EDUCATIONAL VISION AND JUSTICE-ORIENTED IDEAS IN THE VIEWS OF MUNAVVARQORI ABDURASHIDKHANOV

Аннотация

This article examines the educational vision and justice-centered philosophy of Munavvarqori Abdurashidkhanov, a leading figure of the Jadid movement in Central Asia. By emphasizing the need for educational reform, he advocated for equity, national identity, and the integration of modern sciences with traditional values. Through a historical and analytical approach, the article demonstrates how his progressive ideas continue to influence educational discourse today. Keywords: Munavvarqori Abdurashidkhanov, Jadidism, education, justice, reform, equality, national values. Introduction. It is widely recognized that the development and enlightenment of any nation are closely tied to the strength of its education system. In this regard, the Jadid movement, which emerged in the early 20th century in Turkistan, played a transformative role in challenging outdated methods of instruction. One of its foremost thinkers, Munavvarqori Abdurashidkhanov, firmly believed that a society could only progress if its education system was grounded in justice, inclusivity, and relevance to real-life needs. Therefore, his ideas on education were not only revolutionary for his time but also deeply rooted in ethical principles and national revival. Munavvarqori’s worldview was shaped by the socio-political and cultural context of colonial Turkestan. Although the traditional maktab and madrasa systems had long served as the primary means of education, he recognized that they had become obsolete in the face of modern challenges. Consequently, he called for a new educational paradigm that would embrace both religious and secular subjects. Moreover, he argued that students should be educated in the spirit of national identity, while teachers themselves must be equipped with both moral integrity and scientific knowledge. As such, he viewed the transformation of education as the key to achieving not only intellectual development but also social justice and national awakening [7]. In response to the limitations of existing schools, Munavvarqori took concrete steps by founding new-method schools in Tashkent. These schools, unlike traditional ones, adopted innovative approaches to teaching, such as phonetic instruction and modern pedagogy. Furthermore, he introduced a curriculum that included native language, arithmetic, history, and geography— 180 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference subjects previously excluded from religious institutions. Importantly, he ensured that students from all social backgrounds could access education without discrimination, thus reinforcing his belief in fairness and equality. In addition, he developed and published textbooks that were specifically tailored to the needs of local students, which demonstrated his practical commitment to reform. Crucially, Munavvarqori did not treat justice as a mere moral value; rather, he integrated it as a fundamental principle within education. On the one hand, he asserted that every child, regardless of gender or social status, had the right to quality education. On the other hand, he championed the cause of women’s education, arguing that an educated mother was essential for the upbringing of enlightened generations. At the same time, he believed that a reformed curriculum should not neglect traditional values; instead, it should harmonize them with the latest advancements in science and knowledge. As outlined in his selected works, education had to serve as the primary instrument for fostering a just, moral, and progressive society. Recent studies have further affirmed the relevance of Munavvarqori’s legacy. For instance, A. Ergashev emphasizes that his learner-centered, inclusive approach aligns closely with modern pedagogical models [2]. Similarly, R. Sattorov describes his efforts as instrumental in laying the intellectual foundation for national awakening, particularly through the lens of equitable education [6]. These insights suggest that Munavvarqori’s educational philosophy was not only ahead of its time but also compatible with contemporary goals of sustainable and inclusive development. From my perspective, Munavvarqori’s thought remains highly relevant today, especially in light of global debates around educational equity and inclusion. His vision offers valuable insights for modern policymakers and educators who strive to create just, inclusive, and culturally rooted learning environments. Indeed, incorporating his principles into contemporary practice could greatly enhance the moral and intellectual fabric of our society. Conclusion. In summary, Munavvarqori Abdurashidkhanov emerges as a visionary reformer whose ideas continue to resonate in discussions on educational justice and national identity. By promoting equal access to knowledge and urging the integration of modern sciences with cultural values, he laid the foundation for a forward-looking and fair education system. His reforms demonstrate that lasting social prog