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THE RELATIONSHIP BETWEEN PHILOSOPHY AND PEDAGOGY IN THE GENERAL PARADIGM OF ANTHROPOLOGICAL SCIENCES

Norkulov Dusmurat Tashpulatovich; Ismoilov Mahamodihon Isroilovich; Norkulov Sukhrob Dusmuratovich; Iskandarov Sherzod Abdiganievich; Alimova Sabokhat Gazievna; Khudaykulov Azmat Beshimovich; Mahmudov Lazizjon Yusupovich

In the 21st century, with all its global social, political, scientific changes, there is a search for something new in education, corresponding to the trends in the development of society. However, modernization in the educational system runs into difficulties and often does not keep pace with changes in the economy, science, culture, social relations and public consciousness. Social philosophy, as well as the block of problems of philosophy of education included in it, made the development of education the main object and subject of research.

It is not at all necessary for a person teaching to accept, to make a guide to action, any one definite concept, but to carefully and critically study the theories developed by professional philosophers of education is an important step in developing his own professional worldview. In fact, any teacher has his own approach, he may not be fully conscious, not formulated in strict terms, but this approach is certainly expressed in his behavior. Thus, the study of the philosophy of education is absolutely indispensable for the organization of full-fledged professional communication of teachers: only a meaningfully accurate use of the philosophical language provides a real tool for discussion, without this, discussion of problems is conducted at the everyday level, and the true reasons for disagreement between teachers (and other educators) with each other are not opened.

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