ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 8 / UIF:8.2 / MODERNSCIENCE.UZ
344
PEDAGOGICAL BASES OF CONSIDERATION OF GENDER EQUALITY IN
EDUCATION PROCESS
Bekmuratov Arzuwbay Xojamuratovich
Nukus State Pedagogical Institute Pedagogical Department assistant teacher
https://doi.org/10.5281/zenodo.8289384
Abstract.
The article discusses the social aspects of gender, the meaning of gender and social
spheres related to it, the psychological appearance of the individual, the pedagogical basis of
considering gender equality in the educational process.
Key words:
Education, gender equality, pedagogical foundations, accounting, gender social
category, men and women.
ПЕДАГОГИЧЕСКИЕ ОСНОВЫ УЧЕТА ГЕНДЕРНОГО РАВЕНСТВА В
ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ
Аннотация.
В статье рассматриваются социальные аспекты гендера, значение
гендера и связанных с ним социальных сфер, психологический облик личности,
педагогические основы учета гендерного равенства в образовательном процессе.
Ключевые слова:
Образование, гендерное равенство, педагогические основы,
бухгалтерский учет, гендерная социальная категория, мужчины и женщины.
The educational system is not only a factor of technological and socio-economic
development, but also an important strategic tool of spiritual and economic development in society.
Therefore, in our independent country, every year great attention is paid to the field of education.
This task is assigned to all levels of the educational system: from pre-school educational
institutions to higher levels of higher education.
After all, the society develops and finds progress based on the knowledge and
entrepreneurship of the individual. The educational process organized on the basis of gender
differences and equality makes an important contribution to the development of the society and
appears as a necessary component for the cultural, socio-economic and ecological sustainable
development of the student.
In the process of realizing this goal, the first task is to improve existing educational programs
using new pedagogical technology and modern methods. Gender equality in improved curricula,
and gender equality and differentiation of teaching materials in all subjects are important.
Such an educational process requires the creation of new educational tools - methodical
materials and didactic developments. In turn, teaching-methodical materials should be selected in
connection with control tools.
It should be noted that in the future, control of students' knowledge, skills and abilities should
be carried out not only on the basis of mastering, but also on the basis of understanding, practical
application of knowledge and creative skills of boys and girls.
This situation not only has a positive effect on the level of knowledge of students, but also
educates the owner of intelligence with a new quality, that is, it forms a unique personality, they
develop their consciousness, as well as the world.
helps them adapt to social, informational, technological and economic changes.
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 8 / UIF:8.2 / MODERNSCIENCE.UZ
345
General labor skills play an important role in educating students and preparing them for
future practical activities. The main purpose of providing labor education to primary school
students is to prepare them for future life.
General labor skills are not only the result of labor education, but also a condition for
engaging students in everyday social activities.
In the dictionary of pedagogical terms, the
term skill is defined as follows: "Skill is the activity of being able to perform a certain practical
action based on the acquired knowledge of the student."
Professor R. Mavlonova defines skill as follows: "Skill is a person's ability to consciously
perform a certain action, having acquired knowledge and elements based on experience. For
example, the ability to cut cardboard means to be able to hold scissors correctly, to accurately
coordinate movement, to maintain the direction, balance of force and pressure, to maintain a
suitable posture. In this place, it is necessary to act skillfully and adhere to certain working
conditions, for example, the pace and accuracy of work. Otherwise, things can turn out rough."
Students' knowledge is the theoretical basis of their actions in the work process. Certain
stages of movement and their consistency are realized and understood through this knowledge.
Elementary experience gives students an idea of a certain type of activity. In creating such
imaginations, the students' personal experiences and their perception of the experiences of others
(natural representation given through words, graphic images, etc.) are important. However,
personal experience takes the lead. However, not all skills become qualifications. Only the
technical side of performing one or another type of activity, some of its actions, is automated. The
activity itself continues at the stage of conscious, i.e., complex skill, which includes many
elementary skills (ability to measure, ability to use tools, etc.). Due to the limited time, the work
in labor education classes in elementary grades is completed with skills. Acquired knowledge
serves as the basis for acquired skills and competencies. There are several perspectives on the
content and interrelationship of skills and competencies. From the traditional point of view in
didactics, skill is formed before competence, and skill becomes competence as a result of practice.
