Using the Works of Alisher Navoi as Teaching Material

Mahfuza Tuychieva

Tashkent State University of Uzbek Language and Literature named after Alisher Navoi, Tashkent, Uzbekistan

Keywords: Alisher Navoi, "Mahbub Ul-Qulub", Text, Educational Process, Task, Literary Language, Literary Education.

Abstract: This article discusses the importance of teaching Alisher Navoi's works in secondary schools and traces the

history of their inclusion in textbooks since the years of independence. The choice of educational material

and its proper presentation to students are critical for effective literary education. The necessity to stimulate

interest in reading works of art, for the development of creative competence and reader competence, suggests

that successful cooperation between the teacher and students is key to an effective learning experience. There

is a significant divergence between the language used in Navoi's works and the contemporary Uzbek literary

language, which makes reading and understanding the poet's work somewhat challenging for schoolchildren.

Consequently, practical suggestions for studying the article "Hilm" from Alisher Navoi's work, "Mahbub ul-

Qulub", are provided. It is suggested that employing the global experience of learning a foreign language

through classical literature could be beneficial in teaching the Navoi language to children. Attention is drawn

to the observation that educational material, presented in the form of exercises, encourages students to

repeatedly refer back to the original text, thus reinforcing their understanding through varied interaction with

the material.

1 INTRODUCTION

Among the prominent figures in the annals of human

history and world literature, there are only a few who

have captivated people of all eras and transformed

language into an instrument of theology and its

power. Dante, Navoi, and Shakespeare hold

distinctive positions among them, revered as timeless

true geniuses of words, thoughts, and love. They do

not belong to a single nation or region but rather

resonate universally across humanity.

The matter of incorporating Alisher Navoi's work into

school curricula has perennially been of crucial

significance. Owing to his abundant legacy and

superior artistic prowess, future generations will

invariably feel the necessity for Navoi's work,

especially due to the recurring theme of humanism in

his writings. After all, "Humanity is the most

magnificent manifestation of culture. It is the

pinnacle of cultural achievement. When signs of

fracturing in humanity begin to appear, it can be

discerned that the very fabric of culture is unravelling

there. Humanism is the greatest achievement of

Corresponding author

human intellect, and humanity is the ultimate

accomplishment of historical processes. No matter

how much a culture that fails to honour human

existence may develop, it cannot be considered true

culture, nor genuine civilisation. It belongs to man,

and there cannot be a civilisation that is removed from

man" (Ahmedov S., Kochkarov R., Rizayev Sh.

(2017)).

2 EXPERIMENT TECHNIQUE

Consequently, Navoi's works are consistently

included in nearly every class curriculum across

Uzbekistan. In textbooks published during the years

of independence, attention was given to presenting

Alisher Navoi's work with increasing complexity.

The focus was not only on the poet's work, but also

on works about Navoi. Reviewing the textbooks from

this period reveals that in the 5th grade "Literature"

textbooks, beginning with the 1999 edition, the topics

are organised not chronologically, but under thematic

headings such as: "Masterpieces of Wisdom", "The

Magical World of Fairy Tales", "The Sound of

Tuychieva, M.

Using the Works of Alisher Navoi as Teaching Material.

DOI: 10.5220/0012490600003792

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 463-467

ISBN: 978-989-758-687-3

463

Legends", "Journey to Mumtoz Literature", "The

Innocent World of Childhood", and "To Love the

Country is a Matter of Faith" (Alavutdinova N. G.

(2008).). Texts about Navoi were included in the

"Journey to Classical Literature" section. Presenting

literary texts in this unique format, grouped in special

sections, guides the teacher on how to approach the

literary text. Grouping related works in one chapter

keeps the reader's focus on a particular theme for an

extended period. This fosters a consolidation of their

views on the subject matter.

