ISSN:
2181-3906
2024
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 3 / ISSUE 1 / UIF:8.2 / MODERNSCIENCE.UZ
39
OILADA SHARQONA TARBIYA VA UNING IJTIMOIY AHAMIYATI
Idiyeva Lola Ismatovna
assistent, “Tarix va filologiya” kafedrasi,
Osiyo Xalqaro Universiteti
idiyevalolaismatovna@oxu.uz
https://doi.org/10.5281/zenodo.10463279
Annotasiya.
Maqolada o’zbek oilalardagi farzand tarbiyasi va hozirgi kunda g’arb
madaniyatining farzandlarimizga ta’siri, o’z-o’zini baholash kabi masalalar tasvirlangan.
Kalit so’zlar:
sharq xalqlari, farzand tarbiyasi, ota-ona roli, o’z-o’zini baholash, g’arb
madaniyati.
ORIENTAL EDUCATION IN THE FAMILY AND ITS SOCIAL SIGNIFICANCE
Abstract.
The article examines such issues as parenting in Uzbek families and the influence
of the West on our children today, as well as self-esteem.
Key words:
eastern people, parenting, parental role, self-esteem, western culture.
ВОСТОЧНОЕ ОБРАЗОВАНИЕ В СЕМЬЕ И ЕГО СОЦИАЛЬНОЕ
ЗНАЧЕНИЕ
Аннотация.
В статье рассматриваются такие вопросы, как воспитание детей в
узбекских семьях и влияние Запада на наших детей сегодня, а также самооценка.
Ключевые слова:
восточные народы, воспитание детей, родительская роль,
самооценка, западная культура.
Sharqning aksar xalqlari, xususan, biz o‘zbeklarda bolalar kichikligidanoq kattalarni
hurmat qilish, ularning gapiga quloq tutish, gap qaytarmaslik, har bir ishda kattalar bilan
maslahatlashib ish ko‘rish ruhida tarbiya topadi. Ota-ona chaqirganda har qanday ishni tashlab,
“labbay” deb borish, topshirgan yumushlarini og‘rinmay bajarish, keksayib, yordamga muhtoj
bo‘lganida mehr-oqibat, g‘amxo‘rlik ko‘rsatish, hatto davrada ulardan yuqoriga chiqmaslik,
beruxsat so‘zlamaslik, ko‘chada oldilariga tushib yurmaslik yozilmagan qat’iy qoidaga aylangan.
Bu ota-onadan qo‘rqishdan emas, balki hurmat, e’zoz, oqibat, nomus, oriyat, g‘urur kabi
insoniy fazilatlar ifodasidir.
Ammo bugun o‘zini zamonaviy sanaydigan, hamma ishni ko‘ngil mayliga qarab amalga
oshiradigan, farzandiga biroz qat’iyatlilik bilan tarbiya berishni ularning erkini bo‘g‘ish deb
tushunadigan, bir so‘z bilan aytganda, G‘arbning g‘arib madaniyatiga havas qilib, ularga xos
yashashga, farzandlariga shu ruhda tarbiya berishga intilayotgan oilalar ham yo‘q emas. Keyingi
vaqtlarda bu borada ba’zi gap-so‘zlar, hatto muammoli holatlar ham ko‘zga tashlanmoqda.
Emishki, zamonaviy oilalarda kattalar va kichiklarning, ya’ni ota-onalar va farzandlarning
murosasi kelishmas emish. Bunga esa ularning yoshi o‘rtasidagi farq, dunyoqarashlarining mos
kelmasligi sabab bo‘lar ekan. Ajablanasan kishi, axir bir paytlar mana shu qarashlarni qo‘llab-
quvvatlagan G‘arb oilalari bugun “avlodlar to‘qnashuvi” yoki kelishmovchiligining jabrini
tortayotganidan xabardormiz-ku.
