{"id":19088,"date":"2021-11-25T10:00:55","date_gmt":"2021-11-25T05:00:55","guid":{"rendered":"http:\/\/www.bukhari.uz\/?p=19088"},"modified":"2021-11-25T10:48:11","modified_gmt":"2021-11-25T05:48:11","slug":"xx-asr-boshlarida-turkiston-xalq-ta%ca%bclimining-holati","status":"publish","type":"post","link":"https:\/\/bukhari.uz\/?p=19088&lang=oz","title":{"rendered":"XX ASR BOSHLARIDA TURKISTON XALQ TA\u02bcLIMINING HOLATI"},"content":{"rendered":"

Buyuk Turon zamini tarix va taqdirlari tutashgan turli xalqlarni birlashtirgan makon. Buning zamirida yagona iqtisodiy manfaat bilan birga, siyosiy va madaniy qarashlarning mushtarakligi turadi, desak, haqiqatni aytgan bo\u02bblamiz. Chunki, Turkiston o\u02bblkasi barcha zamonlarda ham savdo markazi, ham ilm-ma\u02bcrifat va san\u02bcat o\u02bbchog\u02bbi vazifasini o\u02bbtagan. Maorif tizimining asosi bo\u02bblmish xalq ta\u02bclimi XIX asr oxiri \u2013 XX asr boshlarida turli ziddiyatlarga uchragan.<\/span><\/p>\n

Tarixiy adabiyotlarda XX asr boshlari Turkiston xalq ta\u02bclimi izdan chiqqani bilan izohlanib, bunga mahalliy maktablarda eskicha ta\u02bclim-tarbiyaning saqlanib qolishi va savodsizlik sabab bo\u02bblgan, deb hisoblab baholab kelingan. Bu ma\u02bclumotning qanchalik to\u02bbg\u02bbriligini arxiv hujjatlari va adabiyotlar asosida tahlil qilib, xolisona xulosa chiqarsak, maqsadga muvofiq bo\u02bbladi.<\/span><\/p>\n

Ma\u02bclumki, XIX asr oxirida Turkiston o\u02bblkasida 3.792.774 kishi yashagan bo\u02bblib, maktablar soni\u00a0 6.027 tani tashkil etgan [1. B.232]. Maktabda ta\u02bclim olayotgan o\u02bbquvchilar soni\u00a0 64015 nafarni, ya\u02bcni aholi soniga nisbatan o\u02bbquvchilar 1,7 foizni tashkil etgani holda, savodxonlik 19,55 foiz bo\u02bblgan. Oktyabr inqilobigacha Turkiston o\u02bblkasida 70000 o\u02bbquvchisi bilan 6600 ta maktab va 9000 talabasi bilan 311 ta madrasa faoliyat yuritgan. [10. B.2] \u00a0Davlat byudjetidan mablag\u02bb ajratilmagani sababli O\u02bbrta Osiyoda maorif tizimining rivoji uchun asosiy moddiy ta\u02bcminot xalq hisobidan qoplab borilgan. Davlat bu soha uchun juda kam mablag\u02bb ajratgan. Misol uchun, 1914-yil butun Turkiston xalq ta\u02bclimi uchun hukumat atigi ikki yarim million rubl ajratgan [8. B.2]. Bundan kelib chiqadiki, bola ta\u02bclim-tarbiyasi asosan ota-onasining iqtisodiy imkoniyatiga to\u02bbg\u02bbridan-to\u02bbg\u02bbri bog\u02bbliq bo\u02bblgan.<\/span><\/p>\n

XX asr boshlari \u2013 AQSH va Yevropa davlatlari ilm-fan, og\u02bbir va yengil sanoat sohasida ulkan yutuqlarni qo\u02bblga kiritgan bir paytda Rossiya madaniy va iqtisodiy jihatdan ortda qolgan. Taraqqiyot zavoliga sabab Chor imperiyasi davrida olib borilgan harbiy xalq boshqaruv tizimi va mustamlaka siyosati edi. Sovet hukumati bu illatdan qutulish choralarini ko\u02bbrish maqsadida islohot o\u02bbtkazishga majbur bo\u02bblgan. Ammo rejalashtirilgan islohot xalqlarning milliy qadriyat va urf-odatlariga barham berish orqali amalga oshirilgan.<\/span><\/p>\n

