No world of countless realms could feel such cheer,
If once you tell my heart: “Do not cry.”
My name is Alisherova Hurmatoy. I was born on October 21, 2007, in Toshloq district of Fergana region, Republic of Uzbekistan. I graduated from Secondary School No. 4 in the same district with a GPA of 4.82. In 2024, I was recommended for admission to Fergana State University, majoring in Primary Education, on a state-funded (grant) basis.
In 2025, I became the holder of a 100% proficiency certificate in the Uzbek Language and Literature. Currently, I am both a student and a teacher, teaching native language and mathematics to students.
My life motto is: “Stopping for one day is equal to losing years.”
Speaking about my creative journey, I am a student of the poet Abdulla Boqiy Kenjaboyev, and I have been writing poetry since the age of 7–8. It has been ten years since I started writing poems. At present, I am working on publishing a book of my own authorship.
Behind every poem I write lie my mother’s prayers, my teachers’ trust, and a great deal of my own effort. A person does not become a poet by chance; it is said that poetic talent is a gift granted only to the chosen ones. I am truly happy to be among those chosen, and through this talent, I continuously strive to raise the name of Uzbekistan to even greater heights.
Today’s guest is the distinguished young Uzbek poet, journalist, and translator Jakhongir Nomozov — a member of the Azerbaijan Journalists’ Union and the World Union of Young Poets, the Uzbekistan correspondent for Azerbaijan’s “Butov Azerbaijan” newspaper, a recipient of numerous international literary awards, and a devoted promoter of literature and cultural dialogue.
E. M: Esteemed Jakhongir, do you tell us about the beginning of your passion for the literary arts and where your first inspirations originated?
J. N: I believe that every human has an innate inclination and inner need for literature and art. For some, this need awakens early; for others, it emerges through certain life trials. For me, love for literature was strong from childhood. Nature, goodness, love — these are my main sources of inspiration. Rivers, sometimes calm, sometimes rushing; the infinite sky — all of these turned into poetry in my soul. Innocent childhood memories, the highs and lows of life, joys and pains — all shaped me not only as a poet but also as a human. Poetry is not a chosen profession for me, but an inner necessity, a spiritual need.
E. M: Is literature becoming a closed system where the “original voice” matters less than the right connections?
J. N: A very painful yet important question… Unfortunately, history shows that true talents are not always appreciated in their time. Many great creators were ignored during their lives, and their worth was recognized only after death. This bitter truth remains relevant today. In contemporary literary circles, sometimes a work’s inner power, artistic depth, or spiritual weight is overshadowed by the author’s family name, status, or connections. This makes the path harder for talented creators without influential support, slowing their voice. Yet, I still believe in the justice of words. True words withstand the test of time. A work unrecognized today will find its reader tomorrow. Literature is a marathon, not a sprint. The most important thing for a poet or writer is conscience and sincerity. Connections may give temporary advantage, but talent is eternal.
E.M: Is literature becoming a closed system where the “original voice” matters less than the right connections?
J. N: Partially, unfortunately, yes. Today, in some literary spaces, it seems that who opens the door matters more than the voice itself. This contradicts literature’s natural laws, as literature has never thrived in isolation — it always feeds on the hearts of the people.
Yet, I firmly believe that literature’s true domain can never be fully closed. It finds its voice through invisible paths. Even if platforms are closed today, time is the most just editor. A creator with a true voice will eventually be heard, because fake connections crumble, but genuine words endure.
E.M: How can an emerging author, lacking establishment support, break the wall of editorial indifference?
J.N: First of all, a young writer must not lose their inner independence. Editorial indifference is often not due to lack of talent, but fear of a bold voice, since new ideas always disrupt comfort. A new creator must understand that every rejection is not a stop sign but a direction marker. If one door closes, find another. Today, digital space, translations, international platforms, and independent publishing exist.