The "History of Uzbek Literature" section of the 6th

grade "Literature" textbook, 1995 edition, features

stories from Alisher Navoi's epic “Hayrat al-abrar”

("Wonders of Good People") such as "Hotami Toy",

"Two Loyal Lovers", and "Dove". The article "About

Alisher Navoi and His Stories" discusses the poet's

life, the stories' content, and the embedded ideas. The

quizzes also prioritise studying the article over the

literary text. Regarding the stories taken from

"Wonders of Good People", the format of the

questions remains consistent, such as: recount the

content of the story "Hotami Toy" and describe the

characters therein, or discuss the meaning and idea

behind the story "Dove" in the epic, and so forth

(Husanboyeva Q., Niyozmetova R. (2022),). In the

study of Alisher Navoi's life and work, published in

1991 for the 7th grade, considerable space is devoted

to the works: Rubaiyat, Ghazal, "The Story of a

Stranger from the Fifth Climate". The given texts are

primarily elucidated to the reader through an

accompanying article about the work. For example,

information about the Rubaiyat's theoretical aspects

is presented. This information is brief, concise, and

showcases specific genre elements. For instance, the

content of A. Navoi's poem "Kamol et kasbikim" is

explained by highlighting the language from which

the poem is derived, its meaning, the prevalent use of

the lyrical genre of wisdom in classical Eastern

literature, its structure, and its rhyming scheme.

In the 2005 edition of the 7th grade textbook, the

scientific method is employed to cover the activities

of Mirkarim Osim (Karimov N., Normatov U.

(1999).). In the article oriented towards Hasbi, the

works of the historical writer are grouped both

chronologically and thematically. A relatively brief

article, taken from Sabir Mirvaliyev's book "Uzbek

Writers", more exalts the character of the historian-

writer rather than examining his life.The stories "The

First Spring of Youth", "Summer Desert", and

"Language of Birds" were included in the short story

collection "Darkness in the Light". Providing specific

questions and tasks after each story enabled the reader

to thoroughly grasp the brief text and drew their

attention to the truths intended by the writer—truths

which the young reader should comprehend and

"see": "Observe the development of the abilities of

the boy, Alisher. Consider how the family

environment played a role in his growth. What do you

believe was the influence of his father, mother and

uncles in his upbringing? Identify and explain

instances where Prince Hussain— the future ruler—

displays characteristic traits. Carefully read the

sections where the instability of the political situation

in the country, along with its causes and

consequences, are explained and depicted. Pay

attention to how, through whom, or by what means

the writer conveys these elements. Any minor

scenario in the works that serves to boost the student's

morale and foster national pride is revisited through

the medium of questions, and the student is "coerced"

to rely solely on their own opinion in their response:

'Pay attention to the story about Alisher's encounter

with Attar. How do you interpret the incident where

the Mongolian soldier sold a man of Maulana's stature

for a mere handful of straw, and the poor farmer

parted with his last possessions— his straw— to help

an old man?' and so forth.

The student who answers such questions feels a sense

of pride in belonging to a nation that values

knowledge and scholars, a nation that has nurtured

great individuals who have significantly contributed

to world civilisation. Some repetition is observed in

the questions and tasks: after the task 'Considering the

way Ghiyasiddin Bahadur communicates with his

son, explain what kind of person he is', another task

is given: 'Discuss Alisher's father's relationship with

his teacher. Based on that, infer what kind of people

they are.' Although the second task requires a more

comprehensive response to the first question, it

directly necessitates a partial repetition of the initial

answer.

3 RESULTS AND DISCUSSION

Studying the works of Alisher Navoi is intrinsically

linked to the culture of reading. The development of

a reading culture represents one of the most pressing

academic issues within literary education, and

primarily, it's the work that cultivates aesthetic taste

in students, helps identify beautiful qualities, and

promotes mastery of writing skills, understanding of

poetic structures, and appreciation of the arts.

Currently, the development of reading competence is

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a significant focus not just in general secondary

education, but across all forms of ongoing education.

"Literature as an art form brings about change and

renewal in the human psyche (especially emotions,

intellect, and thinking)" (Sarimsakov B., Khalilov T.,

Gurbanboev B. (1995)). When exploring literary

materials, the teacher should sincerely believe in the

potential of each student. The confidence that they

will succeed in comprehending literary works,

combined with sincere, friendly interaction, and a

mutual desire for understanding, has a tremendously

positive impact on the teaching process. The secret to

fostering a student's interest in reading works of art

lies in the teacher's ability to organise collaborative

engagement with them. This is such an activity that

encourages the student to feel not as an object of

education, but as an independent, freely active

individual—a participant. Sincere consultation with

the student during the organisation of the educational

process offers them an opportunity to willingly

partake in this process. The teacher's sincerity and

respect towards the student inspires reciprocal respect

and fosters voluntary participation in the educational

process. It is only by respecting the student as an

individual that feelings of empathy and responsibility

towards others can be nurtured within them.

