FORMATION OF PERSONALITY DEVELOPMENT BASED ON THE TURKIC CLASSICAL LITERARY HERITAGE: A PEDAGOGICAL MODEL ON THE EXAMPLE OF THE DIDACTIC VIEWS OF HAFIZ KHOREZMII
Kurbanova Shukurjon Yeldashbayevna
Independent researcher at Urgench State Pedagogical Institute, Uzbekistan
shukurjonyeldashbayevna@gmail.com
ORCID: 0009-0006-3301-0776
Abstract: This article analyzes the educational and spiritual essence of Hafiz Khorezmii’s work, in particular the role of the poet’s philosophy of love and didactic views in the formation of personality development. The study highlights the theoretical foundations of the integration of the Turkic classical literary heritage into the modern educational process and reveals the conceptual principles of the pedagogical model that ensures the spiritual, spiritual and intellectual development of the individual. Based on the continents of Hafiz Khorezmii, the mechanisms of internal change of the individual, reflexive thinking, moral and ethical choices, processes of mental stability and constructive use of suffering are analyzed from a scientific point of view.
The results of the research determine the possibilities of using the didactic heritage of Hafiz Khorezmii in modern pedagogical practice and put forward proposals and recommendations that will have an effective impact on the formation of personality development. The results of the article strengthen the scientific and methodological foundations aimed at spiritual enrichment of the educational process, improving personal education and using the Turkic classical heritage as a practical pedagogical resource.
Keywords: Hafiz Khorezmii, Turkish literature, personality development, didactic model, ethics, pedagogy, education.
Introduction.
Classical Eastern literature is a major spiritual phenomenon that has made a huge contribution to the formation and improvement of human thought, moral values, and artistic and aesthetic taste over the centuries. In particular, the literary heritage created by the Turkic peoples has a unique artistic and philosophical system, in which language, thought, and education form a common whole, inseparable from each other. One of the creators who vividly demonstrated this harmony is Hafiz Khorezmii, a representative of the poetry of the XIV-XV centuries, whose personality and legacy remained unknown to the scientific community for a long time, but who was included in the scientific community as a result of the consistent research of Professor Hamid Sulaymon in the second half of the 20th century [H.Sulaymon, 1976: 34–43].
Hafiz Khorezm’s artistic heritage today retains its significance not only as a historical and literary phenomenon, but also as a source of moral and aesthetic values that can satisfy the spiritual needs of modern society. The poet’s poetic examples, which glorify human virtues, encourage spiritual and moral purification, and awaken thought, emphasize the principles of education, justice, perfection, and philosophy of life.
Literature review.
The poetry of Hafiz Khorezmii is considered to be a work that created a unique school in classical Turkic literature with its didactic orientation, strict systematization of moral views, and harmony with social consciousness. These aspects have been scientifically covered by researchers who have studied the poet’s artistic thinking, aesthetic views, and didactic concept. In particular, M.Sulaymonov in his articles “Hofiz Khorezmi’s didactic views” [M.Sulaymonov, 1992: 20–22], “Didactic views in the poetry of Hafiz Khorezmii” [M.Sulaymonov, 2016: 144–148], and Sh.Kurbanova in her methodological manual “Hofiz Khorezmi’s didactic views and their pedagogical significance” [Sh.Ye.Kurbanova, 2025: 9-13] analyze the spiritual and moral concept of the creator, his educational ideas, and the poetic means in which they are embodied.
It is noteworthy that in recent decades, interest in the heritage of Hafiz Khorezmii has been growing not only in the local scientific environment, but also internationally. In particular, the poet’s work is being formed as a separate scientific direction in literary schools of Turkic-speaking peoples. The research of Turkish researchers R.Toparli [Recep Toparlı, 1997: 511-524], A.Ustuner [Ahat Üstüner, 2014: 1107-1116], A.Karahan [Karahan Akarturk, 2020: 244-248] and other scholars makes it possible to study the poetics of Hafez Khwarizmii from a new theoretical perspective and reassess his place in Turkic literature.
