{"id":17317,"date":"2021-08-23T14:57:03","date_gmt":"2021-08-23T09:57:03","guid":{"rendered":"http:\/\/www.bukhari.uz\/?p=17317"},"modified":"2021-08-23T14:57:03","modified_gmt":"2021-08-23T09:57:03","slug":"xx-asr-boshlari-sov%d0%b5t-hukumatining-maktab-va-madrasalarga-munosabati","status":"publish","type":"post","link":"https:\/\/bukhari.uz\/?p=17317&lang=oz","title":{"rendered":"XX ASR BOSHLARI SOV\u0415T HUKUMATINING MAKTAB VA MADRASALARGA MUNOSABATI"},"content":{"rendered":"

Biror davlat yo\u02bbqki, ta\u02bclim-tarbiyaga loqayd qarasa. Mamlakat taraqqiyoti zamirida ta\u02bclim-tarbiya asosiy o\u02bbrin kasb etadi. Bu sohada qator mutaxassislarni tarbiyalab kelgan Ona zaminimiz nega XX asr boshlariga kelib tanazzulga yuz tutdi? Holatni arxiv va matbuot ma\u02bclumotlari asosida tahlil qilarkanmiz, asl jarayon yanada oydinlasha boshlaydi.<\/span><\/p>\n

Milliy ta\u02bclim tizimimiz XX asr boshlarida bir qator siyosiy ziddiyatlariga uchragani manbalarda yozib o\u02bbtilgan. Birinchi jahon urushidan so\u02bbng Sovet davlatiga qarshi harbiy intervensiya bartaraf qilingach, xalq xo\u02bbjaligi bilan birga madaniy soha ham qayta tiklana boshlagan. 1918 yil iyun oyi o\u02bbrtalarida butun Turkiston xalq ta\u02bclimini nazorat qilish uchun Maorif Xalq Komissarligi[1]<\/a>\u00a0tashkil etilgan. Komissarlikning vazifasi quyidagilardan iborat bo\u02bblgan:<\/span><\/p>\n

a) Respublika uchun xalq ta\u02bclimini tashkil etishning bosh rejasini ishlab chiqish;<\/span><\/div>\n
b) Ta\u02bclim ishlarini mahalliy darajada birlashtirish;<\/span><\/div>\n
v) Umumxalq ta\u02bclim smetasini tuzish va ta\u02bclimga ajratilgan mablag\u02bblarni taqsimlash;<\/span><\/div>\n

Chor Rossiyasi hukmronligi davrida eski musulmon maktab va madrasalar faoliyatiga tazyiqlar o\u02bbtkazilganidek, Sho\u02bbro hukumati zamonida bu tipdagi maktablarni yopib, yagona sovet mehnat maktabini tashkil etishga urinish boshlangan. Bunga bahona sifatida eski maktablardagi o\u02bbquvchilarga sharoit[2]<\/a>\u00a0yo\u02bbqligi, ularning qorong\u02bbi joyda o\u02bbqishi, dars davomida qiziqtiruvchi uslublarning mavjud emasligi asos qilingan. 1919 yil 26 dekabr Xalq Komissarlari Kengashining \u201cRSFSR aholisi orasida savodsizlikni tugatish to\u02bbg\u02bbrisidagi\u201d dekreti imzolanadi. Bu dekret[3]<\/a>\u00a0Turkistonda 1920 yil sentyabr oyida ma\u02bclum o\u02bbzgartirishlar bilan (8 yoshdan 40 yoshgacha; nafaqat rus yoki milliy til, balki xohlagan tub joy tilini o\u02bbrganish mumkinligi; ish haqini saqlash sharti bilan ish vaqtidan 2 soat ajratib berish va b.. \u2013 muallif) qabul qilingan. Bu tartib savodsizlikni tugatish bilan birga sotsialistik g\u02bboyaga da\u02bcvat, eski maktab va madrasalar faoliyatiga zarba berishning boshlanishi ham edi.<\/span><\/p>\n

