THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
122
THE SOCIO-CULTURAL FUNCTIONS OF THE MENTOR–
APPRENTICE RELATIONSHIP
Abdullayeva Azadxan
Akbarova Moxigul
Gulistan State University
https://doi.org/10.5281/zenodo.15657551
Abstract:
This article discusses apprenticeship, which continues the
tradition of mentoring and coaching that has been important in human life since
ancient times. Today, there is talk about how important the tradition of "Master-
disciple" is in the life of the people. The opinions presented in the article were
written on the basis of many years of teaching experience, and the opinions and
scientific articles of other teachers were used.
Key words:
teacher, student, upbringing, tradition, heritage, knowledge,
skill, skill.
The fundamental changes implemented in all aspects of development in
Uzbekistan serve to realize the dream of a perfect generation, which is the basis
of the noble aspirations of our people. Therefore, the upbringing of a healthy
generation should include not only physically healthy, mature young people, but
also a person brought up on the basis of oriental manners and universal spiritual
values. Today, attention to the comprehensive formation of young professionals
has become the demand of the time for the rapid development of their
professional activities. Forms of conveying accumulated experiences to the
minds of young people are also changing due to changes in historical conditions.
Among the people, the manners, values and conditions of communication
between teachers and students have been living, maturing and developing for
millions of years in the form of such unwritten laws. There is no profession that
has not matured under a mentor. The bond between mentor and disciple is very
delicate, and can be broken by the slightest move, and even tied up again. In
order to prevent such a situation from happening, first of all, the student must
have unlimited love for his teacher, trust him, understand his every word and
behavior, and follow him. It is customary for a student to complete what he has
learned from his teacher and to please his teacher and receive his blessing
before starting independent work. During the period when a student is learning
a skill or a craft under the guidance of a teacher, it is required to carefully
observe his every movement and work style, even the circumstances of what to
put where, which side to pay more attention to. Usually, the teacher sometimes
does not tell all the ins and outs of the craft, but shows it in practice. Mentoring
is one direction in comprehensive education of young people. However, this
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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tradition is expressed as a continuation of the educational and educational
effects of social institutions involved in the education of young people in various
contexts, such as family and school. That's why in mentor-apprenticeship
activities, cooperation with the activities of communities such as family and
school is carried out, and the influence of each other is strengthened.
The experience of social life confirms that the future socio-political activity
of mankind is carried out on the basis of passing education from generation to
generation. Such high-level endorsements represent the need for mentoring to
be held in high esteem as well. The activity of the teachers is to set the time
indicators in the students to be implemented on a national scale. In this process,
the teacher's instructions play a key role in deciding how to allocate time. Being
able to attract students to acquire knowledge, skills, and competencies in a
meaningful way by teaching them how to use the goals, tasks, and tools in
allocating any time makes the figure of the teacher even more prestigious. It is
also necessary to emphasize that if only the material and economic side of the
mentor-disciple tradition is paid attention to, the basis of this activity will not
have any educational value. In ancient times, according to the national tradition,
apprenticeship had its own rules of etiquette. For example, Husayn Voiz
Koshifiy says: "If you are asked how many are the etiquettes of discipleship, say
seven. First of all, having a good attitude towards one's work, that is, loving one's
profession; to put faith in one's profession and believe in it; to be polite in front
of the teacher, to leave one's bad habits; averting one's gaze from all things that
should not be seen; do not listen to everything that cannot be heard; refrain
from all unworthy deeds; not to deal with people who are against his teacher. If
they ask how many are the foundations of discipleship, say six: honesty, loyalty,
responsibility, listening to advice, not hurting, keeping secrets. When asked
what is the best quality of discipleship, the answer is purity. If they ask what is
the unique gem of apprenticeship, answer that it is pleasing colleagues and
friends.