Research Methodology.
The methodology of this study is aimed at identifying the educational potential of the Turkic classical literary heritage, in particular, the possibilities of applying Hafiz Khorezm’s didactic views on personal development in the modern educational process, and in this process it is considered appropriate to conduct research based on cultural-historical, pedagogical anthropology, competency-based and integrative approaches. This methodological platform allows for a deep study of the conditions of the formation of the poet’s work, the educational essence of his moral and philosophical ideas, and the degree of harmony of this heritage with current pedagogical practice.
It is appropriate to use scientific methods such as historical-logical analysis, source and textual research, comparative analysis, content analysis, pedagogical modeling, expert evaluation in the research, which create a great opportunity to identify the main semantic layers of the concept of perfection in the lyrics of Hafiz Khorezmii, to determine the pedagogical interpretation of such categories as moral maturity, spiritual purification, moral standards and social responsibility.
This set of methodological approaches helps to establish on a scientific basis the ways of effective use of the didactic heritage of Hafiz Khorezmii and to create a conceptual framework that serves to apply it to the education of a modern person.
Analysis and results.
Hafiz Khorezmi’s poetic views, formed around the theme of love, embody a complex spiritual and moral system serving the perfection of the individual. In the poet’s philosophy of love, aesthetic pleasure, spiritual suffering, contemplation, moral maturity and the pursuit of perfection are manifested as complementary didactic principles. In this regard, the issue of love in Hafiz Khorezmi’s lyrics is not only an emotional experience, but also a philosophical and didactic concept that embodies the stages of the spiritual development of the individual. The following verse of the poet serves as an important scientific source in illuminating the main semantic layers of this concept:
Dard-i jondin dam urma, ey Hofiz,
Chun jahon ichra yo‘q turur hamdam.
Mahrame izdar ersang o‘zunga,
Dard-i jonso‘z erur sanga mahram.
So‘z-i jonning so‘zinikim yozdim
Kuydiyu yondi kog‘az ila qalam.
G‘am taqi ne’mate erur haqdin
Ne’matin yeyu ayla shukr-i niam.
Hamdame chunki yo‘q bu olamda,
Izdayu bo‘lmag‘il nadim-i nadam.[ Devon. Book II, 1981: 292]
The analysis of this verse shows that Hafiz Khorezmii interprets love as a process of spiritual and logical transformation of the individual, self-perception and achievement of inner perfection. The verse “Dard-i jondin dam urma” indicates that delaying personal development, avoiding internal suffering, and suppressing mental processes are contrary to human development. This idea is consistent with the principles of modern developmental psychology such as “cognitive-emotional integration” and “management of internal experiences” and confirms that emotional maturity is one of the important pillars of personal development.
We can see how these aspects play a role in personal development in the research of F. Abdug‘opirova [F.A. Abdug‘opirova, 2022: 58-76], M. Badritdinova [M.B. Badritdinova, 2022: 78-92], L. Eshonkulov [L.N. Eshonkulov, 2022: 85-97], E. Kurbanov [E.E. Kurbanov, 2022. 62-66] and other studies. Thus, in the poet’s didactics, suffering is interpreted not as a destructive, but as a transformative force – that is, as an internal spiritual force of personal growth.
The verses “jahon ichra yo‘q turur hamdam” and “ Dard-i jonso‘z erur sanga mahram” in the stanza emphasize the necessity of the process of spiritual isolation, self-awareness, and metaphysical thinking that occurs when a person is left alone with himself. From a didactic point of view, this serves as the basis for the formation of a person’s metacognitive competencies, the development of independent thinking, and internal reflection. This process, present in the poetic discourse of Hafiz Khorezmii, is in harmony with mystical concepts and is interpreted as an important stage in achieving perfection. At the same time, this idea is consistent with pedagogical and psychological concepts such as “internal dialogue” and “reflective practice” used in modern personally oriented education.