Hukumatning muddaolarini anglagan ma\u02bcrifatparvarlar mavjud holatdan kelib chiqib o\u02bbz munosabatini bildirgan. Misol uchun, Munavvar Qori 1920 yil may oyi Xalq ta\u02bclimi bo\u02bblim boshliqlarining I syezdidagi[4]<\/a>\u00a0ma\u02bcruzasida diniy ta\u02bclim muassasalarini yo\u02bbq qilish emas, balki dastur va uslublarni zamonaviylashtirish orqali ta\u02bclim tizimini isloh qilish kerakligini ta\u02bckidlagan. So\u02bbzini davom ettirib \u201cO\u02bbrta asrlarda ham O\u02bbrta Osiyo madrasalarida diniy bilimlar bilan bir qatorda arab tili, mantiq, geografiya, astronomiya, matematika, tibbiyot kabi dunyoviy fanlar o\u02bbrgatilgani bois bunday ta\u02bclim dargohlarida buyuk allomalar yetishib chiqqan\u201diga alohida urg\u02bbu bergan. Ammo sovet hukumati o\u02bbz qarash va istaklarini amalga oshirish uchun tish-tirnog\u02bbi bilan islohotlarini davom ettirgan.<\/span><\/p>\n

1922 yil 22 oktyabrdagi 164-sonli va 1922 yil 28 dekabrdagi 173-sonli[5]<\/a>\u00a0farmonlar bilan mahalliy ijroiya qo\u02bbmitalarda maxsus vaqf bo\u02bblimlari tashkil ettiriladi. Tashkilot o\u02bbz faoliyati davomida eski maktablarni ro\u02bbyxatga olib, sovetlashtirish vazifasini bosqichma-bosqich amalga oshirib borgan. Misol uchun, Samarqand uyezdi volostlarida 1923 yil 1 aprel holatida 1-bosqich musulmon maktablari[6]<\/a>\u00a0tartibi quyidagicha edi:<\/span><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

\u2116<\/strong><\/span><\/p>\n<\/td>\n

\n

Volostlar nomi<\/strong><\/span><\/p>\n<\/td>\n

\n

Maktablar soni<\/strong><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

1<\/span><\/p>\n<\/td>\n

\n

Mahalla<\/span><\/p>\n<\/td>\n

\n

3<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

2<\/span><\/p>\n<\/td>\n

\n

Xoja Ahror<\/span><\/p>\n<\/td>\n

\n

1<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

3<\/span><\/p>\n<\/td>\n

\n

Halvoyi<\/span><\/p>\n<\/td>\n

\n

1<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

4<\/span><\/p>\n<\/td>\n

\n

Daul<\/span><\/p>\n<\/td>\n

\n

1<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

5<\/span><\/p>\n<\/td>\n

\n

Urgut<\/span><\/p>\n<\/td>\n

\n

1<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

6<\/span><\/p>\n<\/td>\n

\n

Panjikent<\/span><\/p>\n<\/td>\n

\n

1<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

7<\/span><\/p>\n<\/td>\n

\n

Tuyatortar<\/span><\/p>\n<\/td>\n

\n

1<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

8<\/span><\/p>\n<\/td>\n

\n

Chelak<\/span><\/p>\n<\/td>\n

\n

1<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

9<\/span><\/p>\n<\/td>\n

\n

Siyob<\/span><\/p>\n<\/td>\n

\n

1<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

10<\/span><\/p>\n<\/td>\n

\n

Angor<\/span><\/p>\n<\/td>\n

\n

2<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

11<\/span><\/p>\n<\/td>\n

\n

Yangi Qozon ariq<\/span><\/p>\n<\/td>\n

\n

1<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

 <\/p>\n<\/td>\n

\n

Jami<\/span><\/p>\n<\/td>\n

\n

16<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Samarqand viloyatining barcha maktablarida 30 ta sinf bo\u02bblib, aksariyat maktablarda 2 ta sinf mavjud bo\u02bblgan. Maktablarda o\u02bbquvchilarning umumiy soni 446 ni tashkil qilgan. O\u02bbrtacha olganda, har bir sinfda 15 o\u02bbquvchi tahsil olgan.<\/span><\/p>\n

Sovetlashtirish jarayonini hukumat mulozimlari bosqichma-bosqich olib borganini quyidagi jadvaldan ham kuzatish mumkin. 1923-1924 o\u02bbquv yili Sirdaryo, Samarqand va Farg\u02bbona viloyatlarida ro\u02bbyxatga olingan[7]<\/a>\u00a0konfessional maktablar sonini, ularning yangi tashkil etilgan dasturga muvofiq qayta tashkil etilganini, vaqf mablag\u02bblari saqlanadigan boshqa ta\u02bclim muassasalarini ko\u02bbrsatadi.<\/span><\/p>\n\n\n\n\n\n\n
\n

