{"id":53723,"date":"2026-10-29T11:01:13","date_gmt":"2026-10-29T06:01:13","guid":{"rendered":"https:\/\/bukhari.uz\/?p=53723"},"modified":"2026-10-27T16:27:14","modified_gmt":"2026-10-27T11:27:14","slug":"yangi-ozbekistonda-diniy-ta%ca%bclimdagi-islohotlarning-oziga-xos-xususiyatlari","status":"publish","type":"post","link":"https:\/\/bukhari.uz\/?p=53723&lang=oz","title":{"rendered":"YANGI \u00d6ZBEKISTONDA DINIY TA\u02bcLIMDAGI ISLOHOTLARNING \u00d6ZIGA XOS XUSUSIYATLARI"},"content":{"rendered":"

Kiri\u015f.<\/strong> Har bir davlatning ta\u02bclim tizimi uning tarkibidagi ta\u02bclim muassasalari yi\u011findisidir. Lekin u jamiyatning iqtisodiy munosabatlari, fan-texnika taraqqiyoti, ijtimoiy talabga qarab \u00f6zgaradi. U maktabga\u00e7a ta\u02bclim muassasalaridan tortib, ta\u02bclim akademiyalariga\u00e7a b\u00f6lgan turli xil ta\u02bclim muassasalarini \u00f6z i\u00e7iga oladi. Ta\u02bclim tizimi jamiyatning strategik vazifasi sifatida muhim \u00f6rin tutadi. Diniy ta\u02bclim ham milliy tarbiyaning bir qismi hisoblanadi. Diniy ta\u02bclim, jumladan, retseptiv ta\u02bclim, axloqiy tarbiya, \u015faxslararo munosabatlar, ijtimoiy xizmatlar, diniy b\u00f6lmagan turmu\u015f tarzi va diniy ta\u02bclim \u2013 bularning bar\u00e7asi diniy ta\u02bclimning turli sohalaridir.<\/span><\/p>\n

Tahlil va natijalar.<\/strong> \u00d6zbekiston Respublikasida istiqomat qilayotgan fuqarolarning diniy hayoti u\u00e7ta tamoyil<\/strong> bilan farqlanib turadi:<\/span><\/p>\n

    \n
  1. Diniy plyuralizm<\/strong> \u2013 har bir ki\u015fi \u00f6zining diniy e\u02bctiqodiga ega ekanligi.<\/span><\/li>\n
  2. Diniy ba\u011frikenglik<\/strong> \u2013 turli e\u02bctiqodda b\u00f6lgan fuqarolarning \u00f6zaro hurmati va tin\u00e7liksevarligi.<\/span><\/li>\n
  3. Dinlararo muloqot<\/strong> \u2013 mamlakatda mavjud b\u00f6lgan konfessiyalararo samarali munosabatlar [4:22].<\/span><\/li>\n<\/ol>\n

    Din bar\u00e7a darajadagi maktablarda \u00f6qituv\u00e7ilar va ustoz-\u015fogird munosabatlari u\u00e7un hayotiy ta\u02bclimga ilhom beri\u015fi mumkin. Din bilan bo\u011fliq madaniyat yoki bilim insoniyat tarixidagi muhim madaniy boylik b\u00f6lib, ta\u02bclimda e\u02bctibordan \u00e7etda qoldirib b\u00f6lmaydigan mazmundir. Muayyan diniy guruh u\u00e7un diniy ta\u02bclim diniy iste\u02bcdod va dindorlarni tarbiyala\u015f, bid\u02bcatlarning oldini oli\u015fning eng yax\u015fi usulidir. \u015eu ma\u02bcnoda diniy ta\u02bclim milliy tarbiyaga q\u00f6\u015fim\u00e7a hisoblanadi.<\/span><\/p>\n

    Yangi \u00d6zbekiston \u2013 demokratiya, inson huquq va erkinliklari borasida umume\u02bctirof etilgan norma va prinsiplarga qat\u02bciy amal qilgan holda, jahon hamjamiyati bilan d\u00f6stona hamkorlik tamoyillari asosida rivojlanadigan, pirovard maqsadli xalqimiz u\u00e7un erkin, obod va farovon hayot yaratib beri\u015fdan iborat b\u00f6lgan davlatdir [1:12].<\/span><\/p>\n

