International Journal of Pedagogics
55
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue03 2025
PAGE NO.
55-58
10.37547/ijp/Volume05Issue03-16
The Role of National Values in Shaping the Aesthetic
Worldview of Schoolchildren
Kurbanova Rita Jarasovna
Trainee teacher at Karakalpak State University, Uzbekistan
Saidbaeva Barno Endirboy kizi
Trainee teacher at Karakalpak State University, Uzbekistan
Received:
23 January 2025;
Accepted:
25 February 2025;
Published:
13 March 2025
Abstract:
The article examines the importance of aesthetic education of youth by means of national
characteristics. Acquaintance with one's national culture. The structure of personality, the role of aesthetic
education of schoolchildren, targeted pedagogical processes of formation and integration of moral qualities are
discussed.
Keywords:
Youth, culture, folk songs, song, music, intelligence, literature, education, child.
Introduction:
The basis of upbringing of our youth
begins with the family. Today, first of all, the head of
the family demands that the parents themselves be
educated and, with their exemplary behavior and
qualities, contribute to raising their children as well-
rounded individuals.
National values, on the other hand, are an integral part
of the moral, spiritual and cultural development of a
democratic society in Uzbekistan. According to the
leading directions of the State Program, the main
principles of the spiritual formation of modern youth
are the awareness of national identity, the formation of
a sense of pride in their homeland, patriotism, the
formation of respect for national values, traditions and
intellectual heritage.
MАTЕRIАLS АND MЕTHОDS
Aesthetic education is one of the most ancient
occupations in the history of mankind. It is necessary to
recognize that aesthetic education has always been the
main basis of educational activities, and of course,
aesthetic education is of particular importance in the
formation of a scientific worldview, in expanding the
knowledge of the future generation. Aesthetic
education develops a person's ability to perceive,
understand and appreciate beauty in reality. Aesthetic
education also arises from the need to create aesthetic
wealth in any field of human activity, to create
according to the law of beauty. The main goal of
aesthetic education is to help members of society
develop a full sense of beauty for their all-round
development. Aesthetic education is, first of all, to
cultivate the ability to see beauty in nature and society,
to correctly understand and appreciate it. It teaches the
ability to give beauty to all aspects of life and work, to
be able to perceive the beauty that exists in the world
and to fight for true beauty in life.
Every person compares his life with the exemplary lives
of the blessed ones. In his heart, the question is, am I a
worthy successor to these people? - he asks himself.
They left such a great legacy that he should connect his
activity with the feeling of what will be left of me.
Indeed, in ancient times, learning a craft was
considered sacred and people were valued for their
unique crafts that they left for future generations.
Human life is like a road that is walked from one
destination to another. On this road, there are
destinations that are flat or smooth, low or high, far
and long, to be reached with great difficulty. We, the
youth, are people who are walking on this path,
climbing mountains, for example.
It is not without reason that in our country, raising a
healthy and harmonious generation is aimed at
implementing large-scale, clearly targeted measures to
create the necessary conditions and opportunities for
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
young people to realize their creative and intellectual
potential, to grow up as comprehensively developed
individuals who can fully meet the requirements of the
21st century. It is impossible not to feel that the future
of society, the prospects of the state, and the future of
the people are closely linked to the effectiveness and
quality of education and upbringing provided to young
people. Therefore, not being interested in the
behavior, worldview, and interests of our children is
also indifference.
RЕSULTS АND DISСUSSIОN
Today, all the doors of opportunity for the
development of our youth are wide open in our
country. Therefore, the question of what principles to
base oneself on and what aspects to pay attention to in
the educational process in order to protect the spiritual
world of the younger generation from destructive
influences is in the focus of attention of philosophers
and humanities scholars. Taking these aspects into
account, this article highlights the fact that aesthetic
education of the younger generation based on national
values is one of the urgent problems on the agenda.
The special focus on the issue of the place of aesthetic
education and spiritual education in increasing the
socio-political activity of the younger generation
indicates the great importance of this issue for today at
the life-and-death level.
The basis of the educational activities of students in
educational institutions aimed at the formation of
national values is the subject-to-subject relationship
between the student and the educator, such a
relationship should be humane, benevolent and
comfortable for students. It is necessary to take into
account and ensure the psychological mechanisms of
this process - the internalization of values through the
activation of students' knowledge, emotions and
behavior. Mahalla (mahalla citizens' gathering) is a
unique, unique form of small environment, which is
closest to the people and combines several types of
socialization in itself. It has great opportunities for
organizing work on educating young people based on
national values, having circles for counselors, students
and youth, since the activities of the mahalla are
integral and natural, and in the course of daily activities
it reflects the principles of pedagogy.
