This article analyzes the pedagogical objectives of teaching historical novels in higher education through a coherent system

Аннотация

This article analyzes the pedagogical objectives of teaching historical novels in higher education through a coherent system. Specifically, it identifies six key goals achievable through this literary genre: deepening historical understanding, developing critical thinking, enhancing literary skills, discussing socio-cultural themes, fostering personal-moral development, and providing integrated knowledge through interdisciplinary approaches. Keywords: historical context, critical thinking, personal development, moral education, comparison, historical novel, literary texture. Special attention is given to teaching historical novels in higher literary education. This is because these novels serve not only as literary works but also as instruments of historiography. Historical novels possess distinct possibilities. Specifically, they vividly portray the inner experiences, personalities, individual characteristics, details of everyday life, and the vibrancy of social dynamics through the human factor – elements rarely found in formal historical documents. For instance, Zahiriddin Muhammad Babur's *Baburnama* can be considered close to an authentic historical document. In this work, Babur recounts experienced events with precision, conciseness, and a compelling narrative style. In contrast, the novel *Yulduzli Tunlar* (Starry Nights) by Pirimqul Qodirov – written based on this information – elaborates on Babur’s personality, his emotions, and his reactions to prevailing circumstances. Details about India briefly mentioned in *Baburnama* are expanded into 5-6-page inner monologues in the novel. It is essential to remember that the primary focus in higher education is on developing students' critical thinking. Students must not merely memorize events; rather, they must learn to assess them. This necessitates studying historical processes, identifying cause-and-effect relationships, and developing the ability to critique. Objectives of Teaching Historical Novels in Higher Education. The objectives of teaching historical novels in higher education may be structured as follows: 63 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference 1. Achieving Deeper Historical Understanding * Understanding historical events beyond mere facts, dates, and figures by contextualizing them socially, politically, culturally, and personally; * Perceiving aspects related to a period's atmosphere, sentiments, values, daily life, and lifestyle; * Studying the complexity of historical processes, diverse group perspectives, and the bidirectional impact of victories/defeats on involved groups. 2. Developing Critical Thinking and Source Analysis Skills * Distinguishing between fictional events and actual historical processes through source work, comparing interpretations, and verifying outcomes; * Identifying the author's personal stance, political/social/cultural positioning, and recognizing embedded biases or stereotypes; * Analyzing narrative techniques: character discourse, literary devices, and delivery of historical messages. 3. Enhancing Literary Analysis Skills and Cultural Literacy * Analyzing literary elements: structure, stylistic features, imagery, symbols, and themes; * Studying literary traditions across eras and cultures through historical novels; * Deepening understanding of worldviews, challenges, and values of different societies to foster empathy. 4. Facilitating Discussion of Socio-Cultural Themes * Examining timeless themes (power, justice, oppression, freedom) within historical contexts and their contemporary relevance; * Analyzing social stratification and conflicts by exploring experiences of marginalized groups (women, workers, enslaved people, etc.); * Investigating national/ethnic/cultural identity formation and historical novels’ role in shaping national narratives. 5. Fostering Personal Growth and Ethical Reasoning * Reflecting on complex moral decisions: characters’ choices in difficult circumstances and their consequences; * Understanding history and memory: how societies remember/forget the past; * Connecting to the present: examining how historical interpretations influence modern politics and society. 6. Promoting Interdisciplinary Knowledge Integration 64 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference * Integrating methodologies from history, literary studies, philosophy, sociology, anthropology, cultural studies, and art history.