    \u201cYangi \u00d6zbekiston\u201d \u011foyasi zamirida buyuk ajdodlarimiz, umuman olganda, milliy tariximizda birin\u00e7i va ikkin\u00e7i Uy\u011foni\u015f davrlariga asos solgan alloma bobolarimizning orzu-intili\u015flari va armonlari ham mujassamdir.<\/span><\/p>\n

    S\u00f6nggi yillarda mamlakatimizda bar\u00e7a sohalar qatori diniy-ma\u02bcrifiy jabhada, xususan, turli diniy konfessiya vakillari \u00f6rtasida \u00f6zaro d\u00f6stlik va hamjihatlik ri\u015ftalarini yanada mustahkamla\u015f, diniy ba\u011frikenglik tamoyillarini mustahkam qaror toptiri\u015f borasida salmoqli i\u015flar amalga o\u015firildi.<\/span><\/p>\n

    Xususan, diniy ta\u02bclim oli\u015f konstitutsiyaviy huquqdir. He\u00e7 bir davlat organi, ijtimoiy guruh yoki \u015faxs fuqarolarni dinga e\u02bctiqod qili\u015f yoki e\u02bctiqod qilmaslikka majburlay olmaydi, dinga e\u02bctiqod qiluv\u00e7i fuqarolarni va dinga e\u02bctiqod qilmaydigan fuqarolarni kamsiti\u015fi mumkin emas. Konstitutsiyaning 35-moddasida hamma u\u00e7un vijdon erkinligi kafolatlanadi. Har bir inson xohlagan dinga e\u02bctiqod qili\u015f yoki he\u00e7 qaysi dinga e\u02bctiqod qilmaslik huquqiga ega b\u00f6lsa-da, \u015fubhasiz, diniy e\u02bctiqod huquqi diniy ta\u02bclim oli\u015f huquqini ham \u00f6z i\u00e7iga oladi.<\/span><\/p>\n

    Yangilanayotgan \u00d6zbekistonda diniy ta\u02bclim muassasalarining ta\u02bclim \u015fakllarida qator \u00f6zgari\u015flar amalga o\u015firildi.<\/span><\/p>\n

    Mavjud tahlillar \u015funi k\u00f6rsatmoqdaki, masjidlarda faoliyat olib borayotgan imom-xatiblarning 70 foizdan k\u00f6pro\u011fini \u00f6rta-maxsus ma\u02bclumotga ega b\u00f6lgan mutaxassislar ta\u015fkil etmoqda. \u015euningdek, qi\u015floq hududida joyla\u015fgan masjidlarda faoliyat olib borayotgan imom-xatiblarning yo\u015fi ham 50 dan o\u015fganlarni ta\u015fkil etadi. Amaldagi ta\u02bclim \u015fakli asosida ularni \u00f6qiti\u015f imkoniyati mavjud emas. \u015eu sababdan, \u00d6zbekiston musulmonlari idorasi tizimidagi masjidlarda faoliyat olib borayotgan \u00f6rta maxsus diniy ma\u02bclumotga ega b\u00f6lgan imom-xatib va imom noiblarini bosqi\u00e7ma-bosqi\u00e7 oliy diniy ma\u02bclumotli qili\u015f maqsadida, 2019\/2020 \u00f6quv yilidan bo\u015flab, To\u015fkent islom institutida 3 yillik Modul ta\u02bclim tizimida \u00f6qiti\u015f bo\u015flandi. Mazkur tizim orqali bir vaqtning \u00f6zida asosiy i\u015f faoliyatidan ajralmagan holda soha mutaxassislariga oliy ma\u02bclumotli b\u00f6li\u015f imkoniyati yaratildi.<\/span><\/p>\n

