МЕДИЦИНА, ПЕДАГОГИКА И ТЕХНОЛОГИЯ:
ТЕОРИЯ И ПРАКТИКА
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Ilmiy tadqiqot ishi bilan shug’ullanuvchilarda ilm-fanning falsafiy
metodologik muammolaridan xabardorlik ko‘nikmalari
Olimov Temir Hasanovich
Osiyo xalqaro universiteti professori, pedagogika fanlari bo‘yicha falsafa
doktori (PhD)
Annotatsiya:
KIRISH:
ushbu maqolada
Ilmiy tadqiqot ishi bilan shug’ullanuvchilarda
gnoseologik tajriba va ilm-fanning falsafiy metodologik muammolaridan
xabardorlik ko‘nikmalarini shakllantirishning
ahamiyati yoritilgan.
KALIT SO‘ZLAR:
Ilmiy tadqiqot, gnoseologik tajriba, ilm-fan, falsafiy metodologik
muammolar, xabardorlik, ko‘nikma,
Matematik modellashtirish, mantiqiy
modellashtirish, texnik modellashtirish
Аннотация
ВВЕДЕНИЕ:
В данной статье подчеркивается важность формирования
навыков
гносеологического
опыта
и
осознания
философско-
методологических проблем науки у лиц, занимающихся научными
исследованиями.
КЛЮЧЕВЫЕ СЛОВА:
Научное исследование, гносеологический опыт, наука, философско-
методологические проблемы, осведомленность, навыки, Математическое
моделирование, логическое моделирование, техническое моделирование
Annotation
INTRODUCTION:
This article emphasizes the importance of developing the
skills of epistemological experience and awareness of philosophical and
methodological problems of science in individuals engaged in scientific research. In
addition, in epistemology, any science that has a specific subject of study consisting
of "thinking, truth, subject, object, materiality and spirituality, man and computer,
emotions and rationality, theory and practice, concepts and categories" is the essence
of this subject.
KEYWORDS:
Scientific research, epistemological experience, science,
philosophical and methodological problems, awareness, skills, Mathematical
modeling, logical modeling, technical modeling
МЕДИЦИНА, ПЕДАГОГИКА И ТЕХНОЛОГИЯ:
ТЕОРИЯ И ПРАКТИКА
Researchbib Impact factor: 11.79/2023
SJIF 2024 = 5.444
Том 2, Выпуск 9, 30 Сентябрь
429
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Ilmiy izlanish murakkab, serqirra va ziddiyatli kechadigan jarayondir.
Tadqiqotchi ichki va tashqi ta’sirlari ostida izlanish olib boradi, mazkur ta’sirlarni
ilmiy maqsadga yo‘naltirish oson emas. Ilmiy tadqiqot o‘tkazish metodikasini
egallagan, ilmiy metodlardan yaxshi xabardor va ularni qo‘llay oladigan shaxs
ko‘zlagan maqsadiga erishadi, ilm-fan sohasida biror e’tiborli fikr ayta oladi. Ilmiy
tadqiqot o‘tkazishning asosiy maqsadi obyektning real holatini ideal holatga
ko‘tarish hisoblanadi. Mazkur maqsadga yetishning samarali yo‘llarini,
mexanizmlarini topish va jamiyatga taklif etish olimning vazifasidir. Mualliflar yosh
tadqiqotchilarni o‘z burchini obyektiv bajarishga, buning uchun esa ilm-fanda
shakllangan metodlarga tayangan holda ijodiy kreativ pozitsiyada turishga da’vat
etadilar.
Ilmiy tadqiqot mavzusini tanlashgacha bo‘lgan jarayonlarni
tadqiqotchining «o‘zini o‘zi izlash», «o‘zligini topish» davri deb atash mumkin.
Bu davrda tadqiqotchi hali biror-bir mavzuni tanlashdan, uni biror muammo bilan
bog‘lashdan uzoq bo‘ladi. Tajriba ko‘rsatadiki, ilm sohasiga birinchi qadam
tashlaganidayoq mavzu topib, uni biror muammo bilan bog‘lay olgan tadqiqotchi
deyarli uchramaydi. Demak, mavzu tanlashda ilm sohasidan, mavzuga oid
izlanishlar va muammolardan yaxshi xabardor mutaxassisning yordami,
maslahati zarur. Bunday mutaxassis mavzu tanlashga ta’sir etuvchi obyektiv
omillardan xabardor bo‘lgani uchun ham «ilmiy rahbar», «ilmiy maslahatchi»,
tadqiqotni ratsional olib borishni o‘rgatuvchi «ustoz» deb ataladi.
Mavzuni tanlashga undovchi obyektiv omillar quyidagilardan I borat:
–
ijtimoiy taraqqiyot talabi;
–
ilmiy-texnik taraqqiyot talabi;
–
iqtisodiy rivojlanish omili;
–
madaniy yuksalish ehtiyoji.
