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THE EXPRESSION OF EDUCATIONAL AND PEDAGOGICAL IDEAS IN THE
OLDEST TURKIC WRITTEN SOURCES
Ahmedova Sabinakhan Ravshanovna
Bukhara Innovation University, Master's Degree, II level.
https://doi.org/10.5281/zenodo.15059669
Аbstrаct.
In this mаste’rs thesis, the Urhun-Enаsоy stоne inscriptiоns, which аre the
аncient written mоnumenis оf the p Аvestо eоples оf the Eаst. Expresiоns оf ethiks, mаnners, аnd
educаtiоn issues in Tаbirnоmа (Fоlnаmа), runn inscriptiоns were аnаlyzed аnd interpreted
scientificаlly аnd theоreticаly bаsed аn the prаgmаtics оf the text.
Keywords:
The oldest written sources, the spiritual value of the peoples of the East,
expressions of national patriotism, reflection of ideas about education in written sources, a
special interpretation of upbringing in the texts of the race and so on.
ВЫРАЖЕНИЕ ОБРАЗОВАТЕЛЬНЫХ И ПЕДАГОГИЧЕСКИХ ИДЕЙ В
ДРЕВНЕЙШИХ ТЮРКСКИХ ПИСЬМЕННЫХ ИСТОЧНИКАХ
Аннотация.
В этой магистерской диссертации Урхун-Энасоевские каменные
надписи, которые являются древними письменными памятниками проавестийских
народов Востока. Выражения этики, манер и вопросов образования в Табирнома
(Фолнама), рунических надписях были проанализированы и интерпретированы научно и
теоретически на основе прагматики текста.
Ключевые слова:
Древнейшие письменные источники, духовные ценности народов
Востока, проявления национального патриотизма, отражение идей о воспитании в
письменных источниках, особая трактовка воспитания в текстах народа и т. д.
Without knowing how our most ancient spiritual and educational monuments and
national wealth and values have developed, it is impossible to solve the problems of educating
young people as well-rounded and complete individuals in a scientific manner. This is a
scientific, theoretical, philosophical and educational truth proven by our ancestors.
In order to successfully solve the problem of raising morally pure and mature people, it is
of great importance to study the historical traditions, spiritual wealth of our people, the scientific
heritage and historical and educational experience left to us by our ancestors, and to apply their
achievements in life and educational work. In this regard, the words of the President of the
Republic of Uzbekistan Sh.M. Mirziyoyev in his decree deserve special attention:
"A person who does not know his lineage is not considered a human being. For many
years, they have tried to make us forget about our history, our religion, and our spiritual heritage.
But we did not tire of dreaming of freedom, of striving for freedom.
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We always kept our heritage and lineage in mind. "The desire to be worthy of the spirit of
our great ancestors, our great ancestors who made a great contribution to the treasury of human
history and culture, and the great legacy they left behind, is widespread among the members of
our society and firmly established in the minds of every citizen - this is also an important feature
of the new era."[1].
The Uzbek people have historically created their own unique style of education. Even in
the era when Zoroastrianism was widespread in the lands where the Uzbek people live today, an
optimistic pedagogical ideology prevailed. This is reflected in some pages of the sacred book of
Zoroastrianism, the Avesta, that have come down to us.
However, the possibility of shedding light on the history of education, science, and
culture of the pre-Islamic period is limited. Because, due to the battles, plunder, and destruction
waged first by the Greco-Macedonian armies led by Alexander the Great, and then by the Arab
conquerors led by Ibn Muslim Qutayba, almost all works and sources from that period were
destroyed. However, the scientific study, thorough analysis, and application of existing Islamic
and post-Islamic pedagogical views, national educational traditions, values, and folk pedagogy to
life is an important and urgent problem today.
Until we gained independence, we based our educational work on European pedagogy
and studied it. The current task is to focus on studying Eastern pedagogy. Because science first
developed in the East, and freethinking began with us. The German scientist Herrler was right
when he said, “The East is the teacher of Europe.” Indeed, the cultural heritage of the Uzbek
people is a vast sea.
The above ideas themselves can serve as a basis for saying that culture and enlightenment
spread to Europe from the East. Because the emergence of literate schools and ancient writings,
as evidenced by the oldest sources, such as the "Avesta", Sughd, Bactrian, Urhun-Yenisei,
Khorezm and other writings, originated in the lands of Turon, and the most ancient ancestors of
the peoples living in this sacred land were literate people.
