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THE ROLE OF PHILOSOPHICAL THINKING AND PHILOSOPHICAL KNOWLEDGE IN UNDERSTANDING NATIONAL IDENTITY

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dc.contributor.author Норкулов, Дусмурад
dc.date.accessioned 2022-12-13T17:23:09Z
dc.date.available 2022-12-13T17:23:09Z
dc.date.issued 2022-12
dc.identifier.issn 10.5281/zenodo.7321767
dc.identifier.uri http://repository.tma.uz/xmlui/handle/1/5080
dc.description.abstract This article examines the An education for the whole child, as fostered historically by educators and philosophers, requires that teachers attend to all developmental domains such as the: social, aesthetic, language, affective, physical, and cognitive, including the spiritual dimension (Clark, 1991). Nevertheless, in the United States the spiritual dimension has been excluded systematically from the educational processes. Schools have imposed a silence regarding sharing about the inner life (Bosacki, 2002) that is both problematic and contradictory in the context of this democratic society. That silence becomes problematic because people in society, as Wright (2000) describes, seem to feel an urgency to search for the meaning and purpose of their lives, and the educational processes are completely alienated from this urgency. The fact that the institution of the school does not foster this type of development is a contradiction, given its responsibility for the integral or holistic development of the students (Lawson, 1996). How can early childhood education be holistic? How can it attend to the whole child if it does not attend this inner journey also called spirituality? en_US
dc.language.iso en en_US
dc.publisher ASEAN Journal on Science & Technology for Development en_US
dc.relation.ispartofseries Vol 39, No 4, 2022;428-435
dc.subject modernization, transformation, renewal, spiritual and cultural sphere, contemplation, conception, people's culture, ethnocentricity, ethnocultural, respondent en_US
dc.title THE ROLE OF PHILOSOPHICAL THINKING AND PHILOSOPHICAL KNOWLEDGE IN UNDERSTANDING NATIONAL IDENTITY en_US
dc.type Article en_US


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