ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 10 / UIF:8.2 / MODERNSCIENCE.UZ
422
THE TEACHING PROFESSION, ITS EMERGENCE AND DEVELOPMENT
Xudaybergenova Klara
Republic of Karakalpakstan.
https://doi.org/10.5281/zenodo.17443805
Abstract.
This article discusses the pedagogical profession, its emergence and
development.
Keywords:
pedagogy, journalism, development, psychology, speech and writing
ПРОФЕССИЯ УЧИТЕЛЯ, ЕЁ СТАНОВЛЕНИЕ И РАЗВИТИЕ
Аннотация.
В статье рассматривается педагогическая профессия, её
становление и развитие.
Ключевые слова:
педагогика, журналистика, развитие, психология, речь и письмо.
The formation of the pedagogical profession is inextricably linked with the history of
human development. Primitive people, who lived by gathering food, took children with them and
taught them to hunt, pick fruits of various trees, dig up the roots of plants, and search for water
sources. Such actions were carried out by experienced people of the tribe (tribe) or elders. Based
on the actions taken to meet ordinary daily needs, they gave young people information based on
existing experiences and formed practical skills in them. Children learned to warn others of
approaching danger by making various sounds based on the examples of adults.
Before the emergence of speech and writing, such actions were carried out on the basis of
gestures. The emergence of speech and writing, which made a fundamental revolution in human
history, as well as the division of labor activities performed by the collective into various areas,
allowed the attitude towards young people to acquire a progressive character. The natural need to
protect themselves from the effects of various natural disasters, treat diseases that threaten
people's lives, and accumulate enough food for survival showed that it was advisable to give
young people life experiences by people who had sufficient knowledge in a certain field of labor
activity. As a result, a group of people was formed who taught children life experiences, and
special places began to be organized to provide children with knowledge in certain areas.
The first schools appeared in the ancient East (Babylon, Egypt, India), where children
were taught the basics of administrative and economic management. In ancient times, schools
functioned as an important component of the educational system of Sparta, Athens, and Rome. In
ancient Greece, such places were called academies. The word "academy" comes from the name
of the legendary hero Academa. In the 4th century BC, Plato lectured to his students in a place
called Academa near Athens, and later the educational institution began to be called by that
name. In ancient Rome and Greece, philosophers were responsible for educating children. As a
result of the stratification of society, slaves were responsible for transporting children to and
from educational institutions in the feudal system, and they were called "pedagogues." The
meaning of this concept is "child-leader". In the later stages of historical development, people
who were constantly involved in giving children systematic knowledge began to be called by this
name. During feudalism, most schools were organized under mosques (in Muslim countries) or
temples (India).
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 10 / UIF:8.2 / MODERNSCIENCE.UZ
423
In such schools, young people were taught secular knowledge along with religious
knowledge. During the Middle Ages, educational institutions in the form of academies also
operated in the East, which were called "House of the Wise" (9th century, Bao'dod), "Academy
of Mamun" (early 11th century, Khorezm), and societies under observatories (15th century,
Samarkand). Encyclopedic scientists with strong knowledge in various fields of science were
attracted to the academies, and they conducted extensive research in such areas as mathematics,
geodesy, mineralogy, medicine, and astronomy. In the Middle Ages and in societies based on
capital production, special importance was attached to the work of spiritually and morally mature
teachers with excellent knowledge in various fields in schools in the form of academies
(madrasas in the East).
For example, in the madrasas founded by Muhammad Tarao'ay Ulu'bek, famous scholars
of their time - Ali Kushchi, Taftazani, Qazizoda Rumi, Mavlano Muhammad, O'iyasiddin
Jamshid Koshiy, Muiniddin Koshiy and Mansur Koshiy taught students. The founders of the
Jadidism movement that emerged in the late 19th and early 20th centuries, famous enlighteners -
Mahmudkhodja Behbudiy, Munavvar Qori, Hamza Hakimzoda Niyozi, Abdulla Avloniy,
Abdukadir Shakuriy, Ismatulla Rakhmatullaev, Abdurauf Fitrat, Isohkhon Ibrat and others
became famous among the population not only as mentors, but also as spiritually mature people.
2. Eastern thinkers and Western educators about the role of the teaching profession in society.
The demands placed on the teacher by society were reflected in the works of Eastern thinkers
and Western enlighteners of their time. Muhammad al-Khwarizmi, Abu Nasr al-Farabi and Abu
Rayhan al-Biruni attached particular importance to the spiritual and moral maturity of the
teacher. In their opinion, a good teacher differs from others in one aspect, namely, he willingly
teaches the knowledge he has to young people and can be an example for them in every matter.