«Men» — obrazi va o’zini-o’zi baholash. «Men» — obrazi asosida ham bir shaxsda o’z-
o’ziga nisbatan baholar tizimi shakllanadiki, bu tizim ham obrazga mos tarzda har xil bo’lishi
mumkin. O’z-o’ziga nisbatan baho turli sifatlar va shaxsning orttirilgan tajribasi, shu tajriba
ISSN:
2181-3906
2024
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 3 / ISSUE 1 / UIF:8.2 / MODERNSCIENCE.UZ
40
asosida yotgan yutuqlariga bog’liq holda turlicha bo’lishi mumkin. Ya’ni, ayni biror ish, yutuq
yuzasidan ortib ketsa, boshqasi ta’sirida — aksincha, pastlab ketishi mumkin. Bu baho aslida
shaxsga boshqalarning real munosabatlariga bog’liq bo’lsa-da, aslida u shaxs ongi tizimidagi
mezonlarga, ya’ni, uning o’zi subyektiv tarzda shu munosabatlarni qanchalik qadrlashiga bog’liq
tarzda shakllanadi. Masalan, maktabda bir fan o’qituvchisining bolaga nisbatan ijobiy munosabati,
doimiy maqtovlari uning o’z-o’ziga bahosini oshirsa, boshqa bir o’qituvchining salbiy munosabati
ham bu bahoni pastlatmasligi mumkin. Ya’ni, bu baho ko’proq shaxsning o’ziga bog’liq bo’lib, u
subyektiv xarakterga egadir.
O’z-o’ziga baho nafaqat xaqiqatga yaqin (adekvat), to’g’ri bo’lishi, balki u o’ta past yoki
yuqori ham bo’lishi mumkin.
O’z-o’ziga bahoning past bo’lishi ko’pincha atrofdagilarning shaxsga nisbatan
qo’yayotgan talablarining o’ta ortiqligi, ularni uddalay olmaslik, turli xil e’tirozlarning doimiy
tarzda bildirilishi, ishda, o’qishda va muomala jarayonidagi muvaffaqiyatsizliklar oqibatida xosil
bo’lishi mumkin. Bunday o’smir yoki katta odam ham, doimo tushkunlik holatiga tushib qolishi,
atrofdagilardan chetroqda yurishga harakat qilishi, o’zining kuchi va qobiliyatlariga ishonchsizlik
kayfiyatida bo’lishi bilan ajralib turadi va bora-bora shaxsda qator salbiy sifatlar va hatti-
xarakatlarning paydo bo’lishiga olib keladi. Xattoki, bunday xolat suisidal harakatlar, ya’ni o’z
joniga qasd qilish, real borligidan «qochishga» intilish psixologiyasini ham keltirib chiqarishi
mumkin.
O’zi-o’ziga baho o’ta yuqori ham shaxs xulq-atvoriga yaxshi ta’sir ko’rsatmaydi. Chunki,
u ham shaxs yutuqlari yoki undagi sifatlarning boshqalar tomonidan sun’iy tarzda bo’rttirilishi,
noo’rin maqtovlar, turli qiyinchiliklarni chetlab o’tishga intilish tufayli shakllanadi. Ana shunday
sharoitda paydo bo’ladigan psixologik xolat «noadekvatlilik effekti» deb atalib, uning oqibatida
shaxs xattoki, mag’lubiyatga uchraganda yoki o’zida nochorlik, uquvsizliklarni sezganda ham
buning sababini o’zgalarda deb biladi va shunga o’zini ishontiradi ham (masalan, «xalaqit berdi-
da», «falonchi bo’lmaganida» kabi bahonalar ko’payadi). Ya’ni, nimaiki bo’lmasin, aybdor o’zi
emas, atrofdagilar, sharoit, taqdir aybdor. Bundaylar xaqida bora-bora odamlar «oyog’i yerdan
uzilgan», «manmansiragan», «dimog’dor» kabi sifatlar bilan gapira boshlaydilar. Demak, o’z-
o’ziga baho realistik, adekvat, to’g’ri bo’lishi kerak.
Realistik baho shaxsni o’rab turganlar — ota-ona, yaqin qarindoshlar, pedagog va
murabbiylar, qo’ni-qo’shni va yaqinlarning o’rinli va asosli baholari, real samimiy munosabatlari
mahsuli bo’lib, shaxs ushbu munosabatlarni ilk yoshligidanoq xolis qabul qilishga, o’z vaqtida
kerak bo’lsa to’g’rilashga o’rgatilgan bo’ladi. Bunda shaxs uchun etalon, ibratli hisoblangan
insonlar guruhi — referent guruhning roli katta bo’ladi. Chunki biz kundalik hayotda hammaning
fikri va bahosiga quloq solavermaymiz, biz uchun shunday insonlar mavjudki, ularning hattoki,
oddiygina tanbehlari, maslahatlari, hattoki, maqtab turib bergan tanbehlari ham katta ahamiyatga
ega. Bunday referent guruh real mavjud bo’lishi (masalan, ota-ona, o’qituvchi, ustoz, yaqin
do’stlar), yoki noreal, hayoliy (kitob qahramonlari, sevimli aktyorlar, ideal) bo’lishi mumkin.