\u2116<\/span><\/p>\n<\/td>\n

\n

O\u02bbquv muassa-saning nomlani-shi<\/span><\/p>\n<\/td>\n

\n

Ro\u02bbyxatga olingan konfes-sional maktab-lar soni<\/span><\/p>\n<\/td>\n

\n

Bundan qayta tashkil etil-ganlari<\/span><\/p>\n<\/td>\n

\n

Mavjud aholi milliy maktab-lari<\/span><\/p>\n<\/td>\n

\n

Umumiy qatnashuv-chilar<\/span><\/p>\n<\/td>\n

\n

Xizmat ko\u02bbrsatuv-chilar<\/span><\/p>\n<\/td>\n

\n

Umu-miy dars soati<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

1<\/span><\/p>\n<\/td>\n

\n

Madrasa<\/span><\/p>\n<\/td>\n

\n

212<\/span><\/p>\n<\/td>\n

\n

14<\/span><\/p>\n<\/td>\n

\n

13<\/span><\/p>\n<\/td>\n

\n

845<\/span><\/p>\n<\/td>\n

\n

108<\/span><\/p>\n<\/td>\n

\n

3960<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

2<\/span><\/p>\n<\/td>\n

\n

Maktablar<\/span><\/p>\n<\/td>\n

\n

181<\/span><\/p>\n<\/td>\n

\n

42<\/span><\/p>\n<\/td>\n

\n

42<\/span><\/p>\n<\/td>\n

\n

2530<\/span><\/p>\n<\/td>\n

\n

124<\/span><\/p>\n<\/td>\n

\n

7936<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

3<\/span><\/p>\n<\/td>\n

\n

1-bosqich Sovet maktablari<\/span><\/p>\n<\/td>\n

\n

\u2013<\/span><\/p>\n<\/td>\n

\n

\u2013<\/span><\/p>\n<\/td>\n

\n

27<\/span><\/p>\n<\/td>\n

\n

3710<\/span><\/p>\n<\/td>\n

\n

\u2013<\/span><\/p>\n<\/td>\n

\n

5232<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/p>\n

Arxiv manbalarini ko\u02bbzdan kechirarkanmiz, 1923 yili Turkistonda eski an\u02bcanalar ta\u02bcsirida diniy dunyoqarashni nazariy asoslashga intiluvchi\u00a0aholi qatlami ko\u02bbpchilikni tashkil etgani yozib qoldirilganiga guvoh bo\u02bbldik. Misol: \u201cO\u02bbtgan davr Turkistonda eski uslubdagi maktablar[8]<\/a>\u00a05600 ta bo\u02bblib, unda \u00a0o\u02bbquvchilar soni 70 mingga yetgan. 311 ta maktab vaqf ta\u02bcsirida bo\u02bblib, 9000 o\u02bbquvchi diniy nazariya ta\u02bcsirida ulg\u02bbaygan\u201d. Hujjatda vaqflarning sof daromadi yiliga 2 000 000 rublni tashkil etishi belgilab o\u02bbtiladi. Albatta, bunday natija sovet hukumatini tashvishlantirmay qolmasdi.<\/span><\/p>\n

XX asrning 20-yillari boshida Maorif Xalq Komissarligi ta\u02bclim muassasalarining qurilishi va moddiy ta\u02bcminoti bo\u02bbyicha qator yetishmovchiliklarga uchraydi. Moddiy jihatdan og\u02bbir ahvoldagi covet maktablari vaqf mablag\u02bblari hisobidan faoliyat olib borayotgan eski musulmon maktablaridan butunlay farq qilardi. Hukumat sovet maktablari moliyaviy muammosini bartaraf qilish uchun qator huquqiy normativ hujjatlarni rasmiylashtirishga majbur bo\u02bblgan. Tadqiqotimiz davomida o\u02bbrganilgan Turkiston Respublikasi Xalq Komissarlari Kengashining 1923 yil 19 apreldagi \u2116 71-sonli qarori[9]<\/a>\u00a0ayni shu muammoni hal qilishga qaratilgan. Qarorda quyidagilar belgilab o\u02bbtiladi:<\/span><\/p>\n