A teacher's life is unforgettable. Because the life of the students he left
behind also joins the life of the teacher. Hazrat Alisher Navoiy, Ibn Sinо, Mirzо
Ulug’bek, our grandfathers live in our hearts with their achievements,
achievements, and students they left behind and will live forever. We can give an
example to all of us of the teacher-student relationship between Abdurahmon
Jomiy and Alisher Navoiy. Alisher Navoiy's life and work show that he was a
devoted student of Abdurrahman Jami. He continued his tradition in "Xamsa".
He enriched Jamiy's work "Nafahot ul-uns" and wrote a new work called
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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"Nasoyim ul-Muhabbat". In his epics and many other works, he mentions the
name of his teacher and shows respect to him. The ode "Tuhfat ul-afkor" is
dedicated to Abdurrahmon Jomiy. The loyalty of Abdurahmon Jomiy and Alisher
Navoiy to Xoja Ahror Valiy, who lived in Samarkand, is very exemplary. It is
known from history that the teacher-student relationship of Xoja Ahror Valiy
served to ensure a great positive atmosphere, peace and stability, and the
inviolability of citizens' rights in the political and cultural spheres at that time.
He was able to show respect and loyalty to his teacher both in life and at work.
The work "Makorim ul-axloq" written by Alisher Navoiy's student
Xondamir was written as a symbol of the student's gratitude to the teacher.
Kamoliddin Behzod was another student of His Highness Navoiy, whose services
are incomparable in bringing out the talent of the future artist and in developing
him into a great artist. In history, we can cite many examples of the development
of the master-disciple tradition. The teacher-student relationship between
Qozizoda Rumiy and Mirzo Ulug’bek is another proof of our words. Ulug’bek
expresses his gratitude to Qozizoda in his "Zij" and refers to him as
"ustozim"(my teacher). He raised a great scientist like Ulug’bek. The literary and
scientific heritage left by Rumiy in Qozizoda is considered the golden property of
today's generation. Abu Iso Muhammad al-Termiziy studied various fields of
science - ilm al-qiroat, ilm al-bayon, fiqh, history, especially the science of hadith,
which he was interested in from a young age, from the great scholars of his time.
famous muhaddis. Imam al-Buxariy, Imom Muslim, Sayyid Is’hoq ibn Muso,
Imam Abu Dovud Qutaya, Mahmud ibn G’aylon and other scholars can be named
among his teachers. Al-Termiziy, who was known as a mature muhaddis’s
scholar of his time, mentored many students. His students in hadis science
include Makhul ibn al-Fadl, Muhammad ibn Mahmud, Anbar, Hamad ibn Shokir,
Abd ibn Muhammad an-Nasafyun, al-Haysam ibn Kulay al-Shoshiy, Ahmad ibn
Yusuf an-Nasafiy, Abul Abbos. can be recognized.
So, based on this activity, along with the principle of voluntariness,
systematically raising the level of expertise of both sides in the context of
cooperation is also expressed. Together with their high level of general
specialization, the levels of cultural communication and attitude are also
developing and forming. That is, according to the opinions of great thinkers, the
requirements that in order to comprehensively form a future specialist, it is
necessary to know him/herself comprehensively, are implemented on the basis
of the traditions of "Master Apprentice". The concept of master-discipleship is
considered one of our high national values and has been formed for centuries.
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Teacher “ulamo” diligently teach young people and fulfill their duties with
honor. We are always indebted to these respected teachers. During the period of
independence, many of our national values returned to our people and our
lives. Among these, there were opportunities to implement the traditions of
mentor-discipleship, which we talked about, in a new context.
In conclusion, it should be said that we should continue the traditions of mentor-
discipleship of our scholars and be worthy students of them. Because we have a
rich heritage formed on the basis of long-term knowledge and high experience of
our ancestors. Being a teacher and mentor is a great honor. After all, the best
representatives of mankind, the prophets, were also sent as teachers and
trainers. Representatives of the teaching profession are as necessary for society
as water and air. These nobles can be likened to the sun. Just as everyone
benefits from sunlight, the enlightenment of teachers benefits all mankind.
Abdurahmon Jomiy did not finish the following verses without reason.
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