Международный научно-образовательный электронный журнал

ФИО авторов:
 Jonzokova Sayyora Anvarovna 
Teacher of the Department of Pedagogy, Gulistan State University 
Dustmurodov Obidjon 
Gulistan State University, student of Psychology 
Название публикации:
«INTERPRETATION PROBLEM IN PEDAGOGY» 
Annotation:
Education hermeneutics is regarded. The issue of “interpretation” 
is reviewed in the historical context; the conditions allowing considering interpretation 
as a fundamental category of modern liberal sciences and particularly of pedagogy are 
identified, and the structure and the properties of interpretation are elicited. An 
overview of the concepts on the role of interpretation in the recent research dedicated 
to education is given.
Keywords:
hermeneutics, comprehension, comprehending approaches in liberal 
arts, attitude towards education, comprehending education, pedagogical hermeneutics, 
philosophy of education, «comprehending» mind. 
Each science has its own grounds for characterizing the phenomena it studies. A 
retrospective look at the history of education, and primarily the philosophy of 
education, makes it possible to judge that the problem of understanding, in contrast to 
the problem of knowledge, was not originally the main one in it. Pedagogy is no 
exception. The history of the emergence and improvement of culture as a specific way 
of human activity is inextricably linked with the development of speech, language and, 
consequently, understanding. Any human activity, being joint, one way or another, is 
connected with the need for mutual UNDERSTANDING of its goals, conditions, rules, 
etc. This fact makes the problem of teaching understanding, of course, relevant both in 
pedagogical and in any special education. 
Initially, the problem of understanding was formed and comprehended in the 
field of philosophical knowledge. Today, as the researchers note, the formation of 
readiness for understanding and training in “reflexive techniques of understanding”, as 
well as the ability to integrate, analyze and interpret, are much more important than the 

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information itself. Updates of content and new conceptualizations are possible only in 
new contexts. Paradoxically, the scientific sphere of education (and pedagogy), the 
languages of its description and self-description exist mainly in isolation from the vast 
in the historical and meaningful sense of the world and even domestic humanitarian 
thought. In addition, hermeneutical issues today is one of the priority areas of 
humanitarian research, and pedagogy, as before, stands aside from this process. 
Modern sociologists (T. Z. Adamyants, T. M. Drize, etc.), philologists (G. I. 
Bogin, S. A. Goncharov, V. I. Tyupa, Yu. L. Troitsky and others), noting the 
importance of its study in the framework of communication processes. In pedagogy, 
the problem of understanding is also becoming more and more in demand due to the 
departure from the paradigm of monocentrism (a single program for all schools, a 
common methodology, the same content of school textbooks), with an understanding 
of the value of national traditions and foreign experience, as well as with the onset of 
market relations in the field of education. . 
According to S. A. Goncharov, “modern education should be adequate to the 
world (not to the “market”), and this adequacy can only be formed by humanitarian 
methodology, in which there is a ratio of three components - the theory and practice of 
communication, cultural studies and philosophical anthropology, united by one 
integrating problem - the problem of understanding or, in other words, hermeneutics. 
“Understanding person” is the self-realization of culture in a person and a person in 
culture, this is the meaning of university education. Therefore, the problem of 
understanding is the key problem of modern education at all its levels. 
Modern education, notes V. A. Lektorsky, exists within the framework of a 
fundamentally different civilization based on a different system of values than 
traditional European culture, starting from antiquity. “The paths of thinking, morality 
and art have long diverged. Thinking is predominantly instrumental in nature, as it 
serves, first of all, the sphere of the natural sciences of technology. Teaching such 
thinking does not lead to moral development... An educated person is identified with a 
knowledgeable person. Meanwhile, this ideal of education is becoming more and more 
questionable today. 

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This situation persists because the gap between the philosophy of education and 
actual educational activity has not yet been sufficiently bridged. 
The development of sectoral philosophies as not destroying the nature of 
philosophy should be associated with the certainty of the conceptual base on which 
they are built. There may be a positivist philosophy of education, an existentialist 
philosophy of education, a structuralist philosophy of education, etc., and as a result, a 
philosophy of education is formed as an integrated sum of these specific directions. 
The realization of the fact that there can be no philosophy of education "in general" has 
not yet come. In addition, it is paradoxical that the humanization of the processes of 
education is unfolding without analyzing the narrative that has developed in the 
humanities due to the modern humanistic paradigm of thinking. Hermeneutics today 
appears in philosophy, humanitarian knowledge and culture as a whole as one of the 
fundamental forms of understanding human spiritual experience, the way of its being 
as understanding, as the science of generating and understanding humanitarian 
meanings and values. It should be noted that the hermeneutic approach in pedagogy is 
the most important direction and condition for achieving a humanistic worldview based 
on a combination of rational-logical and figurative-emotional, as well as scientific 
approaches; processes of cognition and self-knowledge with the active participation of 
the language, which is directly related to interpretive activity. 
It is important to note that six years later, in the relevance of research related to 
the problems of teaching understanding, the fact of the inclusion in the research space 
of the hermeneutic approach to the interpretation and understanding of the texts of the 
humanities is stated, but the lack of sufficient coverage of it in pedagogical science is 
still recorded (dissertation research by R. V. Menzhulova with a degree in Theory and 
Methods of Vocational Education); the desire of various pedagogical technologies, 
reflecting various philosophical directions, is noted not for synthesis, but for their 
opposition (this opinion was expressed from the point of view of social philosophy in 
his study by V. N. Glukhov). I. I. Sulima sees the relevance of the problem of the 
hermeneutic concept of education: 

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• in terms of humanization of the human environment, since education aimed at 
the realization of human properties can and should bring a person out of the state of 
self-alienation into which the modern global social system plunges him; 
• in its study in order to determine ways out of the crisis of Russian society, to 
develop the methodology of cognitive activity and the development of pedagogy, 
which has not actually got rid of the subject-object principle, from a formal view of 
consciousness; 
• in clarifying the relationship of philosophy in general with branch philosophies; 
• in complex solution of the problems of hermeneutic methodology and 
methodology of construction of the education system. 
The subject of research in the work on the specialty "Theory and Methods of 
Vocational Education" was the pedagogical conditions for applying the hermeneutic 
approach in the educational process at the music and pedagogical faculty of a 
pedagogical university as a means of contributing to the formation and development of 
students' creative research skills. In the research space of social philosophy, the subject 
of study was the consideration of hermeneutic and logical approaches to the analysis 
of the educational text. At the same time, the goal of the research in pedagogy was to 
find ways to improve the efficiency of students' creative research activities when 
working with the text of the humanities on the basis of a hermeneutic approach, and in 
the research from the standpoint of ontology and theory of knowledge, the goal was a 
socio-philosophical analysis of the phenomenon of education with the priority of 
hermeneutic and logical approaches.