GʻOYAVIY-MAFKURAVIY KOMPETENTLIK TUSHUNCHASINING MAZMUNI, TARKIBIY TUZILMASI VA PEDAGOGIK XUSUSIYATLARI

Xoʻjaqulov Oybek Aloxonovich

doi:10.5281/zenodo.23389193

20.05.2026

Oʻzbekcha

GʻOYAVIY-MAFKURAVIY KOMPETENTLIK TUSHUNCHASINING MAZMUNI, TARKIBIY TUZILMASI VA PEDAGOGIK XUSUSIYATLARI

Published

20.05.2026

Journal

Historical and Contemporary Trends in the Philosophy of Education: Education, Knowledge, and Methodologies

Issue

Ta'lim falsafasida tarixiylik va zamonaviylik tendensiyalari: ta'lim, bilim, metodlar

Pages

1119-1128

DOI

10.5281/zenodo.23389193

Authors

Xoʻjaqulov Oybek Aloxonovich

Abstract

Maqolada gʻoyaviy-mafkuraviy kompetentlik tushunchasining mazmuni, tarkibiy tuzilmasi va pedagogik xususiyatlari tahlil qilinadi. Muallif gʻoya, mafkura, dunyoqarash va eʼtiqod tushunchalarini izchil farqlab, ularning har biri qanday pedagogik vazifa bilan bogʻliqligini koʻrsatadi. Tadqiqotda mazkur kompetentlikning uch oʻlchovli tuzilmasi — mazmun, usul va pozitsiya oʻlchovlari — asoslanib, ularning har biri boʻyicha toʻrtta oʻzlashtirish darajasi ajratiladi. Shuningdek gʻoyaviy-mafkuraviy kompetentlikni boshqa kasbiy kompetentliklardan farqlovchi beshta pedagogik xususiyat aniqlanadi. Kompetensiyaviy yondashuvning qadriyatga oid sohaga tatbiq etilishi boʻyicha bildirilgan eʼtirozlar koʻrib chiqilib, ularga asoslangan javob beriladi. Olingan natijalar kompetentlikni baholash mezonlarini ishlab chiqish uchun nazariy asos boʻlib xizmat qiladi.

Keywords

dunyoqarash gʻoya gʻoyaviy-mafkuraviy kompetentlik kompetensiyaviy yondashuv mafkura oʻzlashtirish darajasi pedagogik xususiyat tarkibiy tuzilma

Other language versions

English

This article analyzes the content, structural framework, and pedagogical characteristics of the concept of ideological and worldview competence. The author systematically distinguishes between the concepts of idea, ideology, worldview, and belief, demonstrating how each relates to specific pedagogical tasks. The study substantiates a three-dimensional structure of this competence, comprising content, methodological, and positional dimensions, and identifies four levels of mastery for each dimension. Furthermore, five pedagogical characteristics that distinguish ideological and worldview competence from other types of professional competence are identified. Objections to applying the competency-based approach to the domain of values are examined, and reasoned responses are provided. The findings serve as a theoretical foundation for developing criteria for assessing this competence.

competency-based approach. idea ideological and worldview competence ideology level of mastery pedagogical characteristics structural framework worldview

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