HISTORICAL FOUNDATIONS OF THE NATIONAL UPBRINGING SYSTEM

Abstract

This article systematically analyzes the historical stages in the formation of the national upbringing system. The study examines the phenomenon of national upbringing as an important socio-pedagogical process that has shaped the life of society throughout all periods of human development. The author consistently traces the evolutionary path from the ethnopedagogical traditions of antiquity, through the ethical triad of Zoroastrian teaching, the scientific-philosophical views of the thinkers of the Eastern Renaissance, to the enlightenment ideas of the Jadid movement. Using historical-comparative and content analysis methods, the study identifies the distinctive features, educational content, and influence on modern pedagogy of each historical stage. Particular attention is given to the role of the Jadid enlighteners — Abdulla Avloniy, Abdurauf Fitrat, Mahmudkhoja Behbudiy, and Munavvar Qori — in reforming the national upbringing system. The article also examines the elevation of national upbringing to the level of state policy during the period of independence and its integration into the continuous education system. The article concludes that generalizing historical experience can serve as an important theoretical and methodological foundation for improving the modern national upbringing system. The findings have instructional-methodological significance for higher education institutions and students majoring in pedagogy.

Keywords

national upbringing, historical foundations, ethnopedagogy, Zoroastrianism, Avesta, Eastern Renaissance, Jadidism, enlightenment, humanism, moral upbringing, period of independence, pedagogical heritage.