Inqilobdan so\u02bbng dastlab sovet hukumati chorizm davrida imperiya korchalonlari rus-tuzem maktablari orqali mahalliy millatni ruslashtirishni maqsad qilib qo\u02bbyganini anglab, konfessional xarakterdagi ibtidoiy maktablarni ochishga ruxsat bergan. Arxiv ma\u02bclumotlarini kuzata borib, XX asr boshlari Turkiston Xalq maorifi vazirligi ma\u02bclumotlariga ko\u02bbra, maktab yoshidagi bolalar (8 yoshdan 11 yoshgacha) 626 044 nafar bo\u02bblgani aniqlandi [4. B.31]. Bulardan 1915-yil 1-yanvarigacha 40 608 nafari (hujjatda 7,4% ko\u02bbrsatilgan, ammo bu 6,5% bo\u02bblmoqda \u2013 muallif) davlat, zemstvo va boshqa bo\u02bblimlar hisobidan moliyalashtirilib o\u02bbqitilgan. Shuningdek, mahalliy xalqlar hisobidagi 179 rus-tuzem maktabida 3500 o\u02bbquvchi ta\u02bclim olgan.<\/span><\/p>\n

1917-yil 20-23-may kunlari bo\u02bblib o\u02bbtgan Toshkent musulmon o\u02bbqituvchilari yig\u02bbilishida \u201cMusulmon o\u02bbqituvchilar kengashi\u201d tashkil etilgan. Yig\u02bbilishda rus-tuzem maktablarini milliy maktablarga aylantirish dasturi tayyorlangan [2. B.133]. Duma ushbu dastur loyihasini uzoq muhokamadan so\u02bbng tasdiqlagan. 1919-yil 26-dekabrda esa barcha xalqlar mas\u02bculiyatli vazifasi sifatida savodsizlikni tugatish to\u02bbg\u02bbrisida qaror qabul qilinadi [3. St. 3].<\/span><\/p>\n

Davlat va kasaba uyushmalari savodsizlikni tugatish uchun \u201cHar bir savodli savodsizni o\u02bbrgatadi\u201d shiori ostida \u201cmadaniy yurish\u201d boshlagan. Bu o\u02bbsha davr Rossiya bilan bir qatorda uning tarkibidagi qator davlatlarda ham savodsizlik illatlari talaygina ekanligidan dalolat beradi. Misol uchun, 1920-yilda birgina Turkiston aholisi orasida har 1000 kishiga nisbatan: o\u02bbzbeklarning \u2013 36, qirg\u02bbizlarning \u2013 42, tojiklarning\u2013 32 va turkmanlarning \u2013 11 nafari savodli ekanligi belgilab o\u02bbtilgan [4. B-31]. Ammo bu raqamlar qaysi ko\u02bbrsatkichlar asosida hisoblab chiqilgani aniq belgilanmagan.<\/span><\/p>\n

