ISSUES OF INTEGRATION OF PEDAGOGICAL EDUCATION AND HUMANITIES IN THE CONTEXT OF THE THIRD RENAISSANCE

Аннотация

Ensuring the integration of specialized disciplines in teacher education in the context of innovative education and the Third Renaissance is an important socio-pedagogical problem. This issue is discussed in this article. The article discusses the role of the humanities in pedagogical education inthe context ofthe Third Renaissance . The article discusses the positive, negative and specific aspects of globalization, the views and ideas of scientists on the scientific foundations oftheconcept ofglobalization. Keywords: Third Renaissance, renaissance, globalization, pedagogical education, integration , positivity, negativity, value, spiritualheritage. Introduction. As our President, who is considered the architect and initiator of the new Uzbekistan, noted, Building a new Uzbekistan is not just a desire, a subjective phenomenon, but an objective necessity that has deep historical foundations, is dictated by the existing political- legal, socio-economic, spiritual-enlightenment situation in our country, is in linewith the age-old aspirations ofourpeople, and fully meets their national interests. First of all, as our Head of State has said, the word “new” has a special meaning for us. In this sense, it is not without reason that in the Strategy of Action adopted five years ago, we set ourselves the strategicgoal ofbuilding aNew Uzbekistan and laying thefoundation for theThird Renaissance. The scientific and technical progress of the world community, major reforms in the fields of education, science and production, the rapid development and improvement of the scientific and technical information system are reflected in the introduction of innovative and integrative approaches to the content of education. In particular, the scientific results of such research centers as the European University Institute, Max Plank Institute, Harvard Law School, European Integration (ECSA-Austria), ARENA (Oslo), Mannheim Centre for European Social Research on issues of educational innovation and integration occupy a special place. The introduction ofpedagogical conditions for preparing young people for professional activity in the context of qualitative renewal of educational programs serves to effectively use the integrative opportunities of the complex use of traditional and modern methods of teaching by ensuring the integration of disciplines. Based on the above, we have identified the possibilities of using various forms of integration toachieve theeffectiveness oftheeducational process. Based on the analysis of the research works of foreign and our republican scientists, the methodical system of training highly qualified specialists, the essence, theory and practice of interdisciplinary integration, the main didactic functions and principles were explained by ensuring the integration of disciplines in technical higher education institutions. Not only the versatility of this relationship, but also its manifestation and methods of its use allow us to classify theimportance ofinterdisciplinary integration in theeducational process. Globalization and transformation processes are interrelated and mutually reinforcing processes. If we turn to the term globalization, it was first used in an article published in 1983 by the American scientist T. Levitt in the Harvard Business Review. In this article, it is recognized that http://www.internationaljournal.co.in/index.php/jasass 130 Volume15 Issue02, February2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 globalization is the process of unification of various regional product markets produced by transnational corporations. Since then, different views have continued to be held on the concept of globalization. In a number of studies, the concept of globalization is defined by the Latin words “globus” meaning globe and the French words “global” meaning universal. The “Encyclopedic Dictionary of Philosophy” gives the concept of “Global (universal) problems”. It is emphasized that this concept (French global is the most general) is a problem that is diverse in its scope and scope and affects the entire globe and humanity. This dictionary also indicates that global problems, in a broad sense, mean the disruption of the relationship between humans and nature, and provides examples ofseveral global problems that are emerging in theworld today. Russian scientist L.E. According to Grinin, globalization is the result of integration and convergence of regions and the world as a whole. He views globalization as a process and gives it the following definition. Globalization is a process that makes the world more connected and moredependent onall its subjects. The following three dimensions given to the globalization process by the French researcher B. Bundy are presented: -globalizationisa continuous historical process; -globalization isthe process of homogenizationand universalizationof theworld; -itis also noted that globalization isaprocess of washing a