For example, "Pedagogical encyclopedia" defines "Skill as the ability to effectively perform
actions appropriate to the conditions of work." Skills will be both practical and theoretical in
nature.
The formation of skills is to learn the system of all operations on the processing of knowledge
and information obtained from science, to determine information, to compare it with actions.
Acquiring any skills requires concrete activities based on knowledge, practice, without which there
can be no skills at all.
The psychological basis of the qualification means the interrelationship between the purpose
of the activity, the conditions and the methods of its performance. It follows that competence relies
on knowledge. There is no skill without knowledge.
Doctor of Pedagogical Sciences O. Tolipov tried to analyze and evaluate general labor skills
in his research. The process of formation of skills and qualifications has been interpreted
differently in scientific research.
In the 21st century, continuous education has gained strategic importance and occupies a key
position in the life of individuals and society. A person can absorb continuous technological
innovations only with the help of knowledge acquired in the educational process organized with
gender equality and identity in mind. This requires not only the improvement of labor tools, but
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 8 / UIF:8.2 / MODERNSCIENCE.UZ
346
also the ability to acquire new knowledge and thorough mastering of professional activities. There
are several different interpretations of the concept of gender in the literature. In particular,
philosophers describe it as follows: "Gender" is an English word that means the social aspects of
gender... This concept takes into account not only the biological difference between men and
women, but also the whole set of social and cultural characteristics in the sexual division of society.
Represents the social affiliation, behavior and expected outcomes of men and women.' Sociologists
approach the concept of gender in the following way: "Gender is a social and biological condition
and is a set of sexual relations between men and women. Psychologists also approached the
concept of gender in a unique way: "Gender foundations of psychology are gender and social
stereotypes related to it, the psychological appearance of a person." Among scientists, there is a
sharp debate about which of these characteristics are innate, and which of them are developed in
the process of education and upbringing. Due to the different upbringing of boys and girls in each
national culture, the psychological differences of the sexes are known from the time they enter
school. Among these differences, psychologists (A.E. Taras, 2002) note that girls are superior to
boys in mathematical and visual abilities.. Boys have a stronger sense of self-confidence than girls.
Girls are more likely to accept uninteresting activities based on sameness. They quickly adapt to a
changing environment. While boys evaluate each situation in a general way, girls carefully
investigate, study, and then evaluate it. In the pedagogical sense, gender is a complex educational
socio-cultural unit of boys and girls, which includes their behavior, mentality and emotional
characteristics, and their equal and different aspects in educational activities.
First of all, it is necessary to imagine the issues that led to the emergence of gender studies.
In this process, it is appropriate to emphasize that gender studies is a logical extension of women's
studies. In this context, the demand to recognize "gender ratio" as a fundamental category of
analysis cannot be discussed without socio-political, social and institutional conditions.
Influenced by the new women's movement of the 1970s, feminist scholars who studied their
status in society were able to link their research to a deep-rooted tradition of thinking about the
"feminine genesis." Over the next forty years or so, most of the work produced on the issue of
comparing the sexes was devoted to explaining the difference between sex and gender as defined
by feminist scientific criticism.
The existence of sex-gender system was first noticed by anthropologist Gale Rubin. He tried
to develop a new approach aimed at describing society and gender differences. Thus, biological
sex (sex) was contrasted with species (gender). On the basis of this contradiction, it was necessary
to pay attention to the socio-cultural formation of sexuality. Cultural anthropological studies have
focused on the diversity of descriptions given to men and women in different societies. On the one
hand, these works called into question the biological difference that seemed to be indisputable
until then, and as a result, there was no place to explain the difference in the social status of women
and men by their physical characteristics. On the other hand, it became clear that despite the
differences in conceptions of women, in any society, women are assigned a lower "place" than
men. Two collections of anthropology published at the end of the last century looked with renewed
interest at the social status of women.
The difference between sex and gender is expressed by Karin Hausen as "the negative
consequences of contrasting the characters of the sexes". Contrasting in this way has led to
different gender roles being studied and legislated as expressions of the "natural" characteristics
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 8 / UIF:8.2 / MODERNSCIENCE.UZ
347
of men and women. He also argued that there is a direct causal link between the social roles
assigned to the "natural" sexes of men and women. The natural equality of people and the natural
inequality between the sexes is a paradoxical law of the 19th century, which remained almost
unchanged until the middle of the 20th century.