    Zamon talablaridan kelib \u00e7iqib, diniy ta\u02bclim muassasalarining \u00f6quv reja va dasturlari qayta k\u00f6rib \u00e7iqilib, takomilla\u015ftirildi. Ta\u02bclimning uzviyligi va uzluksizligini ta\u02bcminla\u015f, ta\u02bclim sifatini yanada o\u015firi\u015f, diniy va dunyoviy bilimlarni puxta \u00f6zla\u015ftirgan yetuk kadrlarni tayyorla\u015f maqsadida 2018\/2019 \u00f6quv yilidan bo\u015flab, oliy diniy ta\u02bclim muassasalariga faqat \u00f6rta maxsus islom ta\u02bclim muassasalarini tamomlagan bitiruv\u00e7ilarni \u00f6qi\u015fga qabul qili\u015f tizimi joriy qilindi. \u00d6quv reja va dasturlari qayta k\u00f6rib \u00e7iqilib, takomilla\u015ftirildi, ixtisoslikka y\u00f6naltirilgan yangi fanlar kiritildi.<\/span><\/p>\n

    Takomilla\u015ftirilgan \u00f6quv dasturlariga k\u00f6ra, \u00f6rta maxsus islom ta\u02bclim muassasalarida fanlar nisbati: 35 foiz \u2013 dunyoviy fanlar, 65 foiz \u2013 diniy fanlar, oliy ta\u02bclim muassasalarida: 38 foiz \u2013 dunyoviy fanlar, 62 foiz \u2013 diniy fanlarni ta\u015fkil etmoqda.<\/span><\/p>\n

    Ta\u02bclim muassasalarida asrlar davomida yurtimizda \u015fakllangan \u201cUstoz-\u015fogird\u201d an\u02bcanalari qayta tiklanib, fanlar b\u00f6yi\u00e7a \u00f6qitiladigan darsliklar \u201cXatmul-kutub\u201d uslubida \u00f6zla\u015ftirilmoqda.<\/span><\/p>\n

    Avvalo, darsni ta\u015fkil eti\u015f \u2013 \u00f6qituv\u00e7ining ijodiy, \u015faxsiy va kunlik faoliyatidir. Bu jiddiy va murakkab tayyorgarlikni talab qiladi va dars oldidan tayyorgarlik \u00f6qituv\u00e7iga dars turkumidagi \u00f6rnini aniqla\u015f, mavzuni tu\u015funtiri\u015f, mustahkamla\u015f, \u00f6tgan mavzu b\u00f6yi\u00e7a s\u00f6ra\u015f, uyga vazifa beri\u015f va bo\u015fqalar haqida oldindan \u00f6yla\u015f imkonini beradi. Mos usul va vositalarni tanla\u015f, \u00f6qituv\u00e7i \u00f6quv fanlarining mazmuni va ketma-ketligini yax\u015fi tasavvur qila oli\u015fi, bugungi kunda yuqori sinflarda berilgan bilimlar \u00f6quv\u00e7ilarning taraqqiyotiga qanday xizmat qili\u015fini bili\u015fi kerak.<\/span><\/p>\n

    Ta\u02bclim jarayonida dars \u00f6qituv\u00e7ining kundalik faoliyati va muhim i\u015fi b\u00f6lib, darsni ta\u015fkil eti\u015f hamda uni foydali va samarali \u00f6tkazi\u015f u\u00e7un \u00f6qituv\u00e7ining jiddiy tayyorgarligi qat\u02bciy talab qilinadi. Ayniqsa, yangi davr \u00f6qituv\u00e7isi u\u00e7un \u00f6ziga xos malakaga ega b\u00f6li\u015f bilan birga, t\u00f6laqonli falsafiy, hayotiy dunyoqara\u015f ham zarur.<\/span><\/p>\n

