The philosophy of education, which was
formed in Turkestan in the late 19th - early 20th centuries, is
interpreted as an area of research that analyzes the national
pedagogical activity and educational foundations of these
modern educators, its goals and ideals, the methodology of
pedagogical knowledge, methods of creating a new Russian
school system. Thus, it can be said with confidence that
the philosophy of education, as an area that has a socioinstitutional form during this period, reflected the goals and
objectives of the educational program of the Jadids. We
know that during the formation of the Jadid Enlightenment,
special studies of the philosophy of education were carried
out, first in the United States and then in Europe. However,
even before that, a separate philosophical system for the
philosophy of education was created by such philosophers
as Plato, Aristotle, Jan Amos Comenius, Locke, Herbart.
In general, the philosophy of education is understood as
an area of philosophical knowledge that has a subject of
study. Philosophy of education as a science originated at the
beginning of the 20th century. The founder of the philosophy
of education in the world is the Anglo-American philosopher
John Dewey. Today, in English-speaking countries, the
philosophy of education has become a discipline with
the status of a subject offered by individual faculties of
universities. Thus, this chapter is devoted to the analysis
of philosophical problems associated with the theory and
practice of education of the Jadids, their approach to the
problems of education, description, and reflection of the
educational system of that period, its goals and levels, since
the entire period of philosophical development is closely
related to the ideas of the enlightenment. This chapter also
presents a conceptual analysis of the educational organization
and gender issues in Turkestan schools of the “new method”.
For the Jadids, Islam was a way to get rid of ignorance,
a means to achieve spiritual perfection. In Turkestan, the
main goal is to build a secular state based on universal ideas,
governed by Parlament. In particular, we see this in the
process of political efforts to create a “national autonomy of
Turkestan autonomy.”
The changing nature of the Jadid movement is also
characterized by an emphasis on education. This was due
to the idea of the Jadid enlighteners to follow the Turkish,
Tatar, and Azerbaijani intellectual world, as well as the
desire to learn about Western European enlightenment.
SRI AUROBINDO’S EDUCATION POLICY IN PRE AND POST COLONIAL INDIA