O\u02bbsha yillari xalqaro munosabatlarda raqobatlasha olish uchun bilimli kadrlar tayyorlash\u00a0 sovet hukumatining asosiy dasturiga aylangan edi. Shu boisdan sovet maktablarini tashkil etish masalasi inqilobdan so\u02bbng asosiy vazifalardan bo\u02bblib qolgan. Maorif xalq komissarligi tomonidan bu muammoga yechim rejalashtirilib, ma\u02bclum vaqt maktab tarmoqlarini boshqarishning eski tizimi ham saqlanib qolgan [2. B.134]. \u201cHamma maktab ona tilida\u201d shiorining e\u02bclon qilinishi ma\u02bclum darajada madaniy qurilish jarayoniga ijobiy ta\u02bcsir ko\u02bbrsatgan [4. B.31]. Natijada madaniy va ma\u02bcrifiy muassasalar o\u02bbsishi kuzatilgan. 1921-yilga kelib, yahudiylar uchun kommunalar maktabi \u2013 39 ta (talabalar \u2014 2800 kishi), mahalliy millat uchun kommunalar maktabi \u2013 15 ta (talabalar \u2014 1100 kishi), yahudiylar uchun maktab-internatlar \u2013 63 ta ( 8123 bola), mahalliy millat uchun maktab-internatlar \u2013 94 ta (7490 bola), yahudiylar uchun bolalar bog\u02bbchalar \u2014 41 ta (4410 o\u02bbquvchi), mahalliy millat uchun bolalar bog\u02bbchalari \u2014 30 ta (2630 o\u02bbquvchi), yahudiylar uchun bolalar uylari \u2014 2 ta (66 talaba), mahalliy millat uchun bolalar uylari \u2014 10 ta (578 talaba), yahudiylarning 1-darajali maktablar \u2014 323 taga (70875 o\u02bbquvchi) yetgan.<\/span><\/p>\n

Shuningdek, kasb-hunar maktablari tarmog\u02bbi ham kengayadi. Hunarmandlik maktabi \u2013 1 ta, qishloq xo\u02bbjalik texnikumi \u2013 6 ta, sanoat-iqtisod bilim yurti \u2013 2 ta, texnika va hunar bilim yurti \u2013\u00a0 9 ta, tibbiyot bilim yurti \u2013\u00a0 7 ta, kimyo-farmasevtika bilim yurti \u2013\u00a0 1 ta, aralash soha bilim yurtlari \u2013 6 ta bo\u02bblib, bularning har birida 200 tagacha talaba tahsil olgan. Bundan tashqari, 6 ta Inpros (Ta\u02bclim instituti, pedagogika institutiga o\u02bbxshash narsa \u2013 muallif) ham mavjud bo\u02bblib, ularda 1610 ta o\u02bbquvchi o\u02bbqigan. Sovet va partiya ishchi-mehnatkashlarining siyosiy va umumiy ta\u02bclim maktabi esa 14 ta bo\u02bblib, ulardagi o\u02bbquvchilar 1850 nafarni (bundan 1250 tasi mahalliy millat vakili) tashkil etgan.<\/span><\/p>\n

Oktyabr inqilobidan so\u02bbng Turkistonda maktab va madrasalar qisqarib borganini kuzatish mumkin. Misol uchun, Turkistonda 1908-yil faoliyat ko\u02bbrsatgan maktab va madrasalar\u00a0 hamda 1924-yilda mavjud ta\u02bclim muassasalarining ro\u02bbyxatini taqqoslaganda, yangi uslubiy dasturlar asosida qayta tashkil etilgan ta\u02bclim muassasalarini qo\u02bbshganda, maktablar \u2013 5148 taga, madrasalar \u2013 21 taga kamayganligida ham kuzatiladi\u00a0 [9. B.37, 5. B.18].<\/span><\/p>\n

Hududlar kesimida har bir viloyat ta\u02bclim muassasalari alohida tahlil etilganda, tizimdagi o\u02bbzgarishlar yanada oydinlashadi. Misol uchun, 1910-yili birgina Samarqand viloyati maorif tizimida ta\u02bclim muassasalari 2177 ta bo\u02bblib, 2135 tasi mahalliy, 27 tasi ruslar, 14 ta rus-tuzem va 1 tasi armanlar maktabi bo\u02bblgan [6. B.49]. Mahalliy maktablarda mahalliy aholi farzandlarining soni 20493 ni tashkil etgan. Shundan 2030 ta maktabda \u2013 17970 ta, 95 ta madrasada \u2013 2172 ta, 10 ta yahudiylar diniy boshlang\u02bbich maktabida \u2013 351 nafar talaba tahsil olgan. Viloyatda mavjud barcha o\u02bbquv muassasalarida jami 21932 nafar o\u02bbg\u02bbil bola va 1929 nafar qiz bola o\u02bbqigan. 1909-yilga nisbatan ta\u02bclim muassasalari 119 taga ko\u02bbpaygan bir paytda o\u02bbquvchilar soni 1409 ga kamaygan. Bir yil davomidagi bu statistik farq ta\u02bclim tizimi markazlashtirilmaganidan dalolat beradi.<\/span><\/p>\n

