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METHODOLOGY OF TEACHING PUPILS IN THE SPIRIT OF UNIVERSAL HUMAN
VALUES BASED ON A CULTURAL STUDIES APPROACH (IN THE PROCESS OF
TEACHING FOREIGN LANGUAGES)
Saxoddinova Mukhayyo Eshmamat kizi
The doctoral student of National Institute of Pedagogics
and Character education named after Kori Niyoziy
Abstract:
The modern educational paradigm emphasizes not only academic excellence but also
the formation of moral and ethical character in pupils. Teaching foreign languages offers a
unique opportunity to integrate cultural awareness with the promotion of universal human values
such as tolerance, empathy, respect, and cooperation. This article explores the methodology of
incorporating a cultural studies approach in foreign language instruction to nurture these values.
Practical strategies, such as content integration, intercultural communication exercises, and
project-based learning, are discussed with the aim of creating a more humanistic, globally
competent student div. In Uzbekistan, where educational reforms are aligning with
international standards, the integration of universal human values into foreign language
teaching—especially through a cultural studies approach—is seen as a vital component of
holistic education.
Keywords:
Universal human values, cultural studies, foreign language teaching, intercultural
competence, moral education, global citizenship, teaching methodology
Globalization has transformed the landscape of education, making the development of
intercultural competence as important as linguistic fluency. In this context, teaching foreign
languages can serve a dual purpose: language acquisition and the internalization of universal
human values. The cultural studies approach in language education focuses on the integration of
cultural content into language learning, which enables students to form a broader worldview,
appreciate diversity, and adopt ethical behavior in intercultural communication.
Theoretical Foundations of Cultural Studies in Language Education
Cultural studies is an interdisciplinary field that examines cultural phenomena in various
societies. When integrated into foreign language instruction, it allows students to explore not just
linguistic structures, but the worldviews and value systems embedded in language. According to
Vygotsky’s socio-cultural theory, social interaction plays a fundamental role in the development
of cognition, making culture a key component of education.
Teaching languages through a cultural lens thus aligns with humanistic education principles,
which aim to develop a student's full moral and intellectual potential. This is particularly relevant
in fostering values like respect for other cultures, understanding global issues, and promoting
peace and solidarity.
Universal Human Values in the Foreign Language Curriculum
Universal human values
are the fundamental moral principles shared across cultures, societies,
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and religions. These values transcend geographical, ethnic, religious, and political boundaries
and are considered essential for the well-being of individuals and the harmony of society.
Universal human values have been explored through various
philosophical
,
psychological
, and
educational
theories. Here are the key foundations:
Philosophical Foundations
Humanism
Humanist philosophers like
Jean-Jacques Rousseau
and
Immanuel Kant
emphasized
the dignity and moral worth of the individual.
Humanism asserts that values like
freedom, dignity, and rationality
are innate to all
humans and should guide education and social interaction.
Natural Law Theory (Aristotle, Aquinas)
1.
States that humans possess inherent moral laws derived from nature and reason.
2.
Values such as
justice, fairness, and kindness
are part of the moral fabric of humanity.
Psychological Foundations
Abraham Maslow’s Hierarchy of Needs
Suggests that once basic needs are met, humans strive for
self-actualization
, which
includes the pursuit of truth, justice, and beauty—core human values.
Lawrence Kohlberg’s Moral Development Theory
Proposes six stages of moral reasoning, culminating in universal ethical principles such
as
equality, rights, and justice
.
Carl Rogers’ Person-Centered Theory
Argues that empathy, unconditional positive regard, and authenticity are essential for
personal growth and social harmony.
Educational Foundations
UNESCO and Global Citizenship Education
1.
Advocates teaching
universal values
such as peace, tolerance, and responsibility to
develop
global citizens
.
Value-Based Education (VBE)
Promotes the integration of ethical and moral values into academic content.
Encourages students to develop
critical thinking
,
empathy
, and
ethical decision-
making
.
Importance of Universal Human Values in Today’s World
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Promotes
Peace
and
Social
Cohesion
Prevents conflict by fostering mutual understanding and respect.
Guides
Ethical
Decision-Making
Helps individuals act responsibly in complex situations.
Supports
Sustainable
Development
Encourages environmental responsibility and social justice.
Fosters
Global
Citizenship
Prepares learners to engage meaningfully in an interconnected world.
