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DEVELOPMENT AND FOUNDERS OF PEDAGOGICAL SCIENCE
Rzambetov Aydos
Student at Karakalpak State University
Tursinbaev Xalmurza
Student at Karakalpak State University
Joldasbaev Sultan
Student at Karakalpak State University
https://doi.org/10.5281/zenodo.15479602
Abstract:
This study includes the history of the development of social pedagogy.
Pedagogy is a science that studies the process of education and upbringing, personal
development, the laws of these processes, as well as the foundations of the organization of the
pedagogical process, the development of methods and technologies of teaching and upbringing.
Keywords:
Social pedagogy, social theory, social function, intellectual development,
philosophy, logical thinking, dogmatism, critical analysis, academia, ancient idealism,
civilization, Renaissance.
PEDAGOGIKA FANINING RIVOJLANISHI VA ASOSCHILARI
Annotatsiya: Ushbu tadqiqotda
ijtimoiy pedagogikaning rivojlanish tarixi kiritilgan.
Pedagogika – ta’lim va tarbiya jarayonini, shaxs kamolotini, bu jarayonlarning
qonuniyatlarini, shuningdek, pedagogik jarayonni tashkil etish asoslarini, o‘qitish va
tarbiyalash metod va texnologiyalarini ishlab chiqishni o‘rganuvchi fan.
Kalit so'zlar:
Ijtimoiy pedagogika, ijtimoiy nazariya, ijtimoiy funktsiya
,
intellektual
rivojlanish, falsafa, mantiqiy tafakkur, dogmatizm, tanqidiy tahlil, akademiya, antik idealizm,
sivilizatsiya, renessans
.
РАЗВИТИЕ И ОСНОВОПОЛОЖНИКИ ПЕДАГОГИЧЕСКОЙ НАУКИ
Аннотация:
Данное исследование включает в себя историю развития
социальной педагогики. Педагогика — наука, изучающая процесс обучения и воспитания,
развития личности, закономерности этих процессов, а также основы организации
педагогического процесса, разработку методов и технологий обучения и воспитания.
Ключевые слова:
Социальная педагогика, социальная теория, социальная
функция, интеллектуальное развитие, философия, логическое мышление, догматизм,
критический анализ, академия, античный идеализм, цивилизация, Возрождение.
Introduction
The development of social pedagogy dates back to a very ancient time, its antiquity is
proven by the scientific views of thinkers, the development of social pedagogy as a science is
divided into several stages: The first stage includes the period from the ancient era to the 17th
century. During this period, facts were collected, educational experiences were understood, and
pedagogical and social theories were formed. At this stage, education is characterized by the
occurrence of social phenomena. As a result, various theories of education emerged. Such a
periodic limitation of the first stage can be seen, first of all, from the fact that the problem of
socialization existed even in the early stages of human history. Because there were social
pedagogical ideas about education accumulated in the primitive community. Education arose
as a social phenomenon with the separation of man from the animal world.
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The development of pedagogy, in particular, its division into historical stages, helps to
understand how it is inextricably linked with the spiritual and cultural development of society.
The first stages of the history of the discipline of pedagogy begin with the ancient Eastern and
European educational systems. In ancient Greece and Rome, education performed an important
social function and aimed to prepare each member of society for enlightenment, morality and
intellectual development. In these periods, pedagogy was considered more as spiritual and
moral education, and its main goal was to teach the younger generation to adhere to moral
standards. The founder of pedagogy in Ancient Greece is considered to be Socrates (5th-4th
centuries BC) - one of the greatest philosophers of his time. He had many students, whom he
taught to conduct a dialogue, polemics, logical thinking. Socrates was an opponent of
dogmatism, believed that everything should be subjected to critical analysis, i.e. to think and
reason, not accepting anything on faith, to doubt everything. Socrates' students, primarily Plato
and Xenophon, wrote down the thoughts of their great teacher. Thanks to these texts, we have
an idea of Socrates' teaching methods. Socrates' closest student was Plato. Being a philosopher,
he also made a great contribution to pedagogy, writing many works in the form of dialogues
and founding his own school in Athens. This school was called the Platonic Academy and
played a significant role in the development of ancient idealism, and contributed to the
development of mathematics and astronomy. The works of ancient Greek philosophers –
Heraclitus (530–470 BC), Democritus (460 – early 4th century BC), Socrates (469–399 BC),
Plato (427–347 BC), Aristotle (384–322 BC) and others – contained many profound thoughts
on education. Chronologically, the stage of formation of pedagogy (pedagogical thought) lasted
approximately 6–7 thousand years until the 17th century. Pedagogical thoughts during this
period usually came from religion and philosophy, and its outstanding representatives known
to us were most often great philosophers or clergymen. These are Confucius, Socrates, Plato,
Aristotle, Quintilian, etc. The pedagogical thought of the slave system (Ancient China, India,
Babylon, Egypt, and other cultures) has reached us in quite numerous texts, usually in sacred
books. At the same time, in the countries of the Ancient East, the roots of educational and
educational systems were located, which were the most important centers of knowledge of their
time. In medieval pedagogy, education and upbringing were based more on religious ideas.The
social pedagogical orientation of the pedagogical views and activities of great scientists is
expressed in opening up the educational goal, which is considered their comprehensive
preparation for life. Scholars such as Al-Khwarizmi, Farabi, Beruniy, Ibn Sina, Ulughbek
pushed the idea of focusing the forces of influence that develop, nurture and educate in their
scientific and pedagogical activities on the growing generation. In the Renaissance, which
spanned more than three centuries (the 14th to 16th centuries), human civilization and, in
particular, pedagogy owe their recognition of the intrinsic value of the individual, his or her
right to respect and study. The socio-economic development of Western European society,
primarily in Italy, led to the formation of a new worldview, in the center of which was man as
an active personality capable of transforming the world. The desire to comprehend man's place
in the world revived interest in ancient culture, which was perceived as a source of ideas for
creating a new culture. It is with the establishment of continuity with antiquity that the name of
the era is associated - the Renaissance. The main result of the searches of the Renaissance was
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the idea of humanism. Humanism, carrying the potential of secularism and rationalism, opened
the way to the knowledge of human nature and, in fact, became the leading ideological
movement of the era.
Conclusion
In any social system, there are concepts such as education, spirituality, and
enlightenment that ensure the spiritual growth of a person, and they require learning in
connection with changes in the field of pedagogy and the development of society. Thus,
pedagogy as a science was not established immediately. Pedagogical science is a clot of
centuries-old experience in teaching and educating younger generations, and it is also the
result of many years of research into the patterns of formation of a comprehensively and
harmoniously developed personality.
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