{"id":14976,"date":"2021-04-23T16:36:11","date_gmt":"2021-04-23T11:36:11","guid":{"rendered":"http:\/\/www.bukhari.uz\/?p=14976"},"modified":"2021-04-23T16:36:11","modified_gmt":"2021-04-23T11:36:11","slug":"xalq-maorifiga-nazar","status":"publish","type":"post","link":"https:\/\/bukhari.uz\/?p=14976&lang=oz","title":{"rendered":"XALQ MAORIFIGA NAZAR"},"content":{"rendered":"

Ilm-fan taraqqiyotiga ulkan hissa qo\u02bbshgan allomalarning ma\u02bclum guruhi Turkiston zaminida yetishib chiqqanligi bizga g\u02bburur va kuch beradi. Buning zamirida ilm-ma\u02bcrifat, tarbiya maskani bo\u02bblmish maktab va madrasalar katta o\u02bbrin tutgani barchamizga ayon. Azaldan jaholatga qarshi qurol ma\u02bcrifat ekanligini anglagan Turkiston ilm peshvolari ta\u02bclim tizimini isloh etib, bolalarni zamona ilmidan bahramand qilish uchun kuch va g\u02bbayratini ayamagan. Turkiston ma\u02bcrifatparvarlari o\u02bbtmishda ham hozirda keng qo\u02bbllanilayotgan O\u02bbzbekiston porloq kelajagi uchun: \u201cFarzandlarimiz bizdan ko\u02bbra kuchli, bilimli, dono va albatta baxtli bo\u02bblishlari shart!\u201d [1: 13] \u2013 degan g\u02bboyaga amal qilganliklarini kuzatamiz.<\/span><\/p>\n

XX asr boshlarida ona zaminimizda voyaga yetgan Mahmudxo\u02bbja Behbudiy, Abdulhamid Cho\u02bblpon, Munavvarqori Abdurashidxonov, Abduqodir Shakuriy, Abdullo Avloniy, Sadriddin Ayniy, Fitrat, Ubaydullaxo\u02bbja Asadullaxo\u02bbjayev, Obidjon Mahmudov, Bobooxun Salimov, Polvonniyoz hoji Yusupov, Hamza Hakimzoda Niyoziy kabi ma\u02bcrifatparvarlar maorif tizimidagi muammolarni oldindan tushunib sohani qayta isloh qilgan holda, jamiyat ravnaqi va kelajagi yo\u02bblida olg\u02bba qadam tashlash lozimligini anglagan. Hozirda ularning ilmiy ijodlariga oid risolalar tarixiy dalil va arxiv hujjatlari asosida qayta tahlil qilinib, nashr etilmoqda.<\/span><\/p>\n

O\u02bbtmishda xalq maorif tizimida amalga oshirilgan ishlar, o\u02bbtkazilgan islohotlar, qo\u02bblga kiritilgan yutuq va kamchiliklarning tahlili bir qator olimlarlar[1]<\/a>\u00a0ilmiy tadqiqotlarida o\u02bbrganilgan. Ular o\u02bbz asarlarida Turkistondagi musulmon maktablari va\u00a0 ta\u02bclim berish uslublari, boshlang\u02bbich ta\u02bclim tizimidagi ahvol, Turkiston hayotidagi konfessional-diniy maktablarning jamiyatdagi o\u02bbrni, darslarning olib borilishi, Turkiston madaniy hayoti tarixida islom madrasalarining O\u02bbrta Osiyoda birinchi bo\u02bblib tashkil topganligi va shu kabi muammo va yechimlarni yoritib bergan. Ammo ushbu maqolani XIX asr oxiri XX asr boshlarida yashab, ilm-fan yutuqlari va kamchiliklarini kuzatgan adiblarimiz munosabatlari misolida yoritmoqchimiz.<\/span><\/p>\n