They are called “universal” because they are recognized as good and necessary by all human
beings, regardless of background.
Universal human values—such as dignity, honesty, tolerance, justice, and empathy—are not
confined to any one culture or language. Embedding these values in language education means
going beyond grammar and vocabulary to explore themes such as human rights, environmental
responsibility, and cultural harmony. For example, analyzing texts that reflect global themes or
celebrating international days (e.g., International Day of Tolerance) in English class enables
students to reflect on moral issues while pract Methodological Approaches and Strategies
Several innovative teaching methods and strategies support this integrated approach:
Content
and
Language
Integrated
Learning
(CLIL):
Students learn both content and language simultaneously. For instance, they might study global
citizenship or the history of civil rights movements in English.
Project-Based
Learning
(PBL):
Learners collaborate on projects involving international themes, such as researching UNESCO
heritage sites or creating digital stories on cultural diversity.
Role-plays
and
Simulations:
These techniques place students in scenarios that require moral decision-making and intercultural
communication, fostering empathy and ethical thinking.
Use
of
Authentic
Materials:
Films, songs, and literary texts from diverse cultures expose students to real-world contexts and
values reflected in other societies.
Virtual
Exchange
and
Pen
Pal
Programs:
Communicating with peers from other countries helps students appreciate different perspectives
and develop interpersonal skills.
Teacher’s Role in Value-Based Language Education
Teachers play a crucial role as facilitators and role models. They must be culturally competent
themselves and skilled at managing discussions on sensitive cultural or ethical issues. Teachers
should also foster a safe and inclusive classroom environment where diverse opinions are
respected.
Assessment methods should include not only linguistic proficiency but also students’
engagement with cultural and ethical content.
Importance of Value-Based Foreign Language Education in Uzbekistan
Promotes intercultural competence
Encourages moral and ethical development
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Supports national and global identity
Strengthens peace-building and tolerance among youth
Prepares students for participation in a diverse, multilingual world
Practical Examples from Uzbekistan
Language Weeks in schools often focus on themes like
“Peace and Friendship”
,
“Respecting Others”
, or
“Global Cultures”
.
English clubs and debate circles promote discussions on global issues with a humanistic
perspective.
Ministry of Preschool and School Education promotes inclusive and value-based content
in language textbooks.
Challenges and Recommendations
Challenges:
Limited availability of culturally rich materials.
Teachers’ lack of training in intercultural pedagogy.
Risk of reinforcing stereotypes if cultural content is not handled critically.
Recommendations:
Provide ongoing professional development for teachers.
Incorporate interdisciplinary collaboration with history, ethics, or social studies
departments.
Use reflective journals to encourage students’ moral introspection alongside language
learning.
Conclusion
Incorporating a cultural studies approach into foreign language education provides a powerful
method for fostering universal human values. By doing so, educators prepare pupils not only for
academic and professional success but also for ethical and responsible global citizenship. The
fusion of cultural understanding with language acquisition offers a holistic educational
experience that resonates deeply with the needs of the 21st century.
List of Used Literature
1.
Vygotsky, L.S. (1978).
Mind in Society: The Development of Higher Psychological
Processes
. Harvard University Press.
2.
Byram, M. (1997).
Teaching and Assessing Intercultural Communicative Competence
.
Multilingual Matters.
3.
Karimov, I.A. (1997).
High Morality Is an Invincible Force
. Tashkent: Ma’naviyat.
4.
Kramsch, C. (1993).
Context and Culture in Language Teaching
. Oxford University
Press.
5.
Ministry of Preschool and School Education of the Republic of Uzbekistan (2023).
Foreign Language Teaching Methodology Guidelines
.
6.
UNESCO (2015).
Global Citizenship Education: Topics and Learning Objectives
.
UNESCO Publishing.
7.
Tomalin, B., & Stempleski, S. (1993).
Cultural Awareness
. Oxford University Press.
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8.
Cortazzi, M., & Jin, L. (1999).
Cultural Mirrors: Materials and Methods in the EFL
Classroom
. In Hinkel, E. (Ed.),
Culture in Second Language Teaching and Learning
. Cambridge
University Press.
9.
Council of Europe (2001).
Common European Framework of Reference for Languages:
Learning, Teaching, Assessment
. Cambridge University Press.
