ON THE EDUCATION SYSTEM OF AHMAD DONISH AND BUKHARA.

Аннотация

This article presents scientific and theoretical analyses on the education system of Ahmad Donish and Bukhara. Keywords: Central Asia, Turkestan, Bukhara, education, upbringing, country, heritage, ideals, man, existence, fundamental changes, conditions, madrasah, etc. Based on the perception and enrichment of the cultural and educational traditions of Central Asia, unique traditions of human upbringing and education are formed. In Central Asia, Turkestan, and in particular, in Bukhara, education and upbringing are based on the millennial experience left as a legacy by the great thinkers of this country. In conditions of radical changes in ideological theories, social views, and in general, ideals and human existence, education and upbringing perform a stabilizing function and help a person adapt to new living conditions. In the fateful periods of fundamental historical changes, the need to ensure the continuity of cultural and educational traditions, while preserving the existing value system and the identity of the people, arises. The necessity of the topic we are going to interpret arises from this logic. In such situations, tradition plays a decisive role in the process of educating and raising a new generation. It follows from the specific features of the education system and the experience of the history of pedagogy that human life is a link in a single chain of generations. That is, a person lives in the space of socio-cultural traditions, which significantly affects the formation of his character, behavior, aspirations, values and interests. After all, “ensuring a bright future for the youth of the nation, mobilizing knowledge and experience for this purpose” It is also the goal of today's pedagogy. In past centuries, Bukhara had many buildings specially built for schools and madrasas, but in the words of Ahmad Donish, "the madrasa rooms became straw barns for the donkeys of water carriers and the wheat warehouses of grocers" . According to information in Sodi Khojai Gulshani's "History of Humayun", there were 199 stone madrasas in Bukhara, where 50,000 students studied in many classes . Abdurauf Fitrat, in his essay "The Tale of the Indian Traveler", states that there were about 200 madrasas in Bukhara, and lists 72 of them by name . 12 DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN MODERN SCIENCES International scientific-online conference Sharifjon Makhdum Sadri Ziya, in his treatise or catalog called “List of Madrasah Names in Holy Bukhara”, in which he listed 204 madrasahs, also gives detailed information on how many hujras each madrasah had, in which part of the city and during which reign. which of the emirs built it. According to Sadri Ziya, the largest madrasahs had up to 147 hujras (rooms). The smallest of them had 8-9, and 1 madrasah had 2 hujras (rooms). The number of madrasahs with more than 20 hujras reached 60; 20 madrasahs had more than 50 hujras. Sadri Ziya’s catalog also lists the names of 223 mosques . News about culture, politics, and economics began to reach the masses more and more. However, the fanatics demanded the prohibition of any innovation and free thought, declaring the supporters of this process heretics and blasphemers. Some fanatical "ulama" - ardent opponents of school reform, who had made huge profits from buying and selling the rooms of madrasas, tried to turn the deceived people against the enlighteners. The fanatics not only excluded useful and secular sciences from the curricula of schools and madrasas, but also, with the support of high-ranking reactionaries, in every possible way prevented students who were thirsty for knowledge from independently obtaining knowledge from other books, even from closed libraries. Said Ahmad Adji, one of the famous enlighteners of that time, in his work "The Mirror of Imitation" ("Mirroti Ibrat"), describes the teaching and upbringing methods of his time as follows; “All the time is devoted to the study of morphology and syntax, And having mastered one wisdom in a day, they give themselves up to the game. Only one subject is taught during the day, And they rest three days a week.” However, not everyone, like Ahmad Donish, had independent education. And therefore, many schoolchildren and students took leave from classes and engaged in theft, hunting and drinking. Arabic, logic, and oratory were taught in Bukhara schools. Subjects such as mathematics and literature were not mandatory, and everyone could study them independently. The curriculum and textbooks remained unchanged. Elementary school graduates could remain illiterate. In the madrasa, the books “Avomil” and “Kafia” were studied under the guidance of an assistant teacher. These lessons lasted three years. After that, the students took lessons from a more experienced teacher and studied “Sharhi Mullah” (the book of Abdurrahman Jami), “Shamsiya” - a book of logic. These studies lasted five years. After that, the study of the interpretation of “Shamsiya” began based on the book