    Dars bugungi \u015faroitda \u00f6ziga xos mehnat va ku\u00e7 talab qiladi. \u00d6qituv\u00e7i, eng avvalo, \u00f6quv\u00e7ilar bilan i\u015flay oli\u015fi kerak. Ya\u02bcni fan \u00f6qituv\u00e7isi psixolog ham b\u00f6li\u015fi kerak. \u015euningdek, zamon va ta\u02bclim jarayonining jadal rivojlani\u015fi \u00f6qituv\u00e7idan yangi \u00f6qiti\u015f loyihalari, yangi ruhiy y\u00f6nali\u015flar, yangi \u00f6qiti\u015f usullari, yangi \u00f6qiti\u015f texnologiyalaridan yax\u015fi xabardor b\u00f6li\u015fni taqozo etadi. Bularning bar\u00e7asi ta\u02bclimni modernizatsiya qili\u015f jarayoniga bo\u011fliq b\u00f6lib, uning eng muhim y\u00f6nali\u015flaridan biri \u2013 yuqori malakali va raqobatbardo\u015f kadrlarning mavjudligidir. Bo\u015fqa\u00e7a aytganda, har bir fan \u00f6qituv\u00e7isining malaka va k\u00f6nikmalari darsning samarali \u00f6ti\u015fi va uning natijalariga eri\u015fi\u015fda eng muhim omil hisoblanadi.<\/span><\/p>\n

    Bugungi kunda ta\u02bclimning asosiy y\u00f6nali\u015flari qatoriga quyidagilar kiradi: \u201cNima \u00f6rgati\u015f kerak?\u201d, \u201cQanday \u00f6rgati\u015f kerak?\u201d, \u201cKimga \u00f6rgati\u015f kerak?\u201d, \u201cQaysi material asosida \u00f6qitili\u015fi kerak?\u201d, \u201cQanday usulni \u00f6rgati\u015f kerak?\u201d \u201c\u00d6quv\u00e7i kim?\u201d, \u201c\u00d6qituv\u00e7i qaysi bosqi\u00e7da?\u201d, \u201cTa\u02bclim muassasasining texnik bazasi qay darajada?\u201d.<\/span><\/p>\n

    Har qanday fanni \u00f6qiti\u015f samaradorligi u\u00e7un tendensiyalar muhim tamoyillar hisoblanadi. Bu tendensiyalarning bar\u00e7asi didaktik vositalar bilan birgalikda, dars samaradorligini ta\u02bcminla\u015fda muhim ahamiyatga ega.<\/span><\/p>\n

    Zamonaviy mutaxassisdan kasbiy kompetentlilik va noodatiy vaziyatlarda qaror qabul qili\u015f, jamoada i\u015fla\u015f, axborotni mustaqil oli\u015f, tahlil qili\u015f, samarali foydalani\u015f, \u00f6zgaruv\u00e7an vaziyatlarga mosla\u015fuv\u00e7anlik talab etiladi. Bunday sifatlarga ega mutaxassisni tayyorla\u015f esa, diniy ta\u02bclim muassasalari oldida turgan dolzarb masalalardan hisoblanadi.<\/span><\/p>\n

    Dunyoviy davlatda diniy ta\u02bclimning norasmiy va rasmiy ta\u02bclimdagi \u00f6rni, davlat tomonidan berili\u015fi mumkinmi, majburiy yoki ixtiyoriymi, diniy ta\u02bclim berilsa, qaysi yo\u015fdan bo\u015fla\u015f kerak, nima \u00f6rgati\u015f kerak va \u015funga \u00f6x\u015fa\u015f masalalarni hal eti\u015f dolzarb ahamiyatga ega. S\u00f6nggi yigirma yil i\u00e7ida \u201cDinlar tarixi\u201d hamda \u201cTarbiya\u201d fanlarining zarurligi va mazmuni ayrim qatlamlar tomonidan tanqid qilingan b\u00f6lsa-da, umuman olganda, jamoat\u00e7ilik tomonidan q\u00f6llab-quvvatlanib, i\u015fon\u00e7 qozondi. \u015eunday qilib, diniy ta\u02bclim borliq bahslaridan qutulib, \u00f6z erkinligiga eri\u015fdi. Dinlar tarixi va tarbiya fanlarini \u00f6qiti\u015fda jiddiy ilmiy izlani\u015f va tahlillar juda \u00e7eklangan darajada olib borildi.<\/span><\/p>\n