Tarixiy manbalardan ma\u02bclumki, ilgari Turkistonda mahalliy xalq yozish va o\u02bbqish uchun fors-tojik va turkiy-o\u02bbzbek tillardan keng foydalangan. Maktablarda fors-tojik, arab va turkiy-o\u02bbzbek tili asosiy o\u02bbqish tili bo\u02bblgan. Ammo ruslar o\u02bblkani o\u02bbz hukmronligi ostiga olganidan so\u02bbng barcha savdo-sanoat va davlat ishlari rus tilida olib boriladi. Ilm-fan va savdo tili sifatida hali to\u02bbliq shakllanmagan rus tili Turkiston mahalliy xalqi orasida ham keng yoyilmagan edi. Shuningdek, kadrlar tarkibida soha mutaxassislarining yetishmasligi til o\u02bbrganish masalasida muammolar yanada og\u02bbirlashishiga sabab bo\u02bblgan.<\/span><\/p>\n

Sho\u02bbro hukumatining tanazzuli arafasida ta\u02bclim tizimi Vasiy (mutavalliy)lar kengashi tomonidan boshqarib borilgan. 1917-yilda Turkiston o\u02bbqituvchilar uyushmasi Viloyat kengashi bo\u02bblimi yig\u02bbilishi bo\u02bblib o\u02bbtadi. Unda xalq ta\u02bclimini boshqarish uchun muvaqqat jamiyat tashkil etish masalasi ko\u02bbriladi. Ammo o\u02bbsha paytlari bu maqsad yo\u02bblida birlashishga turli-tuman to\u02bbsiqlar mavjud bo\u02bblgan. Chunki, sohani ayrim hududlarda Bilim yurtlari kengashi, boshqasida \u2013 Maktablar komiteti, uchinchisida \u2013Komissarlik, to\u02bbrtinchisida \u2013 huquqlari cheklangan oldingi inspektorlar boshqarib bormoqda edi [7. B.22]. Shuningdek, 1917-1920-yillar davomida sotsialistik jamiyat qurishga qarshilik doirasida turli to\u02bbqnashuvlar \u2013 kontrrevolyutsiya, vayronagarchilik, namoyishlar yuz bergan.<\/span><\/p>\n

Maktablar soni 1920-yilda 2000 dan ziyod (1919-1921 o\u02bbquv yillari davomida aniq statistik ma\u02bclumot olinmagan \u2013 muallif) deb ko\u02bbrsatilgan bo\u02bblsa-da, amalda bu qog\u02bbozda qayd etilgan, xolos. Bunga 1919-yildan moddiy yetishmovchilik, maktabni saqlash uchun ta\u02bcminotning yetarli darajada mavjud emasligi sabab bo\u02bblgan. 1922-yilda Turkiston iqtisodiy tizimida og\u02bbir holat yuzaga kelgani uchun maktab xarajatlari aholi tomonidan qoplangan. 1923-yilda maktablar soni qisqargan bo\u02bblsa-da, 496 ta maktab davlat byudjeti hisobidan qoplanishi va aholi tomonidan ta\u02bcminlanishi hisobidan qayta tiklanish davri ham bo\u02bblgan. 1923-yil viloyatlar kesimida davlat byudjetiga kiritilgan ta\u02bclim muassasalari (ilova-2) tartibi quyidagicha edi: [7. B.34]<\/span><\/p>\n