Imperiya hukumatining Turkiston o\u02bblkasida olib borgan mustamlaka siyosati maorif tizimida ham kuzatiladi. Xalq intellektual salohiyatini jilovlash uchun maktab, madrasa va qorixonalar qattiq nazorat ostiga olingan. Misol: \u201cTurkistonda ezilgan xalqlar bor. Ezilgan sinflar bor, ezguvchi xalqlar, ezguvchi sinflar bor. Siyosatni olib borg\u02bbanda ezguvchilar bilan ezilguvchilarni ayrib olib bormoq kerak\u2026\u201d[2: 202] \u2013 deb Abdulhamid Cho\u02bblpon o\u02bbsha davrning siyosiy yuzini ko\u02bbrsatib o\u02bbtgan. Mahalliy bolalar siyosiy jihatdan kelajakda xavf solishini anglagan hukumat vakillari ularni rusiyzabon bolalar bilan birgalikda tarbiyalab intellektual qobiliyat va tartiblarini nazorat ostiga olgan. Shu tariqa XIX asr oxiri Turkiston o\u02bblkasida: \u201caholining umumiy soni \u2013 3.792.774, maktablar soni \u2013 6.027, o\u02bbquvchilar soni \u2013 64015, aholining umumiy soniga nisbatan o\u02bbquvchilar \u2013 1,7 foizni tashkil etgan holda aholining savodxonligi \u2013 19,55 foiz bo\u02bblgan[3: 232]. Oktyabr inqilobigacha Turkiston o\u02bblkasida 70000 o\u02bbquvchisi bilan 6600 ta maktab va 9000 talabasi bilan 311 ta madrasa faoliyat yuritgan[ 4: 2].<\/span><\/p>\n

Tarixiy manbalardan ma\u02bclumki, ilgari mahalliy xalq Turkistonda fors va turkiy-o\u02bbzbek tillardan keng foydalanishgan. Maktablarda fors, arab va turkiy-o\u02bbzbek tili asosiy o\u02bbqish tili bo\u02bblgan. Ammo ruslar o\u02bblkani o\u02bbz hukumronliklari ostiga olishlari natijasida barcha savdo, sanoat va davlat ishlari rus tilida yuritila boshlangan. Rus tilini biladigan kishilar kamligi bu sohadagi mutaxassislarni Turkiston mahalliy xalqi orasida yetishmasligiga olib kelgan. Shuningdek, maorif tizimi sohasida ham bu holat kuzatila boshlangan. Vaziyatni to\u02bbg\u02bbri baholagan jadidchilik harakatining rahnamosi Mahmudxo\u02bbja Behbudiy: \u201cHar bir taraqqiyparvar bilsunki, bizni sababi takomili hayoti ijtimoiyamiz usuli jadida maktablari ruscha o\u02bbqimoq va hukumat maktablarig\u02bba bola bermoq va madrasadagi usuli tadrisni Misr madrasalaridek va Hijoz jome\u02bclaridek isloh qilmoq ila bo\u02bblur\u2026\u201d [5: 374] \u2013 deb zamona ilm-fanidan xabardor bo\u02bblishga chaqirgan.<\/span><\/p>\n

XX asr boshlarida siyosiy va harbiy sohani bolsheviklar egallab olgach dinga qarshi kurashni kuchaytirgan. Maorif sohasida hukumatning olib borgan bu qat\u02bciy nazorat va cheklov siyosati ma\u02bcrifatparvarlarning noroziliklarga sabab bo\u02bblgan. Misol uchun, Abdulhamid Cho\u02bblpon Xo\u02bbjandda Narkompros tomonidan belgilangan sakkiz maktab o\u02bbrnida o\u02bbn to\u02bbrt maktab ochilgani uchun qattiq hayfsan olgan holatni nazarga tutib quyidagi sherini [6: 150] bitgan:<\/span><\/p>\n

\u2026Maktab nima? O\u02bbqish nima? O\u02bbylovchi yo\u02bbq,<\/span><\/div>\n
Maktablarning borini ham yopmoqdalar.<\/span><\/div>\n
\u201cBilim\u201d, \u201chunar\u201d so\u02bbzlarini so\u02bbzlovchi yo\u02bbq,<\/span><\/div>\n
Yosh va qari \u201cXudoyim\u201d deb yotmoqdalar.<\/span><\/div>\n

