ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 3 / UIF:8.2 / MODERNSCIENCE.UZ
715
THE SUBJECT, TASK AND METHODOLOGICAL BASIS OF THE HISTORY OF
PEDAGOGY
Abdirashitova Ulbosın
Republic of Karakalpakstan.
https://doi.org/10.5281/zenodo.15083230
Abstract.
This article discusses the subject, task and methodological basis of the history of
pedagogy.
Keywords:
history of pedagogy, methodology, task, education.
ПРЕДМЕТ, ЗАДАЧА И МЕТОДОЛОГИЧЕСКАЯ ОСНОВА ИСТОРИИ
ПЕДАГОГИКИ
Аннотация.
В статье рассматриваются предмет, задача и методологическая
основа истории педагогики.
Ключевые слова:
история педагогики, методология, задача, образование.
All the peoples who lived in the land of Old Turkestan were able to revive and develop
their national values due to independence. During the former Soviet regime, the achievements of
the Uzbek people in the cultural, educational, social, spiritual, and educational spheres were
belittled, and the idea that education and culture developed mainly in the West and later influenced
the East was instilled. The merit of our independence is that the distortion of history has been put
to an end. Our scientists have proven that the educational and cultural views of the peoples who
lived in the land of Turan are higher than in the most ancient times. The peoples of Central Asia,
which have a long and rich history, have created and improved their great heritage of education,
educating hundreds of generations of humanity in the spirit of universal human qualities such as
humanity, science, kindness, hard work, friendship, generosity, and the roots of the enlightening
ideas created by our people go back to ancient times.
The Uzbek people have historically created their own unique philosophy in the field of
education. Even during the period when Zoroastrianism was widespread in the lands where the
current Uzbek people live, pedagogical ideology prevailed. This is reflected in some pages of the
sacred book of the Zoroastrian religion, the Avesta, that have survived to us. However, the
possibility of covering the history of education, science and culture of the pre-Islamic period is
limited. Because, due to the looting and destruction carried out first by the Greek-Macedonian
troops led by Alexander the Great, and then by the Arab conquerors led by Qutayba ibn Muslim,
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 3 / UIF:8.2 / MODERNSCIENCE.UZ
716
almost all works and sources of that period were lost. However, the scientific study, thorough
analysis and application of Islamic and post-Islamic pedagogical views, national educational
traditions, values, and folk pedagogy is an important and urgent problem of today. Until we
achieved independence, we based our educational work on European pedagogy and studied it. The
current task is to focus on studying Eastern pedagogy and the most advanced traditions of Western
pedagogy. Because science first developed in the East. The great German scientist Herler was right
when he said: “The East is the teacher of Europe.” The above ideas alone can serve as a basis for
saying that culture and enlightenment spread from the East to Europe.
Because the emergence of literacy schools and ancient writings in the oldest sources
indicates that the "Avesto", Sogdian, Bactrian, Urhun-Yenisei, Khorezm and other writings
appeared on the land of Turon, and that the most ancient ancestors of the peoples living on this
sacred land were literate people. Indeed, the cultural heritage of the Uzbek people is a vast sea.
There are such great forgotten discoveries in our past that our first task is to study them
thoroughly and comprehensively. This requires bringing to the surface the valuable sources of our
ancient rich educational heritage, our priceless treasure, and introducing it into the consumption
of modern scientific and pedagogical thought.
During the 7th-12th centuries, culture and science in Central Asia developed incomparably.
In particular, interest in the exact sciences began to grow. In that historical period, such
encyclopedic scholars as al-Khwarizmi, al-Farabi, al-Farghani, al-Beruni, Ibn Sina, az-
Zamakhshari were born. Great thinkers played a key role in enriching the spiritual and intellectual
world of man, in cultivating human consciousness, cultural and educational views, and created an
unparalleled doctrine of human perfection. By the 15th - 16th centuries, ancient Turkestan brought
to the world such scholars as Qazizoda Rumi, Ulugbek, Ali Kushchi, Alisher Navoi, Kamoliddin
Behzod, Zahiriddin Muhammad Babur. At that time, a number of cultural and scientific centers
emerged in the cities of Central Asia.
