknowledge that
people's aesthetic demands and sense are increasing.
Aesthetic education ties together labor activities, the
culture of production and consumption, and the ideals
of beauty, which is a part of the system of aesthetic
education.
Future teachers should study and understand the
stages of forming aesthetic sense while teaching
drawing techniques in visual arts classes. In the process
of creating compositions, they need to learn how to
properly choose colors with an aesthetic sense, arrange
the colors in an orderly manner, and interpret the ideas
of the painting from an aesthetic perspective while
adhering to universal human values. In painting, special
attention is given to aesthetic sense due to the
constant connection between composition, color
techniques, and execution. When creating a
composition, future teachers should be taught how to
position figures harmoniously, ensure the balance of
colors, and pay attention to rhythm, symmetry, and
perspective while using color techniques.
According to researcher Najmiddinova S., the
pedagogical methods for shaping aesthetic culture can
be defined as follows:
1.
Advanced activities in lessons: Advanced
activities can be organized in lessons by using
pedagogical methods, such as organizing exhibitions,
holding drawing contests, or hosting music
performances. These activities can stimulate students'
interest in aesthetic culture and encourage them to be
more active.
2.
Educational
adventures:
Educational
adventures should be organized in the process of
shaping aesthetic culture, such as conducting practical
workshops or surveys. This provides future teachers
with valuable experiences to enhance their skills
through advanced practice.
3.
Discussions: Another pedagogical method is
organizing discussions, allowing future teachers to
express their views and deepen their understanding of
aesthetic culture.
4.
Analytical and reading methods: In the process
of shaping aesthetic culture, methods of analysis and
reading are important. These methods allow future
teachers to study and analyze works based on modern
socio-historical and legal developments, such as
literature in Latin.
5.
Demonstrational exercises and other activities:
Demonstrational activities are key to forming aesthetic
culture. For example, students can practice activities
like music, dance, and drawing to develop their
aesthetic culture.
6.
Social activities or community engagement:
Social activities also play an important role in shaping
aesthetic culture. This helps future teachers connect
with their social environment, collaborate with others,
and understand the overall aesthetic culture of society
[4;206;514].
In schools, when students are drawing, they often
make mistakes. For example, the drawing techniques of
a 5th-grade student might be the same as a 2nd-grade
student’s, which indica
tes that their aesthetic sense
has not been sufficiently developed. The reason for this
can be traced back to the teacher. To prevent such
situations, it is important to start developing the
competence of future teachers from their first year of
university. This will help future teachers avoid such
issues when teaching students in schools.
CONCLUSION
In conclusion, educating future teachers’ aesthetic
sense
involves
strengthening
their
aesthetic
competence, organizing advanced activities, fostering
aesthetic culture, engaging in demonstrations, and
collaborating with social communities. Future teachers
must independently work on their skills to reach a high
level of professionalism. Through this, they will be
prepared to teach the next generation effectively and
responsibly.
REFERENCES
E.Umarov, R. Karimov, M.Mirsaidova , G.Oyxo’jayeva.
“Estetika asoslari” /Cho’lpon nomidagi nashriyot
-
matbaa uyi/Toshkent-2010.
Jumatova Luiza Tozaboy qizi. Bo‘lajak o‘qituvchilarning
badiiy-estetik didini tarbiyalash mazmuni va prinsiplari/
Development of science/ Ilmiy jurnal/ 2025/3 VOLUME
1 /ISSN 3030 -3907
Beknazarov Shamshir Marimbaevich. Talaba-yoshlarda
estetik didni shakllantirish va rivojlantirishda tasviriy
san’atning
o‘rni
va
roli/Ta'limda
raqamli
texnologiyalarni
tadbiq
etishning
zamonaviy
tendensiyalari
va
rivojlanish
omillari/www.pedagoglar.org 33-
to’plam 1
-qism Iyul
2024.Jumatova
Luiza
Tozaboy
qizi.
Bo‘lajak
o‘qituvchilarni umuminsoniy qadriyatrlarga oid badiiy
-
estetik
kompetensiyasini
rivojlantirish/
“Yangi
O‘zbekiston ta’lim sharoitida talabalarni umuminsoniy
qadriyatlarga oid kompetensiyalarini rivojlantirishning
pedagogik strategiyalari: muammolar, yechimlar”
International Journal of Pedagogics
19
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
mavzusidagi respublika ilmiy-amaliy anjumani /2024-yil
20-iyun.
Jumatova Luiza Tozaboy qizi. Inklyuziv ta'limda badiiy-
estetik
didni
tarbiyalash/
DOI:
https://doi.org/10.5281/zenodo.15093765 / “Ta’lim
jarayoni
subyektlarida
inklyuziv
madaniyatni
rivojlantirishga oid xalqaro tajribalar:muammolar va
yechimlar” mavzusida xalqaro ilmiy
-amaliy anjuman.
Jumatova L.T. Pedagogical aspects of competence
development of future teachers/ Science And
Innovation International Scientific Journal Volume 3
Issue 5 may 2024/ ISSN: 2181-3337 | SCIENTISTS.UZ/
https://doi.org/10.5281/zenodo.11401853
