SOLUTION OF SOCIAL PROBLEMS IN
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PEDAGOGICAL THOUGHTS ON EDUCATION IN RUSSIA AT THE
END OF THE 19th - EARLY 20th CENTURY
Ismailov Tokhirjon Khushnudbek ugli
researcher
https://doi.org/10.5281/zenodo.11046404
Abstract:
Research shows that the level of patriotism among
schoolchildren is significantly decreasing. There is a westernization of
consciousness, a change in value paradigms, and this does not contribute to the
integration of society. The problem of dominance of one or another accent in
issues of patriotic education occupies the modern discursive field of pedagogical
thought: freedom, individual rights, the priority of educating citizens or
superiority over individual structures - state, society, nation as factors of social
integration? Pedagogical ideas of the late 19
th
and early 20
th
centuries allow us
to see the main aspects of the problem.
Key words:
history of pedagogical thought, education, citizenship, civic
education and upbringing.
Introduction.
In the conditions of democratization of public life, the principle of openness
of education acquires new directions: the aspects of child's personality
education related to the perception of the surrounding world as a global space
are relevant. At the same time, the perception of the world as an open space
causes an ambiguous reaction in the receiver: the westernization of
consciousness, which occurs in the conditions of modern culture, leads to the
development of patterns of the "western" pattern, the development of the
"western" way of life, and at the same time It helps to reduce the role of people z
in the socio-historical process. Recent studies show that schoolchildren are less
and less interested in connecting their destiny with their country, preferring to
use any opportunity to go abroad - both for income and for living.
Undoubtedly, in this regard, modern forms and methods of open education
require correction, because they do not contribute to the full growth of the sense
of patriotism among children and adolescents. The role of freedom in the
upbringing of school-aged children should not simultaneously dominate the role
of their obligations as citizens of the Motherland, but this happens with modern
students. "Each generation can have its own ideals - mine has its ideals, yours
has others, and a generation that has none is a pity," wrote V. Klyuchevsky
1
.
1
Klyuchevsky V.O. Op. in 9 volumes. Course of Russian history. Part 1. M.: Mysl, 1987. T. I. 430 p.
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In recent years, the field of informational speech dedicated to the
importance and role of educating young students in the spirit of citizenship and
patriotism in public pedagogical speech is growing. Issues of interrelationship of
the role of Western and national values, including patriotic values, occupy a
leading place in the works of local teachers - both classics and moderns.
Undoubtedly, the relevance of these issues continues to this day.
We can say that in the conditions of large-scale socio-cultural changes,
there is a need to create a civic-patriotic education system based on the
achievements of foreign and local pedagogical experience, taking into account
national characteristics. Local teacher I. A. Ilyin (1883-1954) believed that
education should begin with the development of the emotional sphere, and
prioritized the need to refer to the national spiritual experience, because he
believed that without this experience, "a spiritual personality can be formed not"
he considered
2
.
In the 19th century, revolutionary pedagogy aimed at educating a person in
the spirit of freedom and justice is actively developing, its goal is to change the
existing order of things, to overthrow autocracy, to deny oneself for the benefit
of the people and the state. This direction is in the revolutionary and
pedagogical heritage of A. N. Radishchev, the Decembrists, V. G. Belinsky, N. A.
Dobrolyubov, A. I. Hertsen, N. G. Chernyshevsky. In the works of these scientists,
issues of social and national relations occupy the main place in the education of
the individual, its effective, subjective beginning is emphasized. Thus, V. G.
Belinsky (1811-1848) believed that love for the Motherland should be effective,
the patriotism of a person is manifested in his willingness to give his life for the
benefit of the people and the Motherland
3
.
N. A. Dobrolyubov (1836-1861) introduces the concept of "civic heroism"
and for him, patriotism lies in the individual's willingness and ability to rebel
against social injustice
4
.
According to A. I. Hertsen (1812-1870), the goal of educating a person is "to
go to life, to serve humanity; it is necessary to educate people who know their
homeland, customs, traditions, language"
5
.
As you can see, the pedagogical ideas of the revolutionary democrats were
to fight for justice, to educate the people through the Will to great, heroic actions
2
Ilyin I.A. Our tasks / Collection. Op.: In 10 volumes. T. 2. Book. 1. M., 1993.
3
Belinsky V.G. Full collection Op. in 13 volumes. Editorial coll. R.F. Belchikov et al. M, 1954. T.4.
4
Dobrolyubov N.A. Favorite ped. Op. - M., 1986.