ilova-2<\/span><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

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

\n

Ovul-qishloq<\/span><\/p>\n

maktabi <\/span><\/p>\n

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

\n

Shahar <\/span><\/p>\n

maktablari<\/span><\/p>\n

(30) 2 sinf<\/span><\/p>\n<\/td>\n

\n

30 ta <\/span><\/p>\n

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

\n

2-bosqich<\/span><\/p>\n

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

\n

Mak<\/span><\/p>\n

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

\n

O\u02bbqi<\/span>tuvchi<\/span><\/p>\n<\/td>\n

\n

O\u02bbquv<\/span>chi<\/span><\/p>\n<\/td>\n

\n

Mak<\/span><\/p>\n

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

\n

O\u02bbqituv<\/span>chi<\/span><\/p>\n<\/td>\n

\n

O\u02bbquv<\/span>chi<\/span><\/p>\n<\/td>\n

\n

Mak<\/span><\/p>\n

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

\n

O\u02bbqituv<\/span>chi<\/span><\/p>\n<\/td>\n

\n

O\u02bbquv<\/span>chi<\/span><\/p>\n<\/td>\n

\n

Mak<\/span><\/p>\n

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

\n

O\u02bbqituv<\/span>chi<\/span><\/p>\n<\/td>\n

\n

O\u02bbquv<\/span>chi<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

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

\n

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

\n

5400<\/span><\/p>\n<\/td>\n

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

1050<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

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

\n

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

\n

2280<\/span><\/p>\n<\/td>\n

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

4680<\/span><\/p>\n<\/td>\n

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

5220<\/span><\/p>\n<\/td>\n

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

5400<\/span><\/p>\n<\/td>\n

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

Farg\u02bbona<\/span><\/p>\n<\/td>\n

\n

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

\n

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

\n

6240<\/span><\/p>\n<\/td>\n

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

O\u02bbrta Osiyo temir yo\u02bbl<\/span><\/p>\n<\/td>\n

\n

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

\n

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

\n

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

\n

–<\/span><\/p>\n<\/td>\n

\n

–<\/span><\/p>\n<\/td>\n

\n

–<\/span><\/p>\n<\/td>\n

\n

–<\/span><\/p>\n<\/td>\n

\n

–<\/span><\/p>\n<\/td>\n

\n

–<\/span><\/p>\n<\/td>\n

\n

–<\/span><\/p>\n<\/td>\n

\n

–<\/span><\/p>\n<\/td>\n

\n

–<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Toshkent temir yo\u02bbl<\/span><\/p>\n<\/td>\n

\n

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

\n

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

\n

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

\n

–<\/span><\/p>\n<\/td>\n

\n

–<\/span><\/p>\n<\/td>\n

\n

–<\/span><\/p>\n<\/td>\n

\n

–<\/span><\/p>\n<\/td>\n

\n

–<\/span><\/p>\n<\/td>\n

\n

–<\/span><\/p>\n<\/td>\n

\n

–<\/span><\/p>\n<\/td>\n

\n

–<\/span><\/p>\n<\/td>\n

\n

–<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

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

\n

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

\n

29520<\/span><\/p>\n<\/td>\n

\n

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

\n

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

\n

2400<\/span><\/p>\n<\/td>\n

\n

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

\n

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

\n

1830<\/span><\/p>\n<\/td>\n

\n

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

\n

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

\n

4375<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Xulosa qilib e\u02bctirof etish lozimki, XIX asr oxiri \u2013 XX asr boshlari imperiya hukumatining Turkistonda olib borgan mustamlaka siyosati maorif tizimiga ham katta salbiy ta\u02bcsir ko\u02bbrsatgan. Turkiston xalq maorifi izdan chiqishi quyidagi omillarga bog\u02bbliq bo\u02bblgan: 1) moddiy qiyinchiliklar, turli soliq va ishlab berish majburiyatlari; 2) eski maktab o\u02bbqituvchilari bolalarni imperiya hukumatiga qarshi tayyorlamoqda, degan shubha-gumonlar; 3) zamonaviy yangi usul maktablariga reformatorlar deb qarab, bu tipdagi maktablarning yopilishi; 4) eski maktab tizimini butunlay tugatib, sotsialistik maorif va madaniyatni tiklashga urinishlar.<\/span><\/p>\n

