Узлуксиз таълим тизимида малакали кадрлар тайёрлаш муаммолари

Innovatsion yondashuvlar asosida milliy ta’lim tizimini takomillashtirish

2021-yil
 
23-aprel 
11 
Finally, looking at the larger picture, there needs to be a reconsideration on the 
purpose of education. As stated earlier the role of the “cultivation of humanity” in education 
seems to have been lost in the scuffle. “Feeling,” as much as “thinking,” needs to be valued 
in the educational process (in all countries). Unfortunately, in the 20th century, it seems to 
have been swept under the carpet. Yet, with the problems confronting us in the 21st century, 
this is an area for reconsideration – for our human capacity to feel is one facet that 
distinguishes us from robots and computers. And it is this one human facet – if channeled 
properly in the educational process – that might just save our planet and us from the 
destruction of the environment and the destruction and degradation caused by war. 
It will certainly be interesting to see where the reforms will lead now that we are 
entering the 21st century. The first idea would be a small, but major step in eliminating the 
adverse effects the university entrance examinations are leveling at a number of levels in 
society. 
 
References 
1.Amano, I. (1995). ‘The examination hell and school violence: The dilemma of Japanese education 
today’, in Shields, J.J. Jr. (ed.), Japanese Schooling: Patterns of Socialization, Equality, and 
Political Control. PA: The Pennsylvania University Press, pp. 111–123.
 
2.Beauchamp, E.R. (1991). ‘The development of Japanese educational policy, 1945–1985’, in 
Beauchamp, E.R. (ed.), Windows on Japanese Education. CT/London: Greenwood Press, pp. 27–
49.
 
3.Choy, J. (1999). ‘Japan’s educational system heads for reform’, [Online]. Available at: 
[Accessed Sept. 15th, 2000]. Eisenstodt, G. (1994). 
‘Learning shokku (higher education reform in Japan)’, Forbes 153(3).