    \u201cDinlararo\u201d, \u201cFenomenologik\u201d, \u201cDin yoki mazhabga asoslangan\u201d va \u201cSavol\u201d kabi k\u00f6plab modellar \u201cgloballa\u015fgan\u201d, \u201ck\u00f6p madaniyatli\u201d va \u201ck\u00f6p dinli\u201d dunyoda dinni qanday \u00f6rgati\u015f kerakligi haqida akademik doiralarda i\u015flab \u00e7iqilgan. U\u015fbu modellarning bar\u00e7asini i\u015flab \u00e7iqi\u015fdan maqsad, k\u00f6p dinli va k\u00f6p madaniyatli jamiyatlarning diniy ta\u02bclim va ta\u02bclimga b\u00f6lgan bilim yeti\u015fmasligi va ehtiyojlarini qondiri\u015fdir. \u015eubhasiz, turli ijtimoiy tuzilma va dinlar ta\u02bclimoti u\u00e7un i\u015flab \u00e7iqarilgan bu usullarning aynan mamlakatimizga k\u00f6\u00e7irili\u015fi yoki aynan islom dinini \u00f6qiti\u015f u\u00e7un i\u015flatili\u015fi mumkin emas. Biroq \u011earbda diniy ta\u02bclim b\u00f6yi\u00e7a mutaxassis b\u00f6lgan olimlar tomonidan i\u015flab \u00e7iqilgan bu modellarga befarq b\u00f6lib qoli\u015fni tasavvur qilib b\u00f6lmaydi.<\/span><\/p>\n

    So\u011flom diniy ta\u02bclim sifatli ta\u02bclim va tarbiya orqali amalga o\u015firiladi. \u00c7unki dunyo tin\u00e7likka muhtoj, dinlararo tin\u00e7lik zarur. Dinlararo tin\u00e7lik dinlararo muloqotni talab qiladi va bu esa, dinlar b\u00f6yi\u00e7a fundamental tadqiqotlarni talab qiladi. Bularning bar\u00e7asi ta\u02bclim va kadrlar tayyorla\u015f sohasidagi sa\u02bcy-harakatlarni ku\u00e7aytiri\u015fni taqozo etmoqda. Zero, \u201cIslom dini bizni ezgulik va tin\u00e7likka, asl insoniy fazilatlarni asrab-avayla\u015fga da\u02bcvat etadi\u201d [2].<\/span><\/p>\n

    Ijtimoiy va \u015faxsiy hayot bilan \u00e7ambar\u00e7as bo\u011fliq b\u00f6lgan dinning axloqiy ta\u02bclimotlari ikkin\u00e7i \u00f6ringa tu\u015firilgan, rasmiyat\u00e7ilik va \u015fiorlar \u00f6rtaga ta\u015flangan bir muhitda haqiqiy va so\u011flom diniy ta\u02bclimning ahamiyati yanada ortib bormoqda. Dinni sifatli \u00f6qiti\u015f bilan tu\u015funi\u015f mumkin. Din t\u00f6\u011fri \u00f6rgatilmasa, odamlarni mutaassiblik va aqidaparastlikka olib keladi. Tarix bunga son-sanoqsiz misollar bilan t\u00f6la. Bizning\u00e7a, diniy ta\u02bclimning u\u00e7 xil y\u00f6l bilan berili\u015fi mumkinligi haqidagi quyidagi tezisni ilgari suri\u015f maqsadga muvofiq:<\/span><\/p>\n

      \n
    1. Dinni \u00f6rgani\u015f. <\/em><\/strong>Bu yerda har bir \u015faxs mansub b\u00f6lgan dinning tamoyillari va e\u02bctiqodlarini \u00f6rgati\u015f maqsad qilingan. Qaysidir ma\u02bcnoda bu bitta din yoki bitta teologik tizimning ta\u02bclimotidir. Mazkur yonda\u015fuvda muhim narsa oz\u00e7ilik guruhlari \u00f6z dinlarini \u00f6rgani\u015fi va \u00f6z dinini hurmat qili\u015fidir.<\/span><\/li>\n
    2. Dinni ilmiy \u00f6rgani\u015f.<\/em><\/strong> U din bilan bo\u011fliq ilmiy izlani\u015f va tadqiqotlarni \u00f6z i\u00e7iga oladi. Muayyan din bo\u015fqa dinlar bilan taqqoslangan holda \u00f6qitiladi. Diniy ta\u02bclimotda rivojlangan fenomenologik yonda\u015fuv diniy ta\u02bclimotga ilmiy yonda\u015fi\u015f natijasida rivojlandi. Din fenomenologiyasi \u2013 bu falsafiy fenomenologiyaning ma\u02bclum darajasi ta\u02bcsirida b\u00f6lgan yonda\u015fuvlar t\u00f6plami b\u00f6lib, ular diniy materialni tiriklar nuqtai nazaridan taqdim eti\u015fga, talaba yoki olimning taxminlaridan voz ke\u00e7i\u015fga harakat qiladigan metodologiyalarni \u00f6z i\u00e7iga oladi [6:21].<\/span><\/li>\n<\/ol>\n