E. M: Is there a risk that this familiarity will lead to a homologation of style, punishing those who dare to innovate?
J. N: Certainly, the danger exists. In environments dominated by connections, courage is punished and flatterers rewarded. Consequently, literature can become a mechanical organism instead of a living being. Yet, history shows that the greatest literary breakthroughs came precisely from “incompatible,” “unsuitable,” and “uncomfortable” voices.
Stylistic uniformity may create temporary calm, but innovation always breaks through that calm. I believe true creators fear neither punishment nor recognition; their courage is measured by inner truth.
E. M: Why is art often seen today as a “hobby” and not as a profession that requires sacrifice?
J. N: Today, the world measures productivity by speed and value by profit. Art, especially literature, is seen as less “serious” because it does not immediately generate financial gain. Yet art is one of the most complex and responsible forms of human labor. Behind every line of a poet are years of accumulated knowledge, spiritual struggle, inner conflict, and moral responsibility. History shows us: Dostoevsky lived in debt, Kafka’s works went largely unnoticed in his lifetime, Van Gogh sold only one painting. They treated art not as a hobby, but as a matter of life and death. Today, the question “How do you earn?” shows a lack of understanding, not a denial of art.
E.M: In a world of “quick numbers,” have we lost the ability to recognize slow talent, the one that takes time to understand?
J.N: Unfortunately, yes. Today, talent is often measured by visibility: views, likes, quick spread. True talent does not always appear instantly; it often matures in silence.
Literary history gives many examples: Navoiy’s works were not written for a single day’s hype, Kafka and Borges were not overnight successes. Understanding their works requires time, preparation, and inner maturity. Today’s “fast-number” culture sidelines complex, slowly digested works. As a result, society is accustomed to quick consumption, which dulls discernment. Recognizing talent is not algorithmic; it’s a matter of cultural literacy.
E. M: What is the impact of digital gratuity on the perception of the value of literary work?
J.N: Digital free distribution is a double-edged sword. On one hand, it democratizes access: a young poet in a remote area can share their voice globally. That is positive. On the other hand, “everything is free” devalues literary labor. Texts become mere consumable content, read and forgotten. The work of a creator over years can feel equal to a single post. Literature demands not speed, but contemplation. If society forgets the value of time and effort, art becomes shallow.
E.M: Can a society call itself civilized if it doesn’t invest in less commercial but more visionary creative minds?
J.N: No, such a society cannot be called cultured. Culture is not today’s profit, but tomorrow’s future. If society supports only quickly consumable products, it trades its future for short-term gain.
E. M: The creative today must also be a “marketing expert”: how much does this take away from pure creation?
J.N: Creativity requires inner calm and concentration. If a poet or writer thinks about “how many likes” rather than their own words, their creative world becomes conditional and artificial. Shakespeare never worried about audience numbers; his world was linked to characters, words, and spirit. Today, algorithms favor short, digestible, viral content, pressuring creators to bypass their inner voice. The result: artistic depth declines, spiritual sincerity weakens. Yet, if a creator remains true to their voice, marketing is only a tool, not a master.
E. M: Is social media really atrophying the public’s ability to read complex works like novels or poetry collections?
J.N: Yes, social networks can weaken the ability to read complex works like novels or poetry collections. They encourage rapid consumption, shifting attention to short blocks.
Multi-layered works demand attention, patience, and internal rhythm, which social media reduces. Yet, these platforms can also attract new audiences. A young reader may discover a full book after seeing a short excerpt online. Thus, social media can both empower and weaken, depending on conscious engagement.
M. E: Is the algorithm the new literary critic?
How does it influence what we write?
J.N: Yes, algorithms have become an “uncertain critic,” shaping literary taste. They favor short, easily read, and widely spread texts. Creators may lose their personal voice, adapting to algorithmic rules. Instagram poems or Twitter micro-thoughts gain visibility, but complex philosophical works appear lower. This creates internal pressure: “what should I write?” An algorithm is not a critic; it is an interest gauge. True literary critique depends on time, philosophy, context, and depth. Adapting to algorithms increases visibility, not artistic truth.