Abu Ali ibn Sina, emphasizing in his works the need for a teacher to fulfill the
responsible duty of educating children, gives them the following recommendations that are a
guarantee of success in their activities:
1) be calm and serious in dealing with children;
2) pay attention to the assimilation of the knowledge being given by students; 3) use of
various forms and methods in education;
4) knowledge of the student's memory, ability to acquire knowledge, personal
characteristics; 5) interest in science;
6) ability to distinguish the most important of the knowledge being given;
7) provide knowledge to students in a way that is understandable and appropriate to their
age and mental level;
8) ensure that each word is at a level that arouses the child's emotions1.
Alisher Navoi, condemning the qualities possessed by some schoolmasters of his time,
in particular, harshness, greed and ignorance, sets serious requirements for the spiritual image of
a teacher. In particular, “a teacher should not be a man of honor and not try to teach knowledge
that he does not know, not be eager to teach for the sake of pride and not talk and joke for the
sake of arrogance, not wear a big turban and a long skirt because of ignorance, and not have a
place for him on the madrasah porch for gossip. ... If he fears evil and avoids impurity, not only
does he not think that he is a scholar and allows various immoral acts to many ignorant people,
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 10 / UIF:8.2 / MODERNSCIENCE.UZ
424
but also makes it lawful for him to do things that he should not do, and if it becomes a rule for
him not to do things that he should do. This is not a teacher, he is a spreader of bad habits”
At the same time, he emphasizes the hard work of the teacher: “His work is beyond the
power of man, not a man, but even a giant cannot do it. A strong man would be powerless to
protect one young child, but he teaches a bunch of children knowledge and manners, what can a
handsome man do to that. There is also the fact that there are few people in that bunch who have
understanding, how can such a person be subjected to hundreds of hardships. No matter what,
young children have a lot of rights. Even if a student reaches the throne, it is worth serving him
(the teacher). With the regret of who taught you a single letter in the path of truth, the famous
pedagogue Abdulla Avloni also gives a special place to expressing views on the personality of
the teacher and his activities in his works. The scholar notes that while parents play a special role
in the healthy growth of a child, the role of the teacher in his intellectual development is
incomparable. In particular, he emphasizes that the formation of children's intellectual abilities is
"a sacred task that rests on the attention and conscience of teachers," and says that "the power,
beauty, breadth of thought are due to the upbringing of the teacher."2 In his time, Jan Amos
Comenius highly appreciated the role of the teacher in developing the child's worldview,
emphasizing that teaching is "a very honorable profession that stands higher than any other
profession on earth." In the author's opinion, a teacher must be able to deeply understand his
duties and fully appreciate his own worth.
Ya.A. Komensky, describing the image of a teacher, emphasizes the appropriateness of
the manifestation of the following qualities in his personality: conscientious, hardworking,
persistent, moral, loving his work, treating students like fathers, instilling in them a desire for
knowledge, leading students to follow him, and religious faith. K.D. Ushinsky highly appreciates
the spirituality and professional activity of teachers and puts forward the idea that it is
appropriate to constantly improve their professional qualifications. For the first time, he
substantiates the system that confirms the social significance of this idea - the system of training
teachers.
It is appropriate for a student to pay attention to the clear and complete expression of his
opinion in the process of communication with parents and colleagues. In the process of
communicating with them, it is not enough to bring evidence of negative situations, but, on the
contrary, to acknowledge the successes of the student (or colleague, parents), to express
confidence in their further enrichment, which allows them to communicate with him. During the
communication process, the teacher's words should convey goodwill, sincerity, and a friendly
attitude towards the interlocutor, as well as be in the best possible mood. As an active participant
in the process of pedagogical communication, the teacher must achieve a number of qualities in
himself.
First of all, he must be thoughtful, calm, able to correctly assess the situation, and be able
to resolve existing conflicts. It is advisable for the student to pay attention to the clear and
complete expression of his opinion in the process of communication with parents and colleagues.
In the process of communicating with them, it is necessary not to bring evidence of negative
situations, but, on the contrary, to acknowledge the successes of the student (or colleague,
parents), to express confidence in their further enrichment, which will allow them to
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 10 / UIF:8.2 / MODERNSCIENCE.UZ
425
communicate with him. In the process of communication, it is necessary that the teacher's words
convey goodwill, sincerity, and friendliness towards the interlocutor, as well as to be in the best
possible mood. The image of the teacher's personality that meets these requirements ensures his
respect and admiration among students, colleagues, and parents.
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