Og\u02bbir turmush, oiladagi moliyaviy yetishmovchilik, qat\u02bciy tartib va nazorat yoshlarni maorifdan yiroqlashishini ta\u02bcminlagan. Bu jarayonlarni kuzatib, achinish bilan tilga olgan jadidchilik harakatining atoqli rahnamosi Mahmudxo\u02bbja Behbudiy: \u201cHar kimg\u02bba ma\u02bclumki, bizni Turkiston musulmonlarini yuzin 99 i butun ilmsizdir\u201d [5: 367] \u2013 deb yozgan. Mahmudxo\u02bbja Behbudiy ilmsizlikning qishloq va sahrolardagi ahvoli bundanda achinarli bo\u02bblganligini alohida ta\u02bckidlab, xotin qizlar haqida: \u201cVale bu kun Turkiston muslimalarini yuzidan birini zaruriyoti diniyani bilishi ma\u02bclum yo\u02bbq\u201d [5: 368] \u2013 deb ta\u02bckidlagan.<\/span><\/p>\n

Abdulhamid Cho\u02bblpon yosh bolalarni kelajak mevasi bilib, bizdan so\u02bbng qilolmagan ishimizni amalga oshiradigan shular deb quyidagi sherini [6: 67] yozgan:<\/span><\/p>\n

\u2026 Bilingizkim, kichkinalarni yashatmoq<\/span><\/div>\n
Yolg\u02bbiz bog\u02bblar, bog\u02bbchalarga mumkindir.<\/span><\/div>\n
Kelgusining turmushiga ularni<\/span><\/div>\n
Tayyorlovchi bog\u02bbchalarga o\u02bbyundir.<\/span><\/div>\n
Yosh bolalar \u2013 kelgusining durlari,<\/span><\/div>\n
Kichkinalar \u2013 tiriklikning gullari!<\/span><\/div>\n

\u00a0 Jadid rahnamolari mavjud zamona holatini achinish bilan tilga olib, bu illatlarning oldini olish uchun matbuot va teatr tamosholari asnosida xalq dunyoqarashini o\u02bbzgartirishga qat\u02bciy bel bog\u02bblaganlar. Abdulla Avloniy: \u201cEmdi ochiq ma\u02bclum bo\u02bbldiki, tarbiyani tug\u02bbulgan kundan boshlamak, vujudimizi quvvatlandurmak, fikrimizi nurlandurmak, axloqimizi go\u02bbzallandurmak, zehnimizi ravshanlandurmak lozim ekan. Tarbiyani kimlar qilur? Qayda qilinur? degan savol keladur. Bu savolga, \u00abbirinchi uy tarbiyasi. Bu ona vazifasidur. Ikkinchi, maktab va madrasa tarbiyasi\u201d [7: 4] \u2013 deb zamona ta\u02bclim-tarbiyasini isloh etish zaruriyatini ta\u02bckidlagan. Ammo o\u02bbz zamonasining o\u02bbquvsiz \u2013 ona; to\u02bbychi, dumburachi, ilm qadrini bilmagan, ilm uchun bir pulni ko\u02bbzlari qiymagan \u2013 ota; maqsadi pul, maslagi shuhrat \u2013 muallim; maqsadlari chopon, darslari beimtihon \u2013 mudarrislarni tanqid ostiga olgan.<\/span><\/p>\n