FOYDALANGAN ADABIYOTLAR<\/strong><\/span><\/div>\n
1. Vatan tarixi (XVI-XX asr boshlari). K.2. \/Mualliflar: R.Shamsuddinov, Sh.Karimov, O\u02bb.Ubaydullayev; mas\u02bcul muharrirlar: O\u02bb.Mavlonov, Q.Usmonov. Taqrizchilar I.Alimov va boshq.\u00a0 \u2013 T.: Sharq, 2010.<\/span><\/div>\n
    \n
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    O\u02bbzbekistonning yangi tarixi. K.2. O\u02bbzbekiston sovet mustamlakachiligi davrida. T.: Sharq, 2000.<\/span><\/div>\n<\/li>\n
  2. \n
    I.M.Bogdanov, Gramotnost i obrazovaniye v dorevolyutsionnoy Rossii i v SSSR. (istoriko-statisticheskoye ocherki. Moskva: Izdatelstvo \u201cStatistika\u201d, 1964.<\/span><\/div>\n<\/li>\n
  3. \n
    O\u02bbzMA. Fond R-34, ro\u02bbyxat-1, ish-2167 204 varaq.<\/span><\/div>\n<\/li>\n
  4. \n
    Konfessionalnaya (islamskaya) shkola v Uzbekistane (1917-1929)<\/span><\/div>\n<\/li>\n
  5. \n
    Obzor Samarkandskoy oblasti za 1910 god. Izdaniya Samarkandskogo Oblastnogo Statisticheskogo Komiteta. Samarkand-1912.<\/span><\/div>\n<\/li>\n
  6. \n
    P.I.Serbov, A.D.Nikiforov, \u00abNarodnoye prosve\u0449eniye v Uzbekistane\u201d. Samarkand-Tashkent: Uzbekskoye gosudarstvennoye izdatelstvo, 1927.<\/span><\/div>\n<\/li>\n
  7. \n
    Gazeta Uzbekistanskaya pravda. 15-oktyabr 1930 g. \u2116236 (498)<\/span><\/div>\n<\/li>\n
  8. \n
    Imom Buxoriy saboqlari ma\u02bcnaviy-ma\u02bcrifiy, ilmiy-adabiy jurnal. \u2013 T.: 2020-yil 3 son.<\/span><\/div>\n<\/li>\n
  9. \n
    wikipedia.org\/wiki\/Medrese_Sredney_Azii.<\/span><\/div>\n<\/li>\n<\/ol>\n
    \u00a0Suxrob ERGASHEV,<\/strong><\/span><\/div>\n
    Imom Buxoriy xalqaro ilmiy-tadqiqot markazi ilmiy xodimi<\/strong><\/span><\/div>\n","protected":false},"excerpt":{"rendered":"

    Buyuk Turon zamini tarix va taqdirlari tutashgan turli xalqlarni birlashtirgan makon. Buning zamirida yagona iqtisodiy manfaat bilan birga, siyosiy va madaniy qarashlarning mushtarakligi turadi, desak, haqiqatni aytgan bo\u02bblamiz. Chunki, Turkiston o\u02bblkasi barcha zamonlarda ham savdo markazi, ham ilm-ma\u02bcrifat va san\u02bcat o\u02bbchog\u02bbi vazifasini o\u02bbtagan. Maorif tizimining asosi bo\u02bblmish xalq ta\u02bclimi XIX asr oxiri \u2013 XX asr …<\/p>\n","protected":false},"author":1,"featured_media":19083,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[639],"tags":[],"yoast_head":"\nXX ASR BOSHLARIDA TURKISTON XALQ TA\u02bcLIMINING HOLATI<\/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=19088&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 BOSHLARIDA TURKISTON XALQ TA\u02bcLIMINING HOLATI\" \/>\n<meta property=\"og:description\" content=\"Buyuk Turon zamini tarix va taqdirlari tutashgan turli xalqlarni birlashtirgan makon. 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