The verse “So‘z-i jonning so‘zinikim yozdim
Kuydiyu yondi kog‘az ila qalam” reflects the process of transforming internal experience into external expression in the poetics of Hafiz Khorezmii. This process can be noted as a necessary mechanism for the formation of expressive competence, the ability of a person to express his thoughts and feelings from a psychological and pedagogical point of view. A person who is able to express himself is more active in understanding his identity, which is one of the main indicators of personal maturity.
The poet’s idea “G’am taqi ne’mate erur haqdin” reveals the positive, educational essence of grief and suffering. This idea didactically corresponds numerically to the “growth through adversity” model. Experiencing difficulties, demonstrating acceptance and patience towards them strengthens a person’s mental resilience, the formation of volitional qualities, and willpower. For Hafiz Khwarizmii, grief is not a sign of spiritual weakness, but a divine test that shapes the qualities of a perfect person.
The final lines of the stanza, exclaiming, “Hamdame chunki yo‘q bu olamda
Izdayu bo‘lmag‘il nadim-i nadam” emphasize independence, inner freedom, and at the same time honesty and loyalty to one’s own identity as the highest stage of personal perfection. This idea is consistent with the principle of moral education and autonomy in personal development. According to modern educational theory, moral education and autonomy are the ability of a person to make independent decisions, feel responsible for his actions, and live based on his inner beliefs and values. Hafiz Khwarizmii, expressing this principle through poetic symbols, connects personal perfection with divine logic and spiritual strength.
According to the results of the above analysis, Hafiz Al-Khwarizmi’s philosophy of love forms three main components for the didactic model presented in Figure 1.
Figure 1. Didactic model of Hafiz Khorezm’s philosophy of love.
The results show that this model, aimed at the formation of personality development, using the didactic views of Hafiz Khorezmii, is significant in all respects. It sees personality development in spiritual and intellectual harmony, interprets personality development as a process of internal changes, spiritual searches, overcoming difficulties and self-awareness. This shows that the possibilities of using Turkish classical literature in the modern educational process are extremely wide.
Conclusion/Recommendations.
This study has shown that the philosophy of love and affection in the works of Hafiz Khorezmii constitutes a complex system that has not only aesthetic, but also pedagogical and didactic significance in the formation of personal perfection. After all, the use of the philosophy of love and didactic views of Hafiz Khorezmii allows enriching the inner world of a person, strengthening moral values, developing the ability to make independent and responsible decisions, as well as educating a mentally stable and intellectually mature person.
In order to effectively use the criteria for personal education and achieving moral perfection in the works of Hafiz Khorezmii in pedagogical activities, it is appropriate to put forward the following scientifically based proposals:
1. Special educational modules aimed at the formation of personal perfection should be developed in schools and higher educational institutions based on the Turkic classical literary heritage and the didactic views of Hafiz Khorezmii.
2. Interactive methods based on Hafiz Khorezm’s continents and philosophy of love, namely reflexive writing, group discussions and spiritual self-awareness exercises, should be widely implemented in pedagogical practice.
3. It is recommended to develop a system of indicators based on the didactic heritage of Hafiz Khorezmii in assessing personal development and spiritual education, and to monitor the moral and intellectual development of students.
To achieve these goals, we offer the following recommendations:
a) Develop methodological manuals on personal development in the process of studying classical Turkic literature and Hafiz Khorezm’s lyrics and organize trainings for teachers;
b) Based on the results of the research, it is recommended to integrate Hafiz Khorezm’s philosophy of love and didactic views into school and university programs as a pedagogical model.
As a final thought, it can be said that the work of Hafez Khwarizmii and the classical Turkic literary heritage can be widely used in the modern educational process as a practical and theoretical basis for enriching personal education, developing spiritual and intellectual potential, and forming moral maturity.
References.
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