NEW EDUCATION IN TURKESTAN AND THE PERSONALITY OF AHMAD DONISH

Аннотация

This article provides a scientific theoretical analysis of Ahmad Donish's pedagogical views. Keywords: perception, ideals, human existence, education, upbringing system, development, cultural-enlightenment, traditions, continuity, interpretation, values, etc. НОВОЕ ОБРАЗОВАНИЕ В ТУРКЕСТАНЕ И ЛИЧНОСТЬ АХМАДА ДОНИША Аннотация. В статье дается научно-теоретический анализ педагогических взглядов Ахмада Дониша. Ключевые слова: восприятие, идеалы, человеческое бытие, образование, система воспитания, развитие, культурно-просветительская деятельность, традиции, преемственность, интерпретация, ценности и т. д. The unique traditions of human upbringing and education are formed based on the perception and enrichment of the cultural-enlightenment traditions of Central Asia. Education and upbringing in Central Asia, particularly in Turkestan and Bukhara, are based on millennia- old experiences left as a legacy by the great thinkers of these regions. In the context of radical changes in ideological theories, social views, and overall ideals and human existence, education and upbringing play a stabilizing role, helping individuals adapt to new living conditions. During critical historical transformations, the necessity arises to ensure the continuity of cultural-enlightenment traditions while preserving the existing value system and national identity. The necessity of the topic we intend to interpret stems from this logic. Ahmad Donish's pedagogical views align with the teachings of pedagogues such as Charles Fourier, Robert Owen, and Henri de Saint-Simon, who set out to fundamentally change the education and upbringing system. In our opinion, without studying the evolutionary processes of the pedagogical views of the prominent thinkers of the Bukhara people, where Ahmad Donish held a special place, it is impossible to restore a complete picture of the formation and development of Uzbek pedagogy. There were various perspectives on Ahmad Donish's pedagogical and reformist views during his lifetime, leading to heated debates that did not subside even after his death. Various statements confirm this. 260 ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 3 The humanist educator Ahmad Donish sought to convey to the public the idea that religion exists not for people to be subjected to deprivation and asceticism but for their moral and spiritual development, as well as for acquiring cultural and material values. He did not doubt that theological knowledge is not a rigid fortress but evolves and changes according to the times: "... for God's Word is always alive and bears fruit like a tree, always bringing benefit." Furthermore, if necessary, some commandments and regulations are subject to interpretation and explanation according to Sharia. As a pedagogical leader, Donish acts with courage, decisiveness, and caution in resolving many complex issues in crucial religious matters that require immediate solutions. He does not accept baseless and illogical imitations in either religious movements or everyday life, believing that a person should worship not based on others' advice but with their own intellect. He reinforces this idea with the words of Imam Abu Hanifa: "Abu Hanifa, may Allah bless his soul, said: Do not imitate me or Imam Malik, but take rulings from where they are derived." Based on such facts, Ahmad Donish openly expresses his thoughts on some unsolvable issues. He answers questions such as: what should be done if an existing verse or hadith interferes with a mandatory religious commandment depending on the situation? Additionally, he analyzes questions like: what should be done if fulfilling a religious commandment contradicts another religious order? Ahmad Donish's reflections on one of the fundamental conditions of Sharia—the pilgrimage to sacred places (Hajj)—remain relevant today. During his time, those who performed Hajj could be counted on one hand, but their authority was immense. Nevertheless, the thinker outlines specific requirements and criteria that future pilgrims must meet. The point is that while Hajj today lasts about a month, in Donish's time, it lasted several years. Ahmad Donish seeks to find virtues that serve human peace in all foundations of Sharia. At the same time, he plays the role of an uncompromising critic of baseless myths and legends in which ordinary people believe. Such thoughts and reflections are found in the third chapter of "The Measure of Piety" and in Ahmad Donish's manuscript, also known as "Bayazi Mansur" ("Nasr Manuscript"), on pages 53-57. The thinker scientifically substantiates that due to people's ignorance of the essence of the original religious foundations, some representatives of the clergy mislead them for personal gain. In Donish's teachings, many similarities can be observed with the teachings of 18th- century French Enlightenment thinkers and Russian Enlightenment figures of the 1840s-60s. As Rasul Hodizoda stated: "Undoubtedly, Donish was unaware of the wo