      Dinni \u00f6qiti\u015fda fenomenologik yonda\u015fuvning maqsadi \u00f6quv\u00e7ilarda dinni tu\u015funi\u015f va fikrla\u015f qobiliyatini rivojlantiri\u015fdan iborat. Bu usulga k\u00f6ra, jamiyatdagi k\u00f6p\u00e7ilikning dinidan bo\u015fqa dinlar \u00f6\u015fa din a\u02bczolari nuqtai nazaridan \u00f6qitili\u015fi kerak. U\u015fbu ta\u02bclimot jarayonida bo\u015fqa dinlar haqidagi salbiy fikrlar rad etilgan, ya\u02bcni qavs i\u00e7ida diniy adolat tahlili keltirilgan [7:485].<\/span><\/p>\n

      Dinni \u00f6qiti\u015fga fenomenologik yonda\u015fuv din\u015funoslik metodologiyasini davlat maktablarida diniy ta\u02bclimga aylantiri\u015f natijasida vujudga kelgan usuldir. Bu maktablarda aqidaviy b\u00f6lmagan plyuralistik yonda\u015fuvga y\u00f6l o\u00e7adi [3:498-502].<\/span><\/p>\n

      \u015eu ma\u02bcnoda, diniy ta\u02bclim ilohiyotning quyi fanidir va turli dinlarni \u00f6rgani\u015f u\u00e7un teng huquqlarni beradi. Buyuk Britaniya va Norvegiyada i\u015flab \u00e7iqilgan modellar u\u015fbu toifaga kiri\u015fi mumkin. Dinni \u00f6rgani\u015f k\u00f6p dinli, k\u00f6p madaniyatli, plyuralistik va demokratik jamiyatlarda muhim ahamiyatga ega. Bu usul \u00f6zining afzalliklari va kam\u00e7iliklariga ega.<\/span><\/p>\n

        \n
      1. Dindan axloqiy tarbiya vositasi sifatida foydalani\u015f. U\u015fbu \u00f6rgani\u015f uslubida din nafaqat tadqiqot obyekti, balki ta\u02bclim mavzusiga ham aylanadi. Maqsad talabaga biron-bir din yoki mazhabni \u00f6rgati\u015f emas, balki uning hayotga oid qadriyatlarni \u00f6rgani\u015figa imkon beri\u015f orqali uning axloqiy va ma\u02bcnaviy rivojlani\u015figa hissa q\u00f6\u015fi\u015fdir. U\u015fbu modelning maqsadi bolani yuksak darajada tarbiyala\u015fdir. \u015eu sababdan bu yonda\u015fuvni diniy ta\u02bclim deb ham ata\u015f mumkin.<\/span><\/li>\n<\/ol>\n

        Diniy ta\u02bclim insoniyat tarixining bo\u015fidanoq muhim ehtiyoj b\u00f6lib kelgan. Bu ehtiyojni qondiri\u015f u\u00e7un odamlar azaldan dinga e\u02bctiqod qilgan. T\u00f6\u011fri ma\u02bclumot bilan bu qobiliyatni rivojlantira olmaydigan odam yol\u011fon ma\u02bclumot va y\u00f6l-y\u00f6riqlarga du\u00e7or b\u00f6li\u015fi mumkin. \u201cDunyoda dinga i\u015fon\u00e7i b\u00f6lmagan xalq y\u00f6q. \u00c7unki muayyan xalq dinsiz, e\u02bctiqodsiz, biror-bir narsaga i\u015fon\u00e7siz holda ya\u015fay olmaydi\u201d [5:9].<\/span><\/p>\n