School lessons serve not only as the primary form of

organising education but also as the main process

directing each student towards their personal life.

Therefore, literary materials, which form the core of

literature classes, should be presented with these

aspects in mind, and particular attention should be

paid to segments that directly relate to the student's

daily life when working with them.

Working with the text of a piece and mastering the

artistic text is an intricate process in its own right. A

critical factor in this process is the specific emotional

and cognitive activity that emerges in late

adolescence. Thus, the artistic work presented to

students of this age for learning, with its content,

character behaviour, plot development, and artistic

nature, should provide a foundation for students to

express their thoughts within their own understanding

and engage in free discussion. Educational materials

that have a wide content scope, but are not

immediately apparent, and "guide" the student,

facilitate their comprehension of the literary text.

Works that portray genuine human qualities, feelings

of responsibility, that depict individuals and the

complexities of life, that vary according to genre and

writing style, and that reflect the national values of

diverse cultures, play an important role in shaping a

student's spirituality.

A deep understanding of a work of art wholly depends

on comprehending it and engaging in conscious

reading. As a result, students have the opportunity to

think critically and draw conclusions about societal

relations, thereby equipping themselves to resolve

potential problems they may encounter in life. This

process then fosters student creativity as a

competence: students develop the skills to approach

their work innovatively, find solutions to problematic

situations, and make independent decisions. In this

regard, it is crucial to present educational material to

students appropriately.

The secret to fostering students' interest in reading

works of art lies in the teacher's ability to organise

collaboration with them. This approach allows the

student to feel not as an object of education, but as an

independent, freely acting individual—a participant.

Sincere consultation with the student during the

organisation of the educational process creates an

opportunity for them to willingly partake in this

process. The teacher's sincerity and respect towards

the student inspires reciprocal respect, fostering

voluntary participation in the educational process.

Feelings of empathy and responsibility towards

others can only be nurtured within the student by

respecting them as an individual. The educator's

humanistic approach should involve accepting the

student as they are by nature, understanding their life

circumstances and behavioural factors, and ensuring

that their perspectives harmonise with the student's.

This harmony greatly aids the process of exploring

literary materials in literature classes that form

important human values and promote a healthy

attitude towards life.

School lessons serve not only as the primary form of

organising education but also as the main process

guiding each student towards their personal life.

Therefore, literary materials, which form the core of

literature classes, should be presented with these

aspects in mind, and particular attention should be

paid to the elements that directly relate to the student's

daily life when working with them. Working with the

text of a piece and mastering the artistic text is an

intricate process in its own right. A critical factor in

this process is the specific emotional and cognitive

activity that emerges in late adolescence. Therefore,

the artistic work presented to students of this age for

learning, with its content, character behaviour, plot

development, and artistic nature, should provide a

foundation for students to express their thoughts

Using the Works of Alisher Navoi as Teaching Material

465

within their own understanding and engage in free

discussion.

There is a significant difference between the language

of Navoi's works and the current Uzbek literary

language. Therefore, reading and comprehending the

poet's work can be somewhat challenging for a school

student. One of the factors creating a "chasm"

between scholars and teachers in teaching Alisher

Navoi's works to schoolchildren is the issue of

teaching the prose interpretation of the works. While

most teachers in practice argue that it is a major

achievement if students understand the essence of the

text, even if they master the prose interpretation,

scholars contend that if the students' skills are

adequate, they will not face difficulty, and a prose

interpretation cannot truly represent high literature.

Therefore, using Alisher Navoi's work "Mahbub ul

Qulub" as a methodological aid in teaching sixth-

grade literature is recommended (Yoldoshev Q.,

Kasimov B., Kadirov V. (2005).). It would be

beneficial for children to utilise their experience of

learning a foreign language to learn the Navoi

language in classical literature. "The unique process

of applying necessary knowledge, methodologies,

and acquired experience to a new educational

situation as the need arises fosters decision-making

abilities in children" (Native literature. (1991)).