Ilm-fanning ijtimoiy taraqqiyotga xizmat qilishi aksiomadir. Shuning uchun
tanlanadigan mavzu ijtimoiy taraqqiyot maqsadlari va vazifalari bilan bog‘liq
bo‘lishi zarur. Ijtimoiy taraqqiyot deganda umuminsoniy rivojlanish,
umumbashariy qadriyatlarni asrash va ko‘paytirish, ijtimoiy hayotni yanada
insoniylashtirish, global muammolarni hal etish, insoniyat erishgan yutuqlarni,
pozitiv tajribalarni yanada ko‘paytirish nazarda tutila di. Mazkur maqsad va
vazifalarga xizmat qilish orqaligina ilm-fan, o‘tkaziladigan tadqiqot,
tanlanadigan mavzu pozitiv ahamiyat kasb etadi.
МЕДИЦИНА, ПЕДАГОГИКА И ТЕХНОЛОГИЯ:
ТЕОРИЯ И ПРАКТИКА
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Mavzuning dolzarbligini asoslash orqali tadqiqotchi muammoning davr,
taraqqiyot, ilm-fan uchun qanchalik muhimligini isbotlaydi. Mavzuning
dolzarbligini yuqoridagi obyektiv va subektiv omillar orqali asoslash mumkin.
Mavzuning o‘rganilmaganligi yoki kam o‘rganilgani, muammoga oid ziddiyatli
yondashuvlir, konsepsiyalar yoki pastulatlar ilgari surilayotgani, u yoki bu
hodisaning pozitiv natijalariga olib kelmayotgani, taraqqiyotga to‘siq
bo‘layotgani, shaxs va jamiyat munosabatlarida «begonalashuv» hollarining
paydo bo‘layotgani, huquqiy normalarni deviant xulq-atvorga samarali ta’sir
etolmayotgani dolzarb mavzular sifatida tadqiq etilishi mumkin. Biroq mavzu
dolzarbligini asoslashda ilmiy izlanishlardan kelib chiqarilgan bitta pastulatga
tayanish darkor. U – tadqiqot obyekti (predmeti)ning real holati bilan ideal holati
o‘rtasidagi qarama-qarshiliklardan kelib chiqishdir. Masalan, ob’ekt (inson)
bugun, real holatida ikkita – o‘zbek va rus tillarini biladi. Lekin u ideal holatida
qirqta tilni bilishi, o‘rganishi va ularda bemalol gaplashishi mumkin. Tadqiqot
qanday sabablar, omillar insonning ideal holatga yetishiga to‘siq bo‘lmoqda,
nimalar qilganda insonni ideal holatga yetkazish, tarbiyalash mumkin, degan
savollarga javob izlashi darkor.
Tadqiqot obyekti (predmeti)ning real holati bilan ideal holati o‘rtasidagi
fundamental mushtaraklik uning (obyekt yoki predmetning) makon va zamonda
mavjudligidir. Tadqiqot obyekti (predmeti) izlanishdan oldin ham makon va
zamonda mavjud edi, u izlanishdan keyin ham makon va zamonda mavjud
bo‘lishi zarur. Lekin u real holatdan ideal holatga o‘tganida sifatan o‘zgarishi,
ya’ni real holatida yo‘q xislatlar, qarashlar, ko‘nikmalar va aloqalarni o‘zida
shakllantirishi mumkin. Real holat ideal holatning antogonisti emas, u ideal
holatning takomillashtirilishi zarur bo‘lgan ko‘rinishidir. Ideal holat ham real
holatning antogonisti emas, u real holatning takomillashtirilgan ko‘rinishidir.
Biroq ijtimoiy taraqqiyot real holatni boricha, mavjudligicha qoldirolmaydi, uni
takomillashtirmay, ijtimoiy taraqqiyot amalga oshmaydi. Ijtimoiy taraqqiyotning
immanent qonuni real holatdagi g‘ov, to‘siq, konservativ qarashlarni ideal
holatning ziddi, hatto raqibiga aylantirishi mumkin. Shuning uchun ham jamiyat
bir ijtimoiy-tarixiy bosqichidan ikkinchi, ko‘pincha ilgarigi bosqichga zid,
qarama-qarshi bosqichga o‘tayotganida real holatdagi mavjud to‘siqlarni kuch
bilan bartaraf etadi.
Har bir ilm sohasida mavjud empirik tajribalarni, gnoseologik izlanishlar
МЕДИЦИНА, ПЕДАГОГИКА И ТЕХНОЛОГИЯ:
ТЕОРИЯ И ПРАКТИКА
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SJIF 2024 = 5.444
Том 2, Выпуск 9, 30 Сентябрь
431
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natijalarini jamlash, umumlashtirishga zaruriyat mavjuddir. Bunday ilmiy
izlanish fundamental ahamiyatga ega bo‘lib, u ilm sohasining real holatini, u
duch kelayotgan nazariy, falsafiy, metodologik muammolar nimalardan iborat
ekanini va uning rivojlanish yo‘llarini, ideal holatga yetish bosqichlarini aniqlab
olishga yordam beradi. Ilm sohasining bunday xususiy muammolarini o‘rganish
tadqiqotchidan katta gnoseologik tajriba va ilm-fanning falsafiy metodologik
muammolaridan yaxshi xabardorlikni talab etadi.
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