SHARQ MAʼRIFIY-PEDAGOGIK MEROSIDA IJTIMOIY TARBIYA GʻOYALARI

Abstract

The article analyses ideas of social upbringing in the Eastern enlightenment and pedagogical heritage, drawing on the works of Abu Rayhan Beruni, Unsurulmaali Kaykavus and Abdulla Avloni. The aim is to map the ideas expressed in these classical sources onto the contemporary component structure of preschool children's social competence (cognitive, emotional, communicative and behavioural components) and to justify the conditions for their pedagogical adaptation. The study applies historical-pedagogical analysis, hermeneutic interpretation, content analysis and the comparative-typological method; 214 meaning units of the primary sources were coded. The findings show that Beruni's legacy is dominated by a cognitive-perceptual core of social upbringing, Kaykavus's by a communicative-behavioural core, and Avloni's by an emotional-moral core. Taken together, the three sources fully cover the four-component structure of social competence. Five principles for aligning the national heritage with the contemporary Social and Emotional Learning (SEL) approach are substantiated, along with the risks of anachronism, moralising and verbalism.