The New Stage of Enlightenment in Turkestan

Аннотация

This article analyzes the historical development of the Jadidist movement and its influence on changes in the field of education. The Jadidist movement aimed to reform public education by establishing schools based on new methods in Turkestan, which had its own unique social, cultural, and religious conditions. The article examines the distinctive features of the Jadidist movement, the impact of new teaching methods on society, and the long-term outcomes of this movement. The development of Jadidism in the Turkestan region, educational reforms, and the establishment of new schools are explored in relation to how the education system for future generations would change. Keywords: Jadid, movement, development, education, upbringing, textbooks, press, science, library. forced to travel to Kazan to spread their ideas among Introduction: The Jadidist movement primarily Tatar intellectuals. emerged from the environment of enlightenment. In the early 19th century, enlightened Muslim clerics and The first school with the "usuli jadid" method was intellectuals in Bukhara began advocating for the opened by Ismailbek Gasprinskiy in 1884 in reform of madrasas and schools, with ideas aimed at Bakhchisaray, where he began educating Muslim eliminating later additions to Islam. The founder of this children in a completely new way to improve their movement was Abu Nasir Al-Kursavi, a madrasa literacy. teacher and scholar of Islamic studies. He and his In 1893, the first "Usuli Jadid" school in Turkestan was followers opposed the mystical forms of Islam that had opened in Samarkand with the direct assistance and entered the religion, striving to implement the "usuli support of Ismailbek Gasprinskiy. The second Jadid jadid" (new method) in madrasa schools. The reformist school was opened in Andijan in 1897 in a cotton- Marjani program promoted the idea that any religious cleaning factory building belonging to Sultanmurodboy, issue in the Quran should be understood by people in a where students were enrolled. [1;76,77-b]. In 1898, way that allowed them to freely think for themselves, Salohiddin Domla in Kokand, Mannonqori in Tashkent, and blindly following others was strictly prohibited. In and Shamsutdin Domla from Andijan opened Jadid his program, Marjani also rejected teaching subjects schools. [2;2,3-b]. such as footnotes and commentary that had no content The number of Jadid schools grew very rapidly, as seen and were deemed useless for madrasa students, in the following example: In 1908, official data wasting 8-10 years of their time from the curriculum, indicated that 1300 children were attending 30 Jadid and to introduce subjects like the Quran, Hadith and schools in the Turkestan region, while in 1911, their translations, and Islamic history in madrasas. It according to a report sent by the chief inspector of was also intended to introduce lessons in arithmetic, educational institutions to the diplomatic official of the history, geography, medicine, geometry, logic, Turkestan General Governorship, 4106 children were philosophy, and secular sciences, aiming to return studying in 63 Jadid schools. [5;138,141-b]. These Islam to the ancient Islamic culture from the time of the statistics were likely underreported, as local authorities Prophet. These ideas and proposals faced opposition were not able to fully account for the privately opened from the "traditionalists" and the ruling Amir. After schools. Jadidists were persecuted and suppressed, some were International Journal of Pedagogics 192 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) The growth of Jadid schools in Turkestan was 1 som to 10 som, while in Tashkent it ranged from 1 significantly influenced by economic factors. The som to 25 som. At the school in the Tarnovboshi development of industry and trade, particularly cotton neighborhood of Tashkent, run by Mirvafoyev, the farming, led to the emergence of wealthy tuition reached 35 som. [6;213,214-b]. As mentioned entrepreneurs from the local population. These above, the majority of these funds went to the entrepreneurs, with investments in profitable stocks, teacher's salary, leading to better economic conditions valuable securities, and large agricultural lands, for teachers using the new methods compared to those accelerated the development of capitalist relations in teaching in the old style. This also led them to work the region. By the beginning of the 20th century, harder and attract more students. wealthy Uzbek capitalists started investing their capital Moreover, parents would invite teachers to their into industries such as cotton-cleaning factories, soap, homes for feasts and offer various gifts. and oil plants. Local capitalists needed educated The number of students and teachers in these new- employees, including accountants, translators, and method schools varied, depending on the size of the administrators. Traditional schools were unable to school bu