    \n
  1. \n
    har bir ta\u02bclim muassasasida ushbu ta\u02bclim muassasasining maxsus fondlari deb nomlangan maxsus fondni shakllantirishga imkon qaratiladi.<\/span><\/div>\n<\/li>\n
  2. \n
    belgilangan dastlabki mablag\u02bb quyidagicha shakllantiriladi:<\/span><\/div>\n<\/li>\n<\/ol>\n
    a) o\u02bbqitishda belgilangan to\u02bblovlari mavjud bo\u02bblgan yig\u02bbimdan.<\/span><\/div>\n
    b) poliklinikalar, ustaxonalar, sovxozlar va ta\u02bclim muassasalarining boshqa yordamchi iqtisodiy foydalanish soha daromadlaridan;<\/span><\/div>\n
    s) ta\u02bclim muassasalari tomonidan tashkil etilgan sanoat korxonalari daromadlaridan;<\/span><\/div>\n
    d) jamoat tashkilotlari davlat muassasalaridan olinadigan nafaqadan;<\/span><\/div>\n
    ye) jismoniy shaxslarning xayriya mablag\u02bblari va boshqa tasodifiy daromadlaridan.<\/span><\/div>\n

    Qarordagi tartibdan kelib chiqib, ko\u02bbrsatilgan maxsus vositalar ta\u02bclim muassasasining daromad byudjetiga kiritilib, daromadlar smeta bo\u02bbyicha hisobga olinganida, mavjud mablag\u02bblarning kamayishiga olib kelmasligi kerakligi alohida ogohlantiriladi. To\u02bbplangan maxsus mablag\u02bblardan o\u02bbquv va yordamchi muassasalarning jihozlarini butlash, iqtisodiy operatsion ehtiyojlar, byudjet mablag\u02bblarini to\u02bbldirish ko\u02bbzlangan. Shuningdek, o\u02bbquv bo\u02bblimida qo\u02bbshimcha ish va ortiqcha o\u02bbqituvchilar hamda texnik xodimlarni saqlash uchun sarflanishi belgilab qo\u02bbyiladi.<\/span><\/p>\n

    \u00a0Markaziy Osiyodagi ta\u02bclim jarayoni o\u02bbtmish va kelajakni anglash, ruhiy poklanish, Vatanparvarlik va mehr-oqibatga da\u02bcvat etsa, sovet hukumati ta\u02bclim jarayonida o\u02bbzining xomashyo bazasiga aylantirgan o\u02bblka aholisini ishchilar armiyasiga biriktirishni ko\u02bbzlagan. Ammo maorif tizimini\u00a0 sotsialistik g\u02bboyaga bo\u02bbysindirmasdan turib bunga erishish amri mahol edi. Bu yo\u02bblda hukumat davlat miqyosida mablag\u02bbni ayamay, yildan-yilga oshirib boradi. 1924-1925 o\u02bbquv yilida O\u02bbzbekiston SSR Maorif Xalq Komissarligiga ajratilgan mablag\u02bblar respublika umumiy byudjetining 24 protsentini[10]<\/a>\u00a0tashkil etishi bunga dalildir. Bu mablag\u02bblar xalq maorifi moddiy bazasini qayta jihozlash va sotsialistik mehnat maktablari sifatini yaxshilash uchun ishlatilishi belgilangan. Maktab ta\u02bclimini bitirgan yoshlar saralanib, ko\u02bbpchilik o\u02bbsha davrda amalga oshirilgan kollektivlashtirish siyosati zamirida agrar tarmoqqa biriktirilgan.<\/span><\/p>\n

    Xulosa\u00a0 o\u02bbrnida shuni ta\u02bckidlamoqchimizki, sho\u02bbro hukumati eski maktab va madrasalar faoliyatini dastlab o\u02bbz nazoratiga olib, so\u02bbng sovetlashtirish siyosatini bosqichma-bosqich amalga oshirib borgan. Tabiiy sharoit va imkoniyatlari bilan ajralib turuvchi Markaziy Osiyoda sifatli kadrlar tayyorlash, ilm-fan, texnika va texnologiyalar rivojlanishining ilg\u02bbor jahon tajribasini o\u02bbzlashtirish tazyiqlarga uchragan. Chunki, Turkiston yoshlari chet davlatga chiqib ilm o\u02bbzlashtirib kelganidan so\u02bbng shubhaga tushib, tez orada xalq dushmani sifatida hayoti xazon bo\u02bblgan.<\/span><\/p>\n