1917 yil mahalliy musulmon xalqi uchun Turkiston o\u02bblkasida 3 xil tipdagi ta\u02bclim muassasalari:1. Konfessional \u2013 eski maktab, madrasa va qorixona; 2. Jadid maktablari \u2013 konfessional va dunyoviy ta\u02bclim o\u02bbrtasidagi maktablar; 3. Dunyoviy \u2013 rus-tuzem maktablari [8: 4] mavjud bo\u02bblgan. 1918 yilga kelib podsho hukumati davrida faoliyat olib borgan ta\u02bclim muassasalari (gimnaziyalar, maktab-uchilishlar, rus maktablari, o\u02bbqituvchilar seminariyalari va jadid maktablari)ni tugatib barcha jihoz, o\u02bbquv qo\u02bbllanmalari va xodimlar bilan birga mahalliy xalq ta\u02bclimi bo\u02bblimlari tasarrufiga o\u02bbtkazish to\u02bbg\u02bbrisida qonun qabul qilinadi. Ammo bu jarayon uzoqqa cho\u02bbzilmaydi, chunki 1918-1921 yillarda barpo etilgan Sovet maktablari tarmog\u02bbi Yangi iqtisodiy siyosat davomida parchalana boshlangan. Bu hol konfessional ta\u02bclim tizimining rivojlanishiga olib keladi. Natijada: \u201c1924 yil Turkistondagi konfessional ta\u02bclim muassasalari soni 2403 ga yetdi\u201d[8: 17]. Shuni ham nazarga tutish lozimki, Sovet hukumati bunday maktablarning ko\u02bbpayishiga doimo qarshi bo\u02bblgan. Siyosiy va iqtisodiy vaziyatning murakkabligi qarshiliklarning so\u02bbnishiga xizmat qilgan.<\/span><\/p>\n

Quyidagi jadval asosida Turkistonda joylashgan 1908 yil faoliyat ko\u02bbrsatgan maktab va madrasalar [9: 37] hamda 1924 yilda mavjud diniy maktablarning ro\u02bbyxatini [8: 18] taqqoslashimiz mumkin:<\/span><\/p>\n

\"\"<\/span><\/p>\n

Ayrim chekka dehqonchilik va hunarmandchilik bilan band qishloq hududlarida maktab ta\u02bclimi qish fasli davomida faoliyat yuritgan. Sababi aholi bahor va kuz oylari ekin ekish va yig\u02bbishtirish bilan shug\u02bbullangan. Misol, Cho\u02bblpon Xo\u02bbjaobod qishloq maktabi to\u02bbg\u02bbrisida: \u201c\u2026Bitta maktab ham bor dedilar. Lekin uning o\u02bbzidan ko\u02bbproq \u201coti\u201d bor, shekillik\u2026 Ko\u02bbklamdan tortib to kuzgacha maktab ta\u02bctil ekan, dehqonlar bolalarini faqat qishdag\u02bbina o\u02bbqita olurlar ekan\u201d,[2: 246] deb yozib qoldirgan. Bu ma\u02bclumotni garchi butun o\u02bblka chekka maktablariga nisbatan qo\u02bbllamasakda, ammo bu achinarli hol edi. Bunga sabab Turkiston qishloq hududlarida sanoati qoloq rivojlangan, asosan agrar mamlakat bo\u02bblib qolganida. Ustiga-ustak, dehqonlar mavsumiy ekin ekish va yig\u02bbishtirishni asosan qo\u02bbl mehnatida amalga oshirib, ko\u02bbp vaqt va jismoniy mehnat sarflashgan.<\/span><\/p>\n

Bu davrning eng dolzarb muammolaridan yana biri o\u02bbquv jihozlarining yetishmasligi bo\u02bblgan. Maktab ta\u02bclimini kitobsiz tasavvur etib bo\u02bblmasligi barchaga ayon. Tadqiqot davomida XX asr boshlarida darslik va adabiyotlar masalasi hali yetarlicha hal etilmagani kuzatildi. Misol, Cho\u02bblpon \u201cFarg\u02bbona\u201d gazetasining 1924 yil 3 may \u2013 169 sonida: \u201cHozirgi zamonda bizga eng keraklik kitoblar:\u00a0 boshlab maktab kitoblari (darsliklar)dur. Xalqimizga bilimga rag\u02bbbat ortib, yangi maktablar ko\u02bbpaygani sari maktab kitoblariga juda zo\u02bbr ehtiyoj seziladur. U ehtiyojni daf qilish yo\u02bblida bizning Turkiston davlat nashriyoti (hozirgi: O\u02bbrta Osiyo davlat nashriyoti!), gapning to\u02bbg\u02bbrisi, juda oz ishladi. Xunuk va yanglish bosilishda bir-biri bilan poyga quyushaturg\u02bban bir necha darsliklar dardimizga hech shifo bo\u02bblolmaydur.\u201d [2: 260] \u2013 deb kitob va darsliklarga bo\u02bblgan ehtiyojni qondirish zaruriyati ta\u02bckidlagan. Shuningdek, qaysi kitob va adabiyotlarni nashr qilish o\u02bbta zarur va lozimligi haqida tavsiya ham bergan.<\/span><\/p>\n