The idea of restoring the great, priceless spiritual and cultural heritage, created by our
ancestors over many centuries since the early days of independence, has finally become an
important task, elevated to the level of state policy.
Schools taught not the founders of Uzbek science and culture, not the great figures of the
Muslim world, who made a significant contribution to the development of world science, but the
activities of individuals who had no connection with the development of the Uzbek people. Such
eloquent writers as Ahmad Yassawi and Bedil, and such gardeners of the flower garden of
thought as Tafakkur, were excluded from the system of public education. The holy book of the
Muslim world, the Quran, and the hadiths of Muhammad (peace be upon him), were suppressed
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and destroyed. As a result, the Uzbek people began to be deprived of national morals and
educational traditions. This destruction had a negative impact on the development of Uzbek
science, culture, and pedagogical sciences.
The address of the head of our state to young people also pays special attention to the
issue of “...possessing modern knowledge and skills, and becoming loyal and devoted children
worthy of the Motherland with their practical work and enthusiasm”[2].
The social development of society has brought to the fore the need to provide children
with knowledge on methods of measuring fields, preventing floods, and treating people from
various diseases. As a result of the organization of the movement to satisfy this need, various
schools began to operate. In schools, the main emphasis was placed on the formation of writing
skills in children, along with the provision of oral knowledge. Initially, drawing was developed
and pictographic writing appeared, but later a writing method using letters imported from
neighboring countries appeared, and this method began to spread rapidly.
In the middle of the first millennium BC, Aramaic, and after the conquest of Alexander
the Great, Greek, and Persian cuneiform scripts were also used at certain times. By the middle of
the first millennium BC, Avestan, Khorezm, Sogdian, Kushan, Runic (Urhun-Yenisei), Uyghur,
and other scripts emerged on the basis of Aramaic, and they became important in the
development of education.
During the first millennium BC, our most ancient ancestors created a great many myths
and legends on the theme of heroism, which were passed down from generation to generation
both orally and in writing. If these myths had not been included in the contents of the Avesta, the
sacred book of the Zoroastrian religion, we would not have had any information about them.
There are different opinions about who created the Avesta, and according to the famous
orientalist E.E. Bertels, this work was written in 1278 by a person named Raid Zarathusht ibn
Bahrom ibn Pajdu. This opinion arose on the basis of certain ideas expressed in the epic
"Zardushtnoma". In particular, the epic provides information about the creation of the Avesta
and Zend by Zarathusht, his birth and later life. That is, there was no information on what
sources Zarathusht ibn Bahrom ibn Paju based the information presented in the epic. However,
researchers admit that in writing the epic, the author used two important sources - the lost
Chitradat (twelfth) and Spenta (thirteenth) copies of the Avesta.
Zoroaster was born around 570 BC and was killed at the age of 77 by one of his enemy
traitors while praying.
Zoroaster in his time develops the idea of two gods. Gradually, he rises to the level of a
prophet and declares himself Ahuramazda, that is, the messenger of the Supreme God.
The world of Zoroaster is divided into two, the world of good and the world of evil.
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Between these two worlds, opposing ideas prevail, and a constant struggle takes place
between them.
The oldest songs and lyric poems glorify such qualities as courage, justice, loyalty, and
humanity. Such songs and lyric poems have come down to us through the work "Devonu-lugatit-
turk", created by the great scholar Mahmud Qoshghari, who lived in the 11th century.
Ancient sources that illuminate the history of the Turkic peoples also contain many works
of advice and teachings. Such works include Mahmud Qashgari's "Div'onu Lu'atit-Turk". The
scholar wrote this work in 1076-1077. Geographer H. Hasanov gives this example: In 1914, in
the Turkish city of Diyarbakir, a widow, in need of money, brought an old manuscript to a
bookstore and offered to sell it for 30 liras. However, no one bought the book for that price. One
day, an elderly book lover named Ali Amiri entered the store and, borrowing from a friend,
bought the book (Ali Amiri lived from 1857 to 1924, collected about 15,000 books in his
personal library, which he donated to the Sheikh Faizullah Madrasah. Later, these books were
transferred to the Fatih Library, the national library).
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