DIDACTIC COHERENCE IN TEACHING THE RECENT HISTORY OF UZBEKISTAN AND PHILOSOPHY
DOI:
https://doi.org/10.47390/ydif-y2026v2i2/n48Keywords:
History of Uzbekistan, teaching philosophy, didactic coherence, interdisciplinary integration, pedagogical strategies, scientific worldview, critical thinking, conceptual thinking.Abstract
This thesis is devoted to the study of the issues of didactic coherence in teaching philosophy in the context of the recent history of Uzbekistan from a scientific and analytical perspective. In the course of the research, the issues of interdisciplinary integration, the compatibility of pedagogical methods, and the effectiveness of combining historical and philosophical knowledge in the educational process were considered. The thesis reveals the interrelationship of philosophical and historical approaches, sheds light on the theoretical foundations of the concept of didactic coherence, and analyzes the possibilities of its application in modern pedagogical practice. At the same time, the thesis proposes strategies that serve to develop students' critical thinking, conceptual thinking, and scientific worldview skills in the educational process.
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