MAHMUDKHOJA BEHBUDIY'S VIEWS ON EDUCATION AND UPBRINGING

Аннотация

This article examines Mahmudkhoja Behbudiy’s views on education and upbringing, emphasizing his contributions to educational reform in Central Asia. Behbudiy advocated for modernized schooling that integrated secular subjects with religious teachings, promoting literacy, scientific knowledge, and critical thinking. He also highlighted the role of upbringing in moral and ethical development, stressing the importance of gender-inclusive education and parental responsibility. Influenced by both Western advancements and Islamic traditions, Behbudiy sought a balanced approach to education. His legacy continues to impact educational policies in Uzbekistan and beyond, underscoring the lasting relevance of his ideas. Keywords: Mahmudkhoja Behbudiy, educational reform, upbringing, Jadid movement, literacy, secular and religious education. Introduction. Mahmudkhoja Behbudiy was a prominent figure in the Jadid movement, which sought to reform education and society in Central Asia during the late 19th and early 20th centuries. As an intellectual, journalist, and playwright, Behbudiy advocated for modern education, emphasizing critical thinking, scientific knowledge, and moral upbringing. His views on education and upbringing played a crucial role in shaping the educational landscape of Uzbekistan and other Turkic-speaking regions. This article explores Behbudiy's perspective on education and upbringing, highlighting his key ideas and their impact on society. First and foremost, Behbudiy recognized the inadequacies of the traditional madrasa system, which primarily focused on religious studies while neglecting secular subjects. In his opinion, education should not be limited to memorization of religious texts; rather, it should encompass sciences, mathematics, history, and geography. He believed that without a well-rounded education, Muslim communities would remain stagnant and unable to compete with rapidly modernizing nations. Moreover, Behbudiy emphasized the importance of literacy, particularly in the native language, so that people could access knowledge and contribute meaningfully to society. He introduced the concept of usul-i jadid (new method) schools, which incorporated modern pedagogical 101 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference techniques and a broader curriculum. By doing so, he aimed to create an education system that prepared individuals not only for religious life but also for practical engagement in the economic and political spheres [5, 19-22]. In addition to formal education, Behbudiy stressed the importance of upbringing in shaping individuals' moral and ethical values. He argued that education should not only impart knowledge but also instill a sense of responsibility, discipline, and patriotism. Furthermore, he believed that teachers and parents played a vital role in molding the character of young people. He often criticized parents who neglected their children’s education and upbringing, arguing that a well-educated and morally upright generation was essential for national progress. Additionally, Behbudiy highlighted the necessity of gender-inclusive education. Although traditional norms often restricted girls from receiving formal education, he argued that educating women was just as important as educating men. He pointed out that educated mothers would raise educated children, ultimately contributing to the betterment of society as a whole. It is important to note that Behbudiy’s educational philosophy was influenced by both Western and Islamic thought. On the one hand, he admired the advancements of European nations in science, technology, and education, advocating for their adaptation in Muslim societies. On the other hand, he maintained a deep respect for Islamic traditions and sought to reconcile modern education with Islamic values. In doing so, he aimed to create a balanced approach that would preserve cultural identity while fostering progress. Likewise, Behbudiy believed that education should promote independent thinking and creativity rather than blind obedience. He often criticized the rigid, dogmatic teaching methods of traditional madrasas, which discouraged students from questioning or analyzing information. Instead, he promoted interactive learning methods that encouraged discussion and reasoning [4, 4-11]. Without a doubt, Behbudiy’s efforts laid the foundation for modern education in Uzbekistan and beyond. His usul-i jadid schools served as a model for subsequent educational reforms in Central Asia. Many of his ideas were later adopted by Soviet educational policies, albeit with modifications that aligned with the communist ideology. Even today, Behbudiy’s influence can be seen in Uzbekistan’s educational reforms, which emphasize critical thinking, scientific knowledge, and a strong national identity. His belief in the power of education to transform society remains relevant in contemporary discussions on education policy and reform. 102