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ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 6
VALUES AND THEIR IMPORTANCE IN THE PEDAGOGICAL PROCESS
Nafisa Choriyeva
1st year doctoral student at TerSU.
https://doi.org/10.5281/zenodo.15714414
Abstract.
This article provides a comprehensive analysis of the concept of values,
exploring its psychological, pedagogical, and philosophical dimensions from a variety of
perspectives. The study delves into the nature and significance of values in shaping individual
and collective behaviors, emphasizing their role in personal development, education, and social
interactions. It examines how values are formed and internalized through psychological
processes, how they are transmitted and cultivated in pedagogical contexts, and how they are
conceptualized and interpreted in philosophical discourse. By integrating insights from these
fields, the article aims to offer a deeper understanding of the complex and multifaceted role of
values in human life, culture, and society.
Keywords
: Values, pedagogy, philosophy, psychology.
One of the strategic tasks of the modern education system is to educate the younger
generation based on high spirituality and healthy social consciousness. This process primarily
aims to foster a sense of respect for national and universal values among students, to develop
their skills in understanding, appreciating, and applying these values in life. Therefore, the
concept of "value" and its essence, content, and interpretation within different academic fields
hold a special place in the educational process.
Value is a set of ideals, criteria, principles, and concepts that are important for a person,
appreciated in their consciousness, and guide their life activities. Values are the foundation of
societal progress, the basis for personal development, and the cornerstone of social activity. This
concept is deeply studied within the special field of philosophy known as axiology. Axiology
examines the role of values in human life, their formation mechanisms, and their functions
within society.
1.1. The Philosophical Interpretation of the Concept of “Value”
The concept of “value” has been one of the central issues of philosophy since ancient
times. “The problem of love was first considered by the ancient Greek philosophers as a
foundation for existence that ensures unity and self-
movement.” Among the philosophers of the
ancient era, Plato interpreted values through the triad of “truth, beauty, and goodness,” while
Aristotle considered values as the “result of goal
-
directed activity.” According to him, the pursuit
of perfection in human activity is the fundamental value.
In European classical philosophy, Immanuel Kant’s categorical imperative and the idea
of making humanity an end in itself had a strong influence on value theory. Modern axiologists,
such as M. Scheler, N. Hartmann, and V. Frankl, have explained values as the foundation of a
person’s moral choices, the meaning of life, and social activity. Viktor Frankl refers to value as
“the inner necessity that defines the meaning of human life.” In his logotherapy theory, he
demonstrates that a meaningful life is formed based on values. This approach in the educational
process relies on the inner needs of the individual.
1.2. Methodological foundations of the study
The theoretical and methodological foundation of this research is based on the following
approaches:
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ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 6
1.
Axiological Approach
: This approach sees values as the primary determinant in the
formation of an individual's personality. Eduard Spranger, in his famous work
“Types of Men
(1914), emphasizes that human behavior, decision-making, and personal development are closely
linked to dominant values. According to him, each person has a system of dominant values that
guides their actions, and this system is formed through culture and social consciousness.
Spranger categorizes personalities into six types: theoretical, aesthetic, economic, social,
political, and religious. Based on this typology, it becomes possible to identify the dominant
values of each student in education and provide pedagogical influence based on an
individualized approach. This is in harmony with the principles of learner-centered education.
2.
Learner-Centered Approach
: This approach involves organizing the teaching and
educational process based on the individual needs, psychological characteristics, social
experiences, and spiritual world of each student. In this context, values are not only understood
as knowledge but also as concepts that are realized through personal experience.
3.
Historical-Typological Approach:
National and universal values are complex
phenomena that emerged through historical formation processes. This approach allows for
identifying the role of values in social development, uncovering their historical roots, and
analyzing their integrated forms in education.
4.
Systemic Approach:
Values are phenomena that have a systematic and complex
hierarchical structure. Through this approach, the interconnections, priority levels, and impacts
of values on personal development are scientifically examined.
5.
Cultural-Relational Approach:
Values are shaped within a cultural environment. This
approach explores values in close relation to the customs, language, religion, and traditions of a
people. It helps cultivate respect for one’s cultural roots within the student.Integratsiyalashgan
yondashuv.
6.
In today’s globalized world, it is essential to study values in a way that aligns both
nationally and universally. Through this approach, the principle of "globally minded, nationally
practiced" becomes a guiding concept in pedagogical activities.
The philosopher Q. Nazarov, in relation to the use of the concept of “value,” connects it to
the enlightenment writer, playwright, and public figure A. Avloni's work
“Turkiy Guliston, or
Morality.”
In this work, Avloni acknowledges the concept of “value” and raises the following
qualities to the level of values: intelligence, purity, determination, self-discipline, courage,
contentment, knowledge, patience, discipline, the scale of self-control, conscience, love for the
homeland, truthfulness, vision, modesty, shame, perception, wit, speech, economy, dignity,
obedience, loyalty, justice, and forgiveness
. These values are all analyzed under the general
term of “value.”
The wide usage of these concepts indicates that by the end of the 19th century and the
beginning of the 20th century, the Uzbek language was not only rich but also possessed a vast
array of spiritual concepts. It is essential to note this richness and the significance of spiritual
terminology in the language at that time.
In conclusion, it can be said that the philosophical, pedagogical, and linguistic
interpretations of the concept of "value" in science provide an opportunity to understand this
complex phenomenon from all angles.
1
Spranger E. Types of Men / Translated by P.J.W. Pigors.
–
New York: G. E. Stechert Company, 1914, p. 13
–
15
2
Назаров Қ. Қадриятлар фалсафаси. –
Тошкент: Файласуфлар миллий жамияти нашриёти, 2004. –
Б.11.
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ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 6
By analyzing language, philosophy, and educational processes, researchers can uncover
the true essence of values. This interdisciplinary approach deepens our understanding of the
concept of value.
References
1.
Spranger E. Types of Men / Translated by P.J.W. Pigors.
–
New York: G. E. Stechert
Company, 1914, p. 13
–
15.
2.
Назаров Қ. Қадриятлар фалсафаси. –
Тошкент: Файласуфлар миллий жамияти
нашриёти, 2004. –
Б.11.
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