BEAUTY AND MORAL EDUCATION IN EASTERN PEDAGOGY: OPPORTUNITIES FOR APPLICATION IN THE PROCESS OF ARTISTIC EDUCATION

Аннотация

This article analyzes the aesthetic views of Eastern thinkers: Al-Farabi, Ibn Sina, Al- Biruni, Navoi, and Babur from a pedagogical perspective. The author explores their ideas on human perfection, beauty, moral education, and artistic thinking, revealing the possibilities of applying these concepts in modern artistic education processes. Furthermore, the article presents the scientific foundations of these aesthetic-pedagogical views in education and upbringing, offering recommendations for theireffective practical implementation. Keywords: Eastern thinkers, aesthetics, artistic education, pedagogical views, beauty, perfect human, aesthetic education, didactics, spiritual heritage. The peoples of Central Asia are considered the bearers of a rich spiritual and educational heritage formed over centuries. This legacy has served as an essential educational tool in instilling universal human virtues such as humanitarianism, diligence, friendship, generosity, and compassion in the younger generation. The scientific and cultural wealth created by ancestors remains a crucial source in contemporary processes of national identity awareness, spiritual perfection, and the formation of a well-rounded generation. Especially in the context of globalization, the effective integration of these values into modern education and upbringing systems, as well as strengthening national pride and historical memory in the minds of youth, has become an increasingly urgent task. Indeed, the idea that “The heritage left by ancestors is not only the past but also a source of strength and inspiration for the future of our nation” holds profound spiritual, philosophical, and practical significance intoday's social development. In Eastern philosophy, particularly, the concept of the perfect human is closely linked with spirituality and ethical principles, which are regarded as fundamental foundations of human upbringing. Today, there are extensive opportunities to study national and cultural values deeply, preserve them, and develop them in accordance with contemporary life demands. Notably, the “Avesta” – one of the oldest and most esteemed sources of human culture – holds a special place in this process. The sacred text promotes the principle of “Good thoughts, good words, and good deeds,”which remains arelevant and fundamental guideline formoral education tothis day. The moral principles, pedagogical approaches, attitudes towards labor, and vocational training concepts expressed in the “Avesta” are complemented by significant ideas concerning the development of ecological awareness. These aspects clearly demonstrate that the “Avesta” holds not only spiritual but also high didactic significance. As noted by Doctor of Pedagogical Sciences S. Nishonova, the triadic moral concept in the “Avesta” served as a solid foundation for the formation of subsequent pedagogical and didactic works. Therefore, an in-depth study of this ancient source and the application of its principles in contemporary educational processes bear considerablescientific and practical importance. The great Eastern scholars: Al-Khwarizmi, Al-Biruni, Al-Farabi, Ibn Sina, Navoi, Behzod, Babur, and Ulugh Beg – continue to maintain their enduring significance today through their scientific, artistic, and aesthetic perspectives. Their works and theoretical as well as practical www.wordlyknowledge.uz ILMIYMETODIK JURNAL JOURNAL OFIQRO –ЖУРНАЛ ИҚРО –IQRO JURNALI –volume 16,issue01,2025 ISSN:2181-4341, IMPACT FACTOR( RESEARCH BIB )–7,245,SJIF–5,431 heritage encapsulate profound ideas about the formation of a well-rounded individual and the advancement of spiritual, moral, and aesthetic values. Notably, aesthetic principles occupy a central place in these thinkers’ views on human education. Although the modern field of aesthetics as an independent discipline was not distinctly named during their time, their pedagogical works extensively and thoroughly discuss concepts such as inner and outer beauty, and theaesthetic appreciation ofart and nature. Considering the above, a thorough analysis of the aesthetic views of Eastern thinkers, the adaptation of their ideas to contemporary artistic education processes, and the development of corresponding methodologies, as well as the widespread application of these pedagogical approaches in the education system, are of great importance. This not only contributes to improving the quality of the educational process but also serves as an effective means of fostering moral, ethical, and aesthetic culture among students. Consequently, this pedagogical heritage of Eastern scholars shouldbe studied as a distinct scientific direction within pedagogical research and valued not only as a historical legacy but also as a fundamental element of the modern education system. Among ancient didactic sources, Kaykavus’s “Qabusnama,” a priceless gem of Central Asian cultural heritage, deserves special attention. This work extensively covers crucial pedagogical