In this article, the history of the cultural relations of the USSR with the Turkish state is covered based on archival sources. It focuses on the students sent from Bukhara to Turkey in the early 20th century and in 1920-1924.
There exist numerous resources about the history and culture of Uzbekistan in the libraries and archives of Turkey. This work is about a letter from the Ottoman archives. Documents related to the history of Uzbekistan in the Ottoman archives began to be seen especially in the middle of 16 th century and continued to increase permanently. As a result of the relations, there are many documents in the Ottoman archives. In return, it is known that a great number of documents about Turkish history and culture are saved in the libraries and archives of Uzbekistan. Scientific works on these documents should be increased and brought to the scientific world. The letter that we work on, was dated 6 April 1706 and sent by Ubeydullah Khan II of Bukhara khanate to the Ottoman Padishah Ahmet III. The letter is saved in the Ottoman Archives operating under the Presidency of the Republic of Turkey Department of State Archives. The letter gives essential information about wording, style of language, diplomatic features and historical events in that period. The reason for writing this letter was to declare the accession of Ubeydullah Khan II and to celebrate the accession of Sultan Ahmet. In addition, the work done by Ubeydullah Khan and the importance of the relations between the two countries were mentioned and good wishes were made for their development. The letter was written in old Uzbek (Turkic) language. It is an eloquent and advanced level text in which a number of Arabic and Persian words were used. One of the writing features of the period is the absence of punctuation marks. Another feature of the letter's wording and style is to include several quotations in the same sentence while expressing the idea in order to support and prove the idea. These issues make it difficult to determine the starting and ending places of the sentences as well as making it hard to understand. The quotations included to support and prove ideas and thoughts also reveal the cultural and religious features and levels of the period. The quotations in question are largely verses and hadiths from the Qur'an. This work relies on the first-hand resource and brings in some information to the scientific world about Turkish-Uzbek relations, Uzbek language, history and culture in the late 17 th and early 18 th centuries.
In this article, the author, based on an analysis of a number of sources, tried to reveal the education system of Turkey and Iran, its historical stages of development and features based on a comparative analysis of various sources. The author tried to objectively analyze the reforms and modernization of the education system in Turkey and Iran in the twentieth century, mainly using foreign sources. While the main changes in Turkey were associated with the advent of Mustafa Kemal after the 1920s, the emergence of such a European educational system in the life of the Iranian state was associated with the ascension of the Pahlavi dynasty to the throne in 1925. The article mainly compares two periods: 1920–30 and 1960–70. The reason is that it was during this period that great changes took place in the political, social, economic life and educational process of these two countries. An attempt was made to identify and show the results obtained using comparative tables. It also analyzes the education system, its reforms, the relationship between religion and the state, the alphabet, exact sciences and the implementation of the European educational process. Conclusions were made by analyzing the results of the reforms. The features of the education system in Turkey and Iran were identified and compared. In both countries, efforts were made to explain the changes after the Second World War, the Islamization of the education system and its impact on the quality of education. In conclusion, the results obtained as a result of the analysis were systematized and sorted. When writing an article, the author sought to develop and substantiate his conclusions using methods such as comparative analysis and the use of statistical data.
At present, our country pays great attention to learning and teaching foreign languages. Because, our country is striving to gain a worthy place in the world community, maintaining relations with many countries in the economic, political, cultural, diplomatic, scientific and educational spheres. This in turn indicates that one of the most important tasks is the deep learning of foreign languages, including Arabic and its incomparable beauty, history and grammar. It is also important to learn grammatical rules and terms from the original sources rather than translated sources for better understanding. As it is known, there are six cases in our mother tongue and all these are included in three of cases of Arabic language. They are nominative, genitive and accusative cases. Nominative case is used in six kind of situations while, genitive and accusative cases are used in two and eleven kind of situations respectively. As we can see, the most commonly used term in Arabic is accusative case, and most of the parts of the sentence are expressed in this arrangement, which is called "an-nasb – بصنلا". Accusative case is a means of formalizing the verb’s dominance over name. Accordingly, the word in accusative case is strongly linked to the verb in the sentence itself to which it relates. Accusative case completes the action of the verb in meaning and answers the questions such as "Who?", "What?", "Who from?", "From what?" It is divided into object of a transitive verb and adverbial object. Object of a transitive verb answers the questions "who?" and “what?” known as هب لوعفملا and comes after subject and predicate. It should be noted that the famous linguist Mustafa Gallaini, in contrast to other modern scientists, in his book "ةيبرعلا سوردلا عماج" distinguishes two types of accusative (cognate and hidden) and divides them into several species. Also, in the aforementioned book of the scholar, there are many other sources of information about object of a transitive verb. "Masdar muwwal" or "jumlah mu'awwal" are can be examples of this. As mentioned above, the origin of the mafulun bihi is related to the use of transitive verbs in the sentence. From this point of view linguists have divided these verbs into four types. In particular, the well-known medieval linguist Sayyid Sharif Jurjoni in his book “Nahvi Mir” called them verbs that required one, two, and three objects, changing subject and predicate of sentences into maful bihi.
Дунёнинг эзотерик манзараси инсон маънавий борлиги ва маданиятнинг ўзига хос бир бўлаги сифатида турли эзотерик қарашларнинг пайдо бўлишига замни яратди. Уз навбатида, маданий омил бу каби эзотерик таълимотларни институтционаллаштиришда муҳим урин тутади. Зеро, ҳар кандай ижтимоий институт маълум бир функцияларни бажариши баробарида, унинг мавжудлиги мазкур функцияларга жамият томонидан бўлган эҳтиёжнинг даражаси билан боғлиқ. Яна бир мухим жихат, эзотеризмга бўлган кизиқишнинг кучайиши сабабларини ўрганганда, аввало, маълум бир эзотерик билимлар гуруҳининг ижтимоий структурадаги амалга ошираётган вазифаларини аниқлаб олишдир. Бунинг учуй биз тизимли сидашув асосида социологик, психологик, маданиятшунослик хамда диншунослик йўналишидаги ишланмалардан фойдаланамиз. Чунки шу сохалар дунёнинг эзотерик манзарасини ижтимоий ходисалар воситасида такомиллаштириб боради. Хусусан, лингвистика асосида дунёнинг эзотерик моҳияти тушунарли ва тизимли мазмунга эга бўлади.