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CHILDREN’S UPBRINGING AND THE ROLE OF THE TEACHER
IN THE WORKS OF THE JADIDS
Arapjonova Zebo Otabek qizi
Andijon State Institute of Foreign Languages
Abstract
: This article examines the perspectives of the Jadid reformers on
children’s upbringing and the pivotal role of teachers in shaping future generations.
The Jadids, who emerged as progressive intellectuals in Central Asia during the
late 19th and early 20th centuries, emphasized modern education as a cornerstone
for social reform and cultural renewal. Through an analysis of key Jadid literary
and pedagogical works, this paper explores how children’s moral, intellectual, and
physical development was prioritized, and how teachers were portrayed as essential
agents of enlightenment, guidance, and national progress. The study highlights the
Jadids’ advocacy for a new pedagogical approach that combines traditional values
with modern educational methods.
Keywords:
Jadid movement, children’s upbringing, education, teacher’s role,
Central Asia, social reform, pedagogy.
Introduction
The Jadid movement was a significant cultural and educational reform
initiative that aimed to modernize the Muslim societies of Central Asia. A key
element of this movement was the reform of educational practices and the
upbringing of children. The Jadids believed that the future of the nation depended
heavily on the younger generation's proper education and moral development.
Consequently, they stressed the vital role of teachers not only as instructors but also
as mentors and moral guides who could nurture enlightened and responsible
citizens.
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This paper investigates the Jadid vision of children’s upbringing and the
teacher’s role, analyzing how these ideas were reflected in their writings and
educational programs. Understanding these perspectives sheds light on the broader
Jadid goals of social transformation and modernization.
Methodology
This research uses a qualitative approach, combining literary analysis of Jadid
texts with historical and educational studies. Primary sources include works by
prominent Jadid figures such as Mahmudxo‘ja Behbudi, Abdurauf Fitrat, and
others, who articulated views on education and child development. Secondary
sources provide contextual background on the Jadid reform movement and its
impact on education in Central Asia.
The study pays particular attention to the themes of moral upbringing,
intellectual training, and the social responsibilities of teachers.
Results
The analysis of Jadid texts and pedagogical writings reveals several key
findings regarding children’s upbringing and the teacher’s role:
1.
Holistic Education Approach:
Jadids advocated for an
education system that integrated intellectual, moral, and physical
development, moving beyond purely religious instruction. This reflected
their desire to prepare children for modern societal challenges.
2.
Elevated Status of Teachers:
Teachers were viewed not
merely as transmitters of knowledge but as moral guides and nation-builders.
Their role was fundamental in shaping enlightened, responsible citizens who
could contribute to social reform.
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3.
Reform of Educational Methods:
Jadids promoted innovative
teaching techniques, including the use of native languages and modern
sciences, to replace the outdated madrasa system. This modernization was
seen as crucial to achieving progress.
4.
Emphasis on National Identity:
Children’s education was
linked to the cultivation of national consciousness and pride, reinforcing the
Jadid agenda of cultural revival and resistance to colonial and traditional
constraints.
Overall, the Jadids’ educational vision laid important foundations for
subsequent reforms in Central Asian education and highlighted the transformative
potential of teachers and childhood education in social development.
Discussion
The Jadids emphasized that children’s upbringing should encompass not only
intellectual instruction but also moral and physical education. They advocated for
a curriculum that balanced religious teachings with modern sciences, languages,
and hygiene, believing this holistic approach was necessary for the development of
well-rounded individuals.
Teachers, according to Jadid thought, held a crucial position as the architects
of this new educational model. They were envisioned as enlightened leaders who
could inspire students, cultivate critical thinking, and instill national pride. Jadid
writers often portrayed teachers as role models emdiving both knowledge and
ethical conduct.
Furthermore, the Jadids promoted the professionalization of teaching,
encouraging pedagogical training and the adoption of innovative teaching methods.
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This was a significant departure from the traditional madrasah system, which they
criticized for its outdated methods and rigid curriculum.
Conclusion
The Jadid movement’s attention to children’s upbringing and the teacher’s
role reflects their broader commitment to societal reform and modernization. By
advocating for comprehensive education and elevating the status of teachers, the
Jadids sought to lay the foundation for a progressive and enlightened society. Their
vision continues to influence educational thought in Central Asia and offers
valuable insights into the historical roots of pedagogical reform in the region.
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