As the closest social environment, the mahalla creates
an opportunity to neutralize a number of negative
aspects of life, or reduce them to a negligible level,
depending on their correspondence to the ideas and
ideals of society, the spirituality and culture of the
people, and the interests of the individual. This is
facilitated by cooperation within the framework of the
project
“Family
-Neighborhood-Educational
Institution”, the interaction of higher education
institutions and the neighborhood opens the way to
organizing various collective and individual activities to
instill national values in students.
Museum pedagogy, as a mixture of national values,
culture and education, creates an opportunity for the
development of a valuable attitude towards the history
and culture of their people in students. Various forms
and technologies of museum activity open the way to a
full and comprehensive study of the wealth and
uniqueness of national culture in a broad sense. We can
show the activities of young people, who are
demonstrating special productivity in this area, on the
organization and use of higher education museums,
which are focused on cultural values and patriotism.
Museum activities ensure interaction with the socio-
cultural environment in which they are located, which
in turn generates personal opinions, attitudes,
emotional assessments in students, and arouses
interest in research and organizational activities.
The aesthetic education of each individual in society, as
a branch of pedagogical activity, is a process that
changes under the influence of its environment and
external factors, and is associated with age
characte
ristics. “In school and preschool education,
aesthetic education is especially important. Because it
is these educational centers that serve to bring to
perfection the love of elegance, which is manifested in
the child’s natural way of thinking, through ae
sthetic
education. Classes in drawing, music, and labor lessons
at school, in kindergartens, in fiction (fairy tales), music,
various games and toys, have a great influence in this
regard, they are one of the most striking manifestations
of the first regular and continuous aesthetic education
outside the family” [2].
The methods and means used by the Uzbek people for
many centuries in preparing the younger generation for
life, forms of activities, their own customs and
traditions, the idea of education and life experience
were embodied in folk pedagogy. Even in the era when
there were no schools and no pedagogical ideas, the
wisdom and methods of tribal members in the field of
instilling in children the qualities of hard work, fighting
spirit, decency, elegance, friendship, kindness, and
tolerance have reached our time as the fruit of the life
experience of that time and have been formed as folk
pedagogy [5].
Personal education in society has always been
considered an important stage, and the place and role
of folk pedagogy in this process has always been
important. In her scientific observations, researcher B.
Ubaydullaeva emphasizes the important role of folk
ethnopedagogy in the future growth of children as kind
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International Journal of Pedagogics (ISSN: 2771-2281)
individuals. The scientist tried to base these processes
on the example of the Surkhon oasis. Taking into
account the importance of the qualities of caring for
each other in the Uzbek family from a young age, she
draws attention to the fact that these processes begin
with the birth of the second and third children in the
family and that this is traditional. In addition, it is noted
that they are instilled with feelings of love and affection
for their parents and other family members, as well as
for their relatives, relatives, and neighbors. As a result
of these factors, it is emphasized that a unique system
of values combining feelings of solidarity, mutual
support, and awareness has emerged [6].
Our people's belief in mother nature, earth, water, air,
and fire, and their glorification are expressed in various
customs and rituals, traditions, professional practices,
and ancient mythological elements that have survived
in the folk lifestyle and customs despite various
religious and political pressures. According to the well-
known ethnologist A. Ashirov, the traditions of urban
planning and architecture that have developed from
history, folklore examples, written heritage, literature,
and love for art among people have created the basis
for the preservation of customs. Our narratives praising
evil and goodness have also reached us as examples of
folk oral creativity. In the ancient interfluve, along with
the centuries-old celebrations and festivals such as
Navruz, Mehrjan, Sada, and Gul Sayli, which were
mainly associated with the culture of sedentary
lifestyle, the unexpected occurrence of sad mourning
ceremonies, the rituals associated with their
organization and conduct, and the participation of
representatives of special professions organizing them,
religious images and rituals, and our traditions have
been preserved [6]. These factors, in turn, have served
to develop the ethno-aesthetic education of people
over the centuries. Factors such as material and
spiritual heritage, examples of folk applied art, and
traditions of folk economic activities have a positive
impact on the aesthetic education of young people
through the ethnographic environment. “It can be said
that ancient beliefs are one of the first steps taken by
people to understand the secrets of nature. As a result
of these factors, concepts and beliefs, including
fetishistic views such as belief in the magic of natural
phenomena, totemistic customs such as worship of the
divine power of plants and animals, animistic beliefs
such as belief in forces in the form of souls and spirits,
polytheistic traditions such as worship of the elements
of nature - the sun, fire, earth, water, etc., magical
actions such as influencing water, wind and other
natural phenomena, emerged” [7]. These factors, in
turn, also served to form the elements of the initial
aesthetic education of people.