        Mamlakatimizda yangi joriy etilgan ta\u02bclim tizimida \u00f6qiti\u015fning kredit tizimi sanab \u00f6tilgan jihatlarga ega kadrlarni tayyorla\u015fga keng imkoniyat yaratadi [8]. Har jihatdan qulay va samarador mazkur tizim mehnat bozorining \u00f6zgaruv\u00e7an ehtiyojini qoplov\u00e7i mexanizm sifatida namoyon b\u00f6ladi, ya\u02bcni ta\u02bclim muassasalari bitiruv\u00e7ilarining akademik harakat\u00e7anligi, ya\u02bcni \u00f6z ustida takror va takror i\u015fla\u015fini ta\u02bcminlaydi. Ta\u02bclimda kredit tizimining muhim ahamiyati \u015fundaki, akademik dasturlar mehnat bozori talablariga mos holda tuziladi. \u00d6quv rejadagi fanlarning aksar foizini tanlov fanlari ta\u015fkil etib, \u00f6quv jarayoniga axboriy tizimlar joriy etiladi. Bunda mamlakatdagi bugungi vaziyatdan kelib \u00e7iqib, diniy ta\u02bclim muassasasi bitiruv\u00e7isiga q\u00f6yiladigan talablar belgilanadi hamda ularni \u00f6qiti\u015fda individual yonda\u015filib, ular mustaqil ta\u02bclim oli\u015fga y\u00f6naltiriladi. Bu esa, diniy ta\u02bclim muassasalari talabalarini \u00f6z ustida k\u00f6proq i\u015fla\u015fini talab etadi.<\/span><\/p>\n

        Xulosa \u00f6rnida ayti\u015f joizki, \u00d6zbekiston ming yillar davomida Buyuk Ipak y\u00f6lining muhim qismi b\u00f6lib kelgan. Bu yerda ilm-fan, madaniyat markazlari hami\u015fa taraqqiy etgan. Ularning rivojlani\u015fida xalqimizga xos ba\u011frikenglik, mehmond\u00f6stlik, \u00f6zga madaniyat vakillariga hurmat tuy\u011fulari asosiy omillardan b\u00f6lgani tabiiy. \u015euning u\u00e7un bugungi kunda ham \u00f6lkamizda turli xalqlar urf-odat va an\u02bcanalari \u00f6zaro uy\u011funlikda rivojlanib bormoqda.\u00a0<\/strong><\/span><\/p>\n