Shuning uchun yoshlar tarbiyasida yoki real jamoadagi odamlarga maqsadga muvofiq
ta’sir yoki tazyiq ko’rsatish kerak bo’lsa, ularning etalon, referent guruhini aniqlash katta
tarbiyaviy ahamiyatga ega bo’ladi.
ISSN:
2181-3906
2024
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 3 / ISSUE 1 / UIF:8.2 / MODERNSCIENCE.UZ
41
Shunday qilib, o’z-o’ziga baho sof ijtimoiy xodisa bo’lib, uning mazmuni va mohiyati
shaxsni o’rab turgan jamiyat normalariga, shu jamiyatda qabul qilingan va e’zozlanadigan
qadriyatlarga bog’liq bo’ladi. Keng ma’nodagi yirik ijtimoiy jamoalar etalon rolini o’ynashi
oqibatida shakllanadigan o’z-o’ziga baho — o’z-o’zini baholashning yuksak darajasi hisoblanadi.
Masalan, mustaqillik sharoitida mamlakatimiz yoshlari ongiga milliy qadriyatlarimiz,
vatanparvarlik, adolat va mustaqillik mafkurasiga sadoqat xislarining tarbiyalanishi, tabiiy, har bir
yosh avlodda o’zligini anglash, o’zi mansub bo’lgan xalq va millat ma’naviyatini qadrlash xislarini
tarbiyalamoqda. Bu esa, o’sha yuksak o’z-o’zini anglashning poydevori va muhim
shakllantiruvchi mexanizmidir. Demak, o’z-o’zini baholash — o’z-o’zini tarbiyalashning
muhim mezonidir. O’z-o’zini tarbiyalash omillari va mexanizmlariga esa, quyidagilar kiradi:
• o’z-o’zi bilan muloqot (o’zini konkret tarbiya obyekti sifatida idrok etish va o’zi bilan
muloqotni tashkil etish sifatida);
• o’z-o’zini ishontirish (o’z imkoniyatlari, kuchi va irodasiga ishonish orqali, ijobiy xulq
normalariga bo’ysundirish);
• o’z-o’ziga buyruq berish (tig’iz va ekstremal holatlarda o’zini qo’lga olish va maqbul
yo’lga o’zini chorlay olish sifati);
• o’z-o’ziga ta’sir yoki autosuggestiya (ijtimoiy normalardan kelib chiqqan holda o’zida
ma’qul ustanovkalarni shakllantirish);
• ichki intizom — o’z-o’zini boshqarishning muhim mezoni, har doim har yerda o’zining
barcha harakatlarini muntazam ravishda korreksiya qilish va boshqarish uchun zarur sifat.
X U L O S A
O'zbekiston mustaqil davlatga aylangan bir sharoitda ma'naviy va axloqiy tarbiya qator
omillar ta'siri ostida amalga oshiriladi. Bu eng avvalo shaxsni umuminsoniy qadriyatlar asosida
shakllantirish maqsadida ish olib borishda ko'rinadi. Axloqiy sifat shaxsning barcha muhim
xususiyatlarini yaxlit holga keltiradi.
O'zbek xalqining moddiy va ma’naviy darajasining ko'tarilishi yangi axloqning kelajakdagi
rivojlanishi va mustahkamlanishining ijtimoiy bazasini kengaytiradi, shaxs ehtiyojlarini yangi
darajasi va undan oqilona foydalanishni shakllantiradi.
Shaxsning muhim ma'naviy sifatlari bo'lgan axloqiy ong, hissiyot va xulqni shakllantirish;
vatanparvarlik, vatanga muhabbat, O'zbekiston gerbi va bayrog'i hamda madhiyasiga muhabbat,
insonpavarlik, ongli intizom va boshqa tuyg'ularni kamol toptirish axloqiy tarbiyaning asosiy
vazifalaridir.
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