Such an ethnocultural environment, which has this
uniqueness, played an important role in the
comprehensive mental, spiritual and physical
development of people, increasing the coefficient of
activity in society, protecting them from external
influences, enriching their sense of survival in difficult
life processes, expanding the activity of consciousness,
and forming aesthetic education. In such an
ethnographic environment, as national ethnic culture
and spiritual values develop, aesthetic education in
young people and all manifestations of ethno-aesthetic
culture also develop, fulfilling the following tasks
according to their manifestation:
Firstly, ethnocultural factors have a constructive impact
on the ethno-aesthetic consciousness and thinking of
the younger generation, forming their ethnographic
worldviews, and ensuring the formation of healthy,
pleasant relationships between people;
Secondly, the traditions and values of the ethnos for
the improvement of health in a certain region,
seasonally, and professionally have a high significance,
contributing to the processes of unification of a number
of ethnic groups and peoples living in a certain region,
and to the improvement of their ethno-aesthetic
culture;
Thirdly, any ethno-cultural traditions and customs
legally guaranteed by the state today are the property
of the Uzbek people and have the right to full use of
them;
Fourth, to introduce knowledge of aesthetic education
within the framework of the qualification requirements
that students must acquire in general education
schools, to establish activities aimed at instilling in
them love for the homeland, loyalty to parents, mental
and physical health, purification of the soul, and the
development of relationships such as peace and
harmony in interethnic relations, hard work in society;
Fifth, “traditions, customs and rituals that serve in
society as the basis of spiritual and ideological values,
as an important part of the national spirituality, lead
everyone to goodness and serve to form a perfect
person” [7].
In addition to science programs in educational
institutions, student education is considered an
important factor, and in ensuring it, the systematic use
of aesthetic culture and thinking tools during lessons
serves to give students a colorful vision of the world.
“Because young people not only learn and understand
nature and society within the framework of their
intellectual capabilities, but also feel and perceive it
through aesthetic thinking. At the same time, such a
socio-psychological process also requires being directly
free, liberated, without any pressure, without
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International Journal of Pedagogics (ISSN: 2771-2281)
instructions, without orders” [3].
In consciously applying their aesthetic knowledge to
society, young students respond to the following:
1) through aesthetic education and knowledge, they
emotionally perceive existence and, relying on their life
experience, philosophically observe the beautiful and
ugly sides of things in the world;
2) as a result of mastering the secrets of beauty in
existence, young people emotionally perceive the
different sides of nature and society and, enriching
their aesthetic knowledge, bring them to a new level in
close contact with the social environment;
3) aesthetic categories also perform certain functions
in the education of young people. It also has a cognitive
nature, expanding the scope of aesthetic knowledge
based on the assimilation of the positive side of reality;
4) the historically formed national mentality of each
people is directly reflected in social life through
aesthetic education. This manifestation is clearly
manifested in young people when they enter into
relations with the external environment, when they
become active members of society. National mentality
also means the totality of all their actions, such as the
aesthetic attitude of young people to the environment
and its assessment based on the traditions of society
and practical activities. “
The issues of harmony of
religious and secular views formed in the spheres of
interest, activities, worldview of today's youth, the
tolerance and social activity formed on their basis
determine not only their own fate, but also the future
of the state associated with the fate of an entire nation
or this nation” [8]. Such activity, in parallel with the
spirituality of young people, leads to the formation of
the aesthetic thinking of society, and to the
improvement of the morale of people.
In educating young people in the national aesthetic
spirit, it is necessary to pay attention to important
aspects, and they are as follows:
to increase the sense of beauty and ugliness in society
by individually developing aesthetic perception in each
growing young generation;
to pay special attention to issues of taste and ideals in
educating young people with a high aesthetic outlook;
to involve young people in various innovations by
strengthening the art of artistic criticism;
to reflect national identity in creating creative
examples, enriching everyday life, social relations, and
people's behavior with beautiful deeds.
СОNСLUSIОN
In the aesthetic education of young people, the
ethnographic environment, as an important process, is
undergoing transformation processes by sensing
ideological attacks and ideological influences under the
influence of the past and present. Under the influence
of this, the threat to nationality from certain forces that
seek to evade the current reform process of society,
and the preservation of the spirituality of the future
generation from the influence of various malicious
forces are becoming more urgent. In this regard, a deep
understanding of the essence of the “Five Important
Initiatives”, which have become a widespread
propaganda process in our country, bringing folk oral
and written creativity to young people using innovative
methods, and instilling ethnographic elements in their
aesthetic education should form the basis of
educational work today.
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