Thus, the peoples of Central Asia, in particular the Uzbek people, and their cultural and
educational development have developed to an unprecedented extent over the centuries. In
addition, his views on morality and pedagogy acquired a meaning and content that could be
exemplary for the whole world. After the October Revolution, that is, starting in 1917, Soviet
power began to be established in the Turkestan region “at lightning speed”. This system promoted
and incited communist ideology. In the early years of Soviet power, the tasks of opening new
schools and strengthening them were set as a cross-cutting issue in Turkestan.
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 3 / UIF:8.2 / MODERNSCIENCE.UZ
717
It paid attention to instilling the ideas of authoritarian power in the minds of young people
and training teachers who would carry out these works. The direction and system of Russian public
education took the lead in implementing these works. It is known from history that whichever state
or country ruled, it tried to instill its ideology, culture, and moral beliefs in the subordinate country
and people. Starting in 1924, the path to national culture gradually began to be blocked due to the
disintegration of Turkestan and the establishment of national republics.
The writing system that had been used for centuries, in which encyclopedic sciences were
written, was banned. First, a transition was made to a writing system based on Latin, then Russian
graphics. This event deprived the peoples of Central Asia of the opportunity to study the history
of their culture. In schools, the activities of individuals who had nothing to do with the
development of the Uzbek people, not the founders of Uzbek science and culture, the great figures
of the Muslim world, who made a worthy contribution to the development of world science, were
taught. The study of the holy book of the Muslim world, the Holy Quran, and the hadiths of
Muhammad (peace be upon him), was discouraged. As a result, the Uzbek people began to lose
their national morals and traditions of upbringing. This loss had a negative impact on the
development of Uzbek science, culture, and pedagogical sciences. By 1991, when the people of
Uzbekistan gained independence, on the basis of its new national Encyclopedia, an opportunity
arose to take a new approach to the Uzbek national science and culture, the “Theory and History
of Pedagogy”, as in all other fields. In the past, prominent thinkers expressed important ideas about
pedagogy, the study of which allows for the growth of pedagogical thinking and the increase of
pedagogical culture. Based on the above ideas, we need to determine the goals and objectives of
the theory and history of pedagogy that we want to study, and apply and improve it in connection
with practice in the educational process.
So, the subject “Theory and History of Pedagogy” studies the development of education,
schools and pedagogical theories in various historical periods, from ancient times to the present
day, based on national and universal beliefs. After all, studying the history of pedagogy increases
the pedagogical skills and culture of the teacher. It provides him with the opportunity to analyze
the best practices of the past in connection with the educational process of modern schools.
Studying this subject expands the teacher's level of general pedagogical knowledge and encourages
him to have a correct attitude to the pedagogical heritage. It should be noted that by studying the
history of pedagogy, we gain a general idea of the process of improving the system of world
culture, education, and educational institutions.
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 3 / UIF:8.2 / MODERNSCIENCE.UZ
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The subject "Theory and History of Pedagogy" not only provides future teachers with
knowledge, but also fosters in them a sense of national pride and honor. For example, as the head
of our state noted, "The support of our people is the spiritual heritage left by our ancestors, which
is a treasure in itself. This treasure must be used fairly."
The theory and history of pedagogy is a social science that approaches historical
pedagogical phenomena based on the requirements of the era, reveals the diversity of the theory
and practice of education at different stages. The theory and history of pedagogy is closely related
to the following disciplines: pedagogy, psychology, history of culture, history of Uzbekistan,
history of the peoples of the world, philosophy, ethnography, archeology, ethics and a number of
other disciplines. We base our study and analysis of the theory and history of pedagogy on the
following. These are: ancient writings, inscriptions, manuscripts, scientific and spiritual heritage
of Eastern thinkers, folk oral literature, sacred books, pandnomas, programs, textbooks and
textbooks, materials on issues of public education, press materials, works, speeches and articles
on education of our Presidents Islam Karimov and Shavkat Mirziyoyev. The methodology of the
theory and history of pedagogy is based on theories about national and universal values, folk
pedagogy, the scientific and spiritual heritage of Central Asian and Eastern thinkers, the
Constitution of the Republic of Uzbekistan, the works of the President of the Republic of
Uzbekistan Sh. Mirziyoyev on education, and the idea of national independence.
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2025
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«MODERN SCIENCE АND RESEARCH»
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