5
Chronicle of the life and work of A.I. Herzen 1859-June 1864. M., 1983.
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that bring freedom to the people, and to educate the individual in the spirit of
patriotism and service to the Motherland.
In contrast to the revolutionary democrats, the pedagogical direction of
Slavophilism presented in the views of K. S. Aksakov, I. V. Kireevsky, A. S.
Khomyakov means the formation of a citizen who is a carrier of national
spirituality based on religious principles. For example, A. S. Khomyakov (1804-
1860) believed that nationality and religiosity are the basis of education and
upbringing of a person.
N. I. Pirogov (1810-1881) sees the development of a sense of patriotism in
him as the main task of educating and training a human citizen. K. D. Ushinsky
(1824-1871) believed that the "principle of the nation" is the basis of personality
education, as a result of which the individuality of each nation is preserved and
passes from generation to generation, forming national spirituality.
At the beginning of the 20th century. the issue of the vector of patriotic
education of the individual appeared with new force due to the importance of
Western "pessimistic theories" (A. Schopenhauer, F. Nietzsche, X. Ortega-I-
Gasset) and their influence on the development of spirituality.
Thus, at the beginning of the XIX-XX centuries, in socio-philosophical and
pedagogical thoughts, the image of patriotism and the foundations of its
upbringing in the young generation are formed, firstly, through the primacy of
the spiritual principle over the material, and secondly, the social principle over
the individual. This is evident in the views of scientists, both revolutionary-
democratic and national-religious thinkers. At the same time, he saw national
priorities as opposed to nationalism; unlike the cosmopolitan, the basis of
education of the nation and the individual is patriotism, citizenship, community,
and spirituality.
According to philosophers and teachers of the analyzed period, the school
should be a "living" entity that educates students in the spirit of patriotism. This
idea is clearly observed, for example, in the works of P. F. Kapterev, V. V.
Rozanov, I. A. Ilyin, and S. I. Hessen. At the same time, along with the direction in
foreign and local pedagogy that gives priority to the state and the country, a
parallel direction is also developing that focuses on the individual as a subject
and educates him in the spirit of freedom
6
.
The general meaning of education is to form a person who will
harmoniously enter the society. Education is a process of purposeful influence
6
Ilyin I.A. Our tasks / Collection. Op.: In 10 volumes. T. 2. Book. 1. M., 1993.
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on a person to form certain values, principles and models of behavior, evaluation
systems, attitudes towards oneself, others, the world, and society.
Summarizing the ideas of these scientists, we can come to the conclusion
that citizenship and patriotism are related concepts aimed at public service, self-
awareness for the state and society with the general goal and idea of educating a
person. At the same time, the concept of "citizenship" emphasizes his individual,
personal principle in a person more, because it refers not only to the definition
of obligations, but also to his rights and freedoms as a citizen. In foreign public
opinion, citizenship education and upbringing issues are given priority, and in
local pedagogical practice, this concept is still being tested.
When using the concept of "civic education" in local pedagogy, it is often
necessary to talk about identifying it with the concept of "civic-patriotic
education". In this case, two areas of education are combined into a single
integrated concept, but in this case there is no clear interpretation of this
concept in local pedagogical practice. With this approach, the formation of
citizenship and patriotism should be understood as a comprehensive
description of personality development, and civic-patriotic education should be
understood as a system with a complex of elements (
educational directions
).
Perhaps this is the most reasonable interpretation that can be given in
distinguishing and combining the terms under consideration. Education of
students in the spirit of freedom, focusing on knowledge of their rights and
obligations as a factor of individualization of the individual in society, in our
opinion, should be harmoniously supplemented with education in the spirit of
belonging and loyalty of the individual to his Motherland, society, people. In this
regard, the pedagogical heritage of foreign and domestic scientists and thinkers
can greatly help in the formation of a single correct, logically constructed and
practically proven methodology for educating schoolchildren in the spirit of
patriotism.
References:
1.
Belinsky V.G. Full collection Op. in 13 volumes. Editorial coll. R.F. Belchikov
et al. M, 1954. T.4.
2.
Dobrolyubov N.A. Favorite ped. Op. - M., 1986.
3.
Chronicle of the life and work of A.I. Herzen 1859-June 1864. M., 1983.
4.
Ilyin I.A. Our tasks / Collection. Op.: In 10 volumes. T. 2. Book. 1. M., 1993.
5.
Klyuchevsky V.O. Op. in 9 volumes. Course of Russian history. Part 1. M.:
Mysl, 1987. T. I. 430 p.