    FOYDALAN<\/strong>IL<\/strong>GAN ADABI<\/strong>Yo<\/strong>TLAR<\/strong><\/span><\/div>\n
    [1]<\/a>\u00a0O\u02bbzbekistonda ta\u02bclimning rivojlanish tarixi va tarixshunosligi ocherklar. \u201cTafakkur qanoti\u201d Toshkent-2015. B.215<\/span><\/div>\n
    [2]<\/a>\u00a0Bendrikov K. Ocherki po istorii narodnogo obrazovaniya v Turkistane (1865-1924 godq) Izdatelstvo Akademii pedogogicheskix nauk RSFSR. M-1960 g. \u00a0st.43<\/span><\/div>\n
    [3]<\/a>\u00a0O\u02bbsha asar.\u00a0 st.468<\/span><\/div>\n
    [4]<\/a>\u00a0https:\/\/arabic.uz\/maqolalar\/802-uzbda-arab-tili-talimi.html<\/span><\/div>\n
    [5]<\/a>\u00a0http\/ essayon.top\/ru\/Vakuf<\/span><\/div>\n
    [6]<\/a>\u00a0O\u02bbzbekiston milliy arxivi. Fond R-34, op-1, yed.xr-1859\u00a0 136 listax. st-23<\/span><\/div>\n
    [7]<\/a>\u00a0O\u02bbzbekiston milliy arxivi. Fond R-34, op-1, yed.xr-2318\u00a0 204 listax. st-2-5<\/span><\/div>\n
    [8]<\/a>\u00a0O\u02bbzbekiston milliy arxivi. Fond R-34, op-1, yed.xr-2133. st-8<\/span><\/div>\n
    [9]<\/a>\u00a0Samarqand viloyat davlat arxivi. Fond-95 opis 1. yed xr \u21162. st 78 delo \u2116 5<\/span><\/div>\n
    [10]<\/a>\u00a0Samarqand tarixi. Ikkinchi tom. O\u02bbzbekiston SSR \u201cFan\u201d nashriyoti.T-1970 y. B. 82<\/span><\/div>\n
    Suxrob Ergashev,<\/strong><\/span><\/div>\n
    Imom Buxoriy xalqaro ilmiy-tadqiqot markazi ilmiy xodimi<\/strong><\/span><\/div>\n","protected":false},"excerpt":{"rendered":"

    Biror davlat yo\u02bbqki, ta\u02bclim-tarbiyaga loqayd qarasa. Mamlakat taraqqiyoti zamirida ta\u02bclim-tarbiya asosiy o\u02bbrin kasb etadi. Bu sohada qator mutaxassislarni tarbiyalab kelgan Ona zaminimiz nega XX asr boshlariga kelib tanazzulga yuz tutdi? Holatni arxiv va matbuot ma\u02bclumotlari asosida tahlil qilarkanmiz, asl jarayon yanada oydinlasha boshlaydi. Milliy ta\u02bclim tizimimiz XX asr boshlarida bir qator siyosiy ziddiyatlariga uchragani manbalarda …<\/p>\n","protected":false},"author":1,"featured_media":17312,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[639],"tags":[],"yoast_head":"\nXX ASR BOSHLARI SOV\u0415T HUKUMATINING MAKTAB VA MADRASALARGA MUNOSABATI - 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=17317&lang=oz\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"XX ASR BOSHLARI SOV\u0415T HUKUMATINING MAKTAB VA MADRASALARGA MUNOSABATI - Imom Buxoriy xalqaro ilmiy-tadqiqot markazi\" \/>\n<meta property=\"og:description\" content=\"Biror davlat yo\u02bbqki, ta\u02bclim-tarbiyaga loqayd qarasa. Mamlakat taraqqiyoti zamirida ta\u02bclim-tarbiya asosiy o\u02bbrin kasb etadi. Bu sohada qator mutaxassislarni tarbiyalab kelgan Ona zaminimiz nega XX asr boshlariga kelib tanazzulga yuz tutdi? Holatni arxiv va matbuot ma\u02bclumotlari asosida tahlil qilarkanmiz, asl jarayon yanada oydinlasha boshlaydi. 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