In order to express the ratio of the sexes in terms of its social significance, it was necessary
to abandon the distinction between the sexes based on biological differences. This was caused,
first of all, by the subordination of male and female sexual roles, and at the same time, it led not
only to the legalization of the patriarchal system of rule, but also to the fact that it was considered
a given by nature. Instead, it was believed that biologically determined sex and the differentiation
of gender role within a particular society (gender) should help to eliminate such a connection due
to the supposedly natural connection. Such an approach should help to realize that concepts of
femininity and masculinity are multifaceted phenomena determined by culture and education.
Focusing only on biological aspects not only allows us to describe this diversity, but on the
contrary, it exaggerates it. Certain phenomena related to the "essence" of gender, defined as
"symbols of femininity and masculinity," which affect men and women differently and, as a result,
are perceived, desired, or comforted differently by them, have been condemned in the past. Based
on this, the information about the biologically determined gender prevents us from thinking about
the existence and social functions of this category. If the focus on the differentiation of the sexes
was based on cultural classification and not on anthropological, biological or psychological,
pedagogical dimensions, then the relationship of the sexes to each other would not be accepted as
an expression or representation of the natural order. The comparison of the sexes is related to the
rules in the society and the educational system.
It is wrong to perceive the concept of gender as a word, symbol, pointing to the meaning it
expresses. Gender is not defined only by the "natural" sex. Here we are talking about the
representation of certain relations, which serve as the basis for the relationship between the
individual and the society, and which consist of the formed and stable difference of the two
biological sexes.
Instead of relying on the inherent differences between men and women, this concept forces
us to grapple with the meanings associated with these differences. In order to understand gender,
it is necessary to define this new concept with the socio-pedagogical significance of the specific
characteristics and tasks of boys and girls differently from centuries-old "philosophy of gender"
and studies about women. At first glance, one can find commonalities between gender and sexual
characteristics. T. Parsons tried to describe situations that cannot be explained by biological
characteristics underlying the different social functions of women and men. The concept of Edin's
triangle in the family, introduced by psychoanalysis, which helps to form the similarity of men
and women at the same time, helps to explain the differentiation of different gender roles. The
differentiation process he proposed promoted instrumental (masculine) and expressive (feminine)
roles in the family. Through this, he tried to establish a connection between the individual and
social structures based on the concept of sexual functions.
60 of the XX century the objection to women's prescribed roles, which Betty Friedan
described as the "mystery of femininity," became more and more evident in the 1930s, until it was
understood as a critique of the corresponding positions in the power system. In this context,
according to the reasonable opinion of Robert Connell, the theory of sexual functions "did not
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 8 / UIF:8.2 / MODERNSCIENCE.UZ
348
allow us to interpret the changes taking place as a dialectic within the gender ratio." The
restatement of the issue occurred when the distinction between the person and his task, as well as
the naturalness of the characteristics of men and women, was questioned for the first time. These
are the early studies that gave rise to gender theory.
There were four reasons for affirming gender as a basic scientific category:
1) connection between the (female) and (male) bodies and giving up certain social tasks that
are considered natural;
2) determining the relationship between the system of intersex relations and other internal
cultural perspectives;
3) recognizing that the social organization in which men and women perform certain tasks
cannot be understood without the analysis of the relevant power structures;
4) to admit that the process of differentiation, which motivates the performance of different
tasks, should also be analyzed.
The inclusion of gender as a category of analysis indicated the possibility of breaking the
questioned opposition between men and women, and at the same time taking this opposition
seriously as a mechanism of subjugation in social, cultural and political reality.
The term gender refers to the concept of difference between boys and girls (men and women).
The social meaning of this word in most cases represents the anatomical differences between boys
and girls. Anthropologist Margaret Mead emphasizes that gender differences and similarities
should be considered not biologically, but socially, psychologically and pedagogically. The whole
description of gender differences and similarities changes and develops during the educational
process. The main tool that changes it is mental and physical work differentiated according to the
gender of students. The class and age of the student are recognized as socio-pedagogical factors.
The social experience of the student should be clearly taken into account in the educational
process, which is organized taking into account gender differences and similarities.
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