Emphasis has been placed on the fact that providing

educational material in task format encourages

students to repeatedly refer back to the original text,

and that this action is presented in a different form

each time. "In addition to being demonstrative and

organisationally perfect, achieving mastery in a

lesson also requires students to enhance their

independent activity and apply their theoretical

knowledge in practice" (N. Eshanqul. (2014)).

The tasks provided below are intended for students

who have read the prose interpretation of the article

and should have familiarised themselves with it as

homework. Some words have been omitted in the text

and replaced by a line:

1. Insert the missing words into the text in place of the

lines:

(a) River

(b) Blue

(d) Garden

(e) Mountain

(f) Crown

Some archaic words (words that are not in use today

but have contemporary synonyms) are highlighted in

a different colour. You are asked to place their

synonyms in parentheses.

2. Identify the meaning of the highlighted words in

the text from the given words, and write them in

brackets:

Mockery, disreputable, young, frivolity, hard, heavy,

battle.

In the next task, some words whose meaning can be

deduced from the context of the text are listed and

numbered. For example, a passenger ship (Umurov

Z.). The word "anchor" should be there. Images are

provided in the task. Based on the content of the text,

you are asked to organise the pictures in order

according to their numbers.

3. Number the pictures based on the text.

4. Match the metaphors for gentle and rude people:

Orchard

Rich mountain

Durable fabric

Expensive dress

Characteristic

Wind

Snake

Grass

Rock

Red mute

Assign each of the above to either 'Gentle nature' or

'Rude nature'. Through these exercises, the student

revisits Navoi's work multiple times. They

understand the text through their own investigation,

and their interest is consequently piqued.

4 CONCLUSION

For the physical, mental, and intellectual

development of a teenager, it is necessary to utilise

educational materials that illuminate the essence of

the literary text and encourage thinking and

engagement in literature classes. When selecting

educational material for literary education, consider

the following:

- Gradually increase the complexity of questions and

tasks;

- Ensure coherence between the questions, tasks, and

the artistic text. That is, guide the student to express

their opinion directly based on the artistic text when

completing the questions and tasks;

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- Encourage students to compare and contrast the

characters of the work of art with themselves and their

peers, and draw certain conclusions. Social

comparison is a fundamental phenomenon in

psychology that prompts independent thinking.

Comparing oneself with the heroes of the work serves

to evaluate one's own thoughts, abilities, and

capabilities;

- Take into account the noted features of adolescence

when presenting examples of works of art (excerpts

from works are provided);

- Offering didactic tasks that highlight the writer's

skill and the power of artistic words can increase the

student's interest in literary education, thus positively

influencing and educating the teenager. In addition,

when working on literary materials at school, the

teacher should sincerely believe in the capabilities of

each student. The conviction that they will succeed in

mastering literary works, alongside sincere, friendly

communication and the desire for mutual

understanding, can significantly enhance the teaching

process. The impact becomes even more profound

when it specifically pertains to the work of Navoi.

REFERENCES

Ahmedov S., Kochkarov R., Rizayev Sh. (2017).Literature.

Textbook for 6th grade. Part II - T.: Ma'naviyat, - 160

Alavutdinova N. G. (2008). Methodology of formation of

creative thinking skills in native language classes (in

the case of 5th grade). Ped. science. name ... diss. - T.,

- 156 p.

Husanboyeva Q., Niyozmetova R. (2022), Literature

teaching methodology. Textbook. - Tashkent:

"Innovation-Ziya", 400 p

Karimov N., Normatov U. (1999). Literature. Textbook-

complex for 5th grade. - T.: Teacher, - 352 p.

Sarimsakov B., Khalilov T., Gurbanboev B. (1995)Uzbek

literature. Textbook-complex for 6th grade. - T.:

Teacher,. - 348 p.

Yoldoshev Q., Kasimov B., Kadirov V. (2005). Literature.

Textbook for 7th grade. - T.: Sharq, - 368 p.

Native literature. (1991) Textbook for 7th grade /

Compilers: A.Zununov, R.Usmonov, O.Madaev,

M.Nurmatova. Tashkent.: Teacher,.3-p.

N. Eshanqul. (2014) - Tashkent: Akademnashr,. - 512 p.

//https://kopilkaurokov.ru/nachalniye. Umurov Z. Analysis

of educational material and educational problems

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