THE EXPRESSION OF EDUCATIONAL AND PEDAGOGICAL IDEAS IN THE OLDEST TURKIC WRITTEN SOURCES

Аннотация

В этой магистерской диссертации Урхун-Энасоевские каменные надписи, которые являются древними письменными памятниками проавестийских народов Востока. Выражения этики, манер и вопросов образования в Табирнома (Фолнама), рунических надписях были проанализированы и интерпретированы научно и теоретически на основе прагматики текста. Ключевые слова: Древнейшие письменные источники, духовные ценности народов Востока, проявления национального патриотизма, отражение идей о воспитании в письменных источниках, особая трактовка воспитания в текстах народа и т. д. Without knowing how our most ancient spiritual and educational monuments and national wealth and values have developed, it is impossible to solve the problems of educating young people as well-rounded and complete individuals in a scientific manner. This is a scientific, theoretical, philosophical and educational truth proven by our ancestors. In order to successfully solve the problem of raising morally pure and mature people, it is of great importance to study the historical traditions, spiritual wealth of our people, the scientific heritage and historical and educational experience left to us by our ancestors, and to apply their achievements in life and educational work. In this regard, the words of the President of the Republic of Uzbekistan Sh.M. Mirziyoyev in his decree deserve special attention: "A person who does not know his lineage is not considered a human being. For many years, they have tried to make us forget about our history, our religion, and our spiritual heritage. But we did not tire of dreaming of freedom, of striving for freedom. 955 ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 3 We always kept our heritage and lineage in mind. "The desire to be worthy of the spirit of our great ancestors, our great ancestors who made a great contribution to the treasury of human history and culture, and the great legacy they left behind, is widespread among the members of our society and firmly established in the minds of every citizen - this is also an important feature of the new era."[1]. The Uzbek people have historically created their own unique style of education. Even in the era when Zoroastrianism was widespread in the lands where the Uzbek people live today, an optimistic pedagogical ideology prevailed. This is reflected in some pages of the sacred book of Zoroastrianism, the Avesta, that have come down to us. However, the possibility of shedding light on the history of education, science, and culture of the pre-Islamic period is limited. Because, due to the battles, plunder, and destruction waged first by the Greco-Macedonian armies led by Alexander the Great, and then by the Arab conquerors led by Ibn Muslim Qutayba, almost all works and sources from that period were destroyed. However, the scientific study, thorough analysis, and application of existing Islamic and post-Islamic pedagogical views, national educational traditions, values, and folk pedagogy to life is an important and urgent problem today. Until we gained independence, we based our educational work on European pedagogy and studied it. The current task is to focus on studying Eastern pedagogy. Because science first developed in the East, and freethinking began with us. The German scientist Herrler was right when he said, “The East is the teacher of Europe.” Indeed, the cultural heritage of the Uzbek people is a vast sea. The above ideas themselves can serve as a basis for saying that culture and enlightenment spread to Europe from the East. Because the emergence of literate schools and ancient writings, as evidenced by the oldest sources, such as the "Avesta", Sughd, Bactrian, Urhun-Yenisei, Khorezm and other writings, originated in the lands of Turon, and the most ancient ancestors of the peoples living in this sacred land were literate people. The idea of restoring the great, priceless spiritual and cultural heritage, created by our ancestors over many centuries since the early days of independence, has finally become an important task, elevated to the level of state policy. Schools taught not the founders of Uzbek science and culture, not the great figures of the Muslim world, who made a significant contribution to the development of world science, but the activities of individuals who had no connection with the development of the Uzbek people. Such eloquent writers as Ahmad Yassawi and Bedil, and such gardeners of the flower garden of thought as Tafakkur, were excluded from the system of public education. The holy book of the Muslim world, the Quran, and the hadiths of Muhammad (peace be upon him), were suppressed 956 ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 3 and destroyed. As a result, the Uzbek people began to be deprived of national morals and educational traditions. This destruction had a negative impact on the development of Uzbek science, culture, and pedagogical sciences. The address of the head of our state to young people also pays special