        FOYDALANILGAN ADABIYOTLAR:<\/strong><\/span><\/div>\n
          \n
        1. \n
          Mirziyoyev \u015e.M. Yangi \u00d6zbekiston demokratik \u00f6zgari\u015flar, keng imkoniyatlar va amaliy i\u015flar mamlakatiga aylanmoqda. \u2013 T., 2021. \u2013 B.12.<\/span><\/div>\n<\/li>\n
        2. \n
          \u00d6zbekiston Respublikasi Prezidenti \u015eavkat Mirziyoyev 2017-yil 19-sentyabr kuni BMT Bo\u015f Assambleyasining 72-sessiyasida s\u00f6zlagan nutqidan. \u2013 \u201cXalq s\u00f6zi\u201d gazetasi. \u2013 \u2116189.<\/span><\/div>\n<\/li>\n
        3. \n
          Bazarkulov S. Fenomenologi\u00e7eskiy podxod k obu\u00e7eniyu religii v \u015fkole \/\/ E-Scio 2. \u2013 2021. \u2013 C.498-502.<\/span><\/div>\n<\/li>\n
        4. \n
          Diniy ba\u011frikenglik tamoyillari yo\u015flar talqinida. Ta\u015fkiliy hay\u02bcat: O.Yusupov [va bo\u015fq.]. Mas\u02bcul muharrir I.Ahrorov. \u2013 T.: Movarounnahr, 2015. \u2013 B. 22.<\/span><\/div>\n<\/li>\n
        5. \n
          Y\u00f6ldo\u015fx\u00f6jayev H., Rahimjonov D., Komilov M. Din\u015funoslik ma\u02bcruzalar matni. \u2013 T., \u2013 B. 9.<\/span><\/div>\n<\/li>\n
        6. \n
          Robert J. Din E\u011fitimi: Yorumlay\u0131c\u0131 Bir Yakla\u015f\u0131m. \u2013 \u0130stanbul: Dem Yay\u0131nlar\u0131, 2005. \u2013 S.21.<\/span><\/div>\n<\/li>\n
        7. \n
          Cyeylan Yusuf. Ninian Smart\u02bc\u0131n Din E\u011fitimiyle \u0130lgili G\u00f6r\u00fc\u015flerinin De\u011fyerlendirilmesi \/\/ Yekev Akademi Dergisi. \u2013 Yaz 2019. \u2013 Y\u0131l: 23 Say\u0131: 79. \u2013 S.485.<\/span><\/div>\n<\/li>\n
        8. \n
          https:\/\/muslim.uz\/index.php\/\u043c\u0430\u049b\u043e\u043b\u0430\u043b\u0430\u0440\/\u0438\u0442\u0435\u043c\/3659-\u0434\u0438\u043d\u0438\u0439-\u0442\u0430-\u043b\u0438\u043c-\u0441\u043e-\u0430\u0441\u0438\u0434\u0430\u0433\u0438-\u0438\u0441\u043b\u043e-\u043e\u0442\u043b\u0430\u0440<\/a><\/span><\/div>\n<\/li>\n<\/ol>\n

          \u00a0<\/p>\n

          Bobomurod RUSTAMOV,<\/span><\/strong><\/div>\n
          \u00d6zbekiston Respublikasi Din i\u015flari b\u00f6yi\u00e7a q\u00f6mita b\u00f6lim bo\u015fli\u011fi,<\/span><\/strong><\/div>\n
          \u00d6zbekiston xalqaro islom akademiyasi dotsenti<\/span><\/strong><\/div>\n
          \u201cImom Buxoriy saboqlari\u201d jurnali 2025-yil 3-sonidan olindi.<\/span><\/strong><\/div>\n","protected":false},"excerpt":{"rendered":"

          Kiri\u015f. Har bir davlatning ta\u02bclim tizimi uning tarkibidagi ta\u02bclim muassasalari yi\u011findisidir. Lekin u jamiyatning iqtisodiy munosabatlari, fan-texnika taraqqiyoti, ijtimoiy talabga qarab \u00f6zgaradi. U maktabga\u00e7a ta\u02bclim muassasalaridan tortib, ta\u02bclim akademiyalariga\u00e7a b\u00f6lgan turli xil ta\u02bclim muassasalarini \u00f6z i\u00e7iga oladi. Ta\u02bclim tizimi jamiyatning strategik vazifasi sifatida muhim \u00f6rin tutadi. Diniy ta\u02bclim ham milliy tarbiyaning bir qismi hisoblanadi. Diniy …<\/p>\n","protected":false},"author":1,"featured_media":53724,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[639],"tags":[],"_links":{"self":[{"href":"https:\/\/bukhari.uz\/index.php?rest_route=\/wp\/v2\/posts\/53723"}],"collection":[{"href":"https:\/\/bukhari.uz\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bukhari.uz\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bukhari.uz\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bukhari.uz\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=53723"}],"version-history":[{"count":1,"href":"https:\/\/bukhari.uz\/index.php?rest_route=\/wp\/v2\/posts\/53723\/revisions"}],"predecessor-version":[{"id":53725,"href":"https:\/\/bukhari.uz\/index.php?rest_route=\/wp\/v2\/posts\/53723\/revisions\/53725"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/bukhari.uz\/index.php?rest_route=\/wp\/v2\/media\/53724"}],"wp:attachment":[{"href":"https:\/\/bukhari.uz\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=53723"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bukhari.uz\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=53723"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bukhari.uz\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=53723"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}