EKOGUMANISTIK TA’LIMDA IJTIMOIY-EMOTSIONAL KOMPETENSIYALARNI RIVOJLANTIRISH

Fayziyev Muhammad Shukrulloyevich

Buxoro ichki ishlar akademik litseyi o’qituvchisi

Keywords: ekogumanistik ta’lim, ijtimoiy-emotsional kompetensiya, ekologik ong, emotsional intellekt, empatiya, refleksiya, kommunikativ kompetensiya, ekologik madaniyat, innovatsion pedagogika, shaxs rivoji, insonparvarlik, barqaror taraqqiyot, pedagogik texnologiyalar, ekologik tarbiya, hamkorlik, mas’uliyat, kreativ fikrlash, ta’lim metodlari, refleksiv yondashuv, integrativ ta’lim.

---

Abstract

Ushbu maqolada ekogumanistik ta’lim tizimida ijtimoiy-emotsional kompetensiyalarni rivojlantirishning nazariy va amaliy asoslari tahlil qilinadi. Zamonaviy ta’lim jarayonida ekologik ong, insonparvarlik qadriyatlari va emotsional intellektni uyg‘un rivojlantirish dolzarb pedagogik masala sifatida qaralmoqda. Maqolada ekogumanistik yondashuvning mazmuni, uning shaxs kamolotiga ta’siri hamda ta’lim jarayonida empatiya, hamkorlik, kommunikativlik, mas’uliyat, refleksiya va konfliktlarni boshqarish kabi ijtimoiy-emotsional kompetensiyalarni shakllantirishdagi o‘rni yoritiladi. Shuningdek, ekologik madaniyatni rivojlantirish orqali yoshlarning jamiyat va tabiatga nisbatan mas’uliyatli munosabatini shakllantirishning pedagogik imkoniyatlari ko‘rib chiqiladi. Ekogumanistik ta’limning innovatsion metodlari, interfaol texnologiyalar, loyiha asosida o‘qitish va refleksiv yondashuvlarning samaradorligi ilmiy nuqtai nazardan asoslab beriladi. Tadqiqot natijalari ekogumanistik ta’limning ijtimoiy-emotsional kompetensiyalarni rivojlantirishdagi integrativ va transformativ ahamiyatga ega ekanligini ko‘rsatadi.

---

References

1. Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York, NY: Bantam Books.

2. UNESCO. (2020). Education for Sustainable Development: A Roadmap. Paris: UNESCO Publishing.

3. Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15(3), 197–215.

4. Noddings, N. (2013). Caring: A Relational Approach to Ethics and Moral Education. Berkeley, CA: University of California Press.

5. Sterling, S. (2010). Transformative learning and sustainability: Sketching the conceptual ground. Learning and Teaching in Higher Education, 5, 17–33.

6. Elias, M. J., Zins, J. E., Weissberg, R. P., et al. (1997). Promoting Social and Emotional Learning: Guidelines for Educators. Alexandria, VA: ASCD.

7. Palmer, J. A. (1998). Environmental Education in the 21st Century: Theory, Practice, Progress and Promise. London: Routledge.

8. Bar-On, R. (2006). The Bar-On model of emotional-social intelligence. Psicothema, 18, 13–25.

9. Dewey, J. (1938). Experience and Education. New York, NY: Macmillan.

10. Freire, P. (1970). Pedagogy of the Oppressed. New York, NY: Continuum.