1930 yillar boshlarida esa diniy soha xodimlariga nisbatan repressiya (kuch bilan bostirish) va Sibirga surgun qilish avj olgan. Maktab va madrasalar yoppasiga yopila boshlangan. Jamiyat ilm-fan rivojiga nisbatan taqiq va zo\u02bbravonliklar aholi intellektual salohiyatining pasaytirilishiga ham qaratilgani shubhasiz.<\/span><\/p>\n

Xulosa o\u02bbrnida e\u02bctirof etish lozimki, o\u02bbtmishda dunyo ilm-fan taraqqiyotiga ta\u02bcsir qilgan ona Vatanimiz maorif tizimi XX asr boshlarida sun\u02bciy tarzda tamomila susaytirilgan. Ammo, Turkiston o\u02bblkasida xalq ta\u02bclimi doimo jamiyat ilm ahli diqqat markazida bo\u02bblgan. Holat qanchalik og\u02bbir sharoitda bo\u02bblishiga qaramay imkoniyatga ega yoshlar bilim olishga intilgan. Ma\u02bcrifatparvarlar barchani maktablarda fors, arab va turkiy-o\u02bbzbek tillarida tahsil olish bilan birga xorij tillarini xususan, rus tilini ham o\u02bbrganib zamona siyosiy va madaniy hayotidan xabardor bo\u02bblishga chaqirganlar. Xalqning ilmiy salohiyatini oshirmay jamiyatning illatini bartaraf etolmasliklarini shuningdek, o\u02bbsha davrda o\u02bbta qaltis bo\u02bblsada mustaqil davlat tuza olmasliklarni bilishgan.<\/span><\/p>\n

Suxrob ERGASH\u0415V,<\/strong><\/span><\/div>\n
Imom Buxoriy xalqaro ilmiy-tadqiqot markazi<\/strong><\/span><\/div>\n
ilmiy xodimi<\/strong><\/span><\/div>\n
FOYDALAN<\/strong>IL<\/strong>GAN ADABI<\/strong>YO<\/strong>TLAR<\/strong>:<\/strong><\/span><\/div>\n
    \n
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    Ilm-fan taraqqiyotiga ulkan hissa qo\u02bbshgan allomalarning ma\u02bclum guruhi Turkiston zaminida yetishib chiqqanligi bizga g\u02bburur va kuch beradi. Buning zamirida ilm-ma\u02bcrifat, tarbiya maskani bo\u02bblmish maktab va madrasalar katta o\u02bbrin tutgani barchamizga ayon. Azaldan jaholatga qarshi qurol ma\u02bcrifat ekanligini anglagan Turkiston ilm peshvolari ta\u02bclim tizimini isloh etib, bolalarni zamona ilmidan bahramand qilish uchun kuch va g\u02bbayratini ayamagan. …<\/p>\n","protected":false},"author":1,"featured_media":14974,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[639],"tags":[],"yoast_head":"\nXALQ MAORIFIGA NAZAR - Imom Buxoriy xalqaro ilmiy-tadqiqot markazi<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/bukhari.uz\/?p=14976&lang=oz\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"XALQ MAORIFIGA NAZAR - Imom Buxoriy xalqaro ilmiy-tadqiqot markazi\" \/>\n<meta property=\"og:description\" content=\"Ilm-fan taraqqiyotiga ulkan hissa qo\u02bbshgan allomalarning ma\u02bclum guruhi Turkiston zaminida yetishib chiqqanligi bizga g\u02bburur va kuch beradi. Buning zamirida ilm-ma\u02bcrifat, tarbiya maskani bo\u02bblmish maktab va madrasalar katta o\u02bbrin tutgani barchamizga ayon. 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