E. M: Digital Ego Fragility: How Does Like Addiction Undermine Writers’ Resilience?
J.N: Likes, reposts, follows are stimulants for today’s creators but make the ego fragile. If a writer ties their value to external approval, rejection triggers depression, doubt, and creative blocks.
A young poet expecting 1000 likes but receiving 100 may feel inadequate. Motivation then becomes artificial, prioritizing likes over genuine voice.
E. M: Imposter Syndrome: How Much Does Comparison Affect the (Often Apparent) Success of Others?
J.N: Imposter syndrome forces creators to undervalue themselves. Comparing to famous writers can intensify internal critique, blocking creative flow. Creators must follow their own path and voice.
E. M: Does hyper-connection prevent us from finding the inner silence necessary for great writing?
J.N: Constant connectivity and rapid information flow disrupt inner calm, necessary for great literature. Complex philosophical works require deep thought and concentration.
E. M: Are fear of offending or “cancel culture” limiting the authors’ sincerity?
J. N: Yes, fear of offending or “cancel culture” limits sincerity. Creators restrict themselves, weakening creative honesty. True literature must remain free; self-censorship makes it artificial.
E.M: What impact have organizations like “World Talents” and “World Union of Young Turkish Writers” had on its growth?
J. N: These organizations not only provided a platform, but also expanded my spiritual space.
Every creator gains energy from attention, recognition, and encouragement; I too was inspired. Such external support fuels my future successes. Creativity cannot be measured by awards or membership; it is measured by the rise of thought, imagination, worldview, and finding one’s full voice. These experiences enriched my work, broadened my perspective, and shaped my voice.
E. M: What differences do you have between your role for “Butov Azerbaycan” and the Turkish magazine “SIIR SARNICI”?
J.N: Both serve the same goal: strengthening literary ties, promoting intercultural harmony and friendship — the main mission of my creative life. Through this, not only do connections form, but each creator finds a chance to share their voice globally.
E. M: Which of her many journalistic and literary affiliations was the most significant to her?
J.N: Each of my journalistic and literary roles opened a door to my heart. Most importantly, international projects allowed me to engage with people sincerely as a poet and journalist. Creativity and journalism exist not in solitude but as bridges between humans. This feeling makes all my roles meaningful.
E. M: He has received prestigious awards such as the “Abay” Medal and the “Guzel Alania Award”. Which of these has the deepest meaning for her?
J.N: Among prestigious awards, the “Abay” medal holds the deepest spiritual meaning. Abay symbolizes humanity, knowledge, philosophy, and literature. This award reminds me: creativity is not merely wordcraft, but enriching the human spirit. The “Guzel Alania Award” honors international recognition and dialogue, making both important, yet the Abay medal touches the heart most deeply.
E. M: How did your vision influence the “Amir Temur Fund Commemorative Badge”?
J.N: The “Amir Temur Memorial” inspired me profoundly. Temur represents not just empire-building, but a center of culture and spirit. This award is not just recognition, but dialogue with history and values. I aim to remain a creator true to myself, inspired but not imitating historical figures.
E.M: Tell us about his books: “Rebels in My Heart,” “Sacred Space,” and “Song of Awakening.” What themes unite them?
J. N: My books share themes of love, humanity, spiritual awakening, and the pure voice of the heart.
They are guides in the journey of self-discovery, not mere stories.
E. M: Does he change his creative approach between poetry, journalism and translation?
J.N: Poetry, journalism, and translation complement each other. Poetry expresses inner states; journalism develops observation and analysis; translation opens doors to other hearts, building bridges between languages and cultures.
The principle is always the same: sincerity and fidelity to one’s inner voice.
E. M: If he had to choose only one field of action for the rest of his life, which one would he choose?
J.N: If I had to choose one path for life, I would choose poetry. Poetry is the purest, truest, most beautiful expression of the human heart. Journalism and translation are valuable tools, but poetry awakens the soul and nourishes the heart. A single line can contain a whole world, history, and future aspiration.
E.M: His connection to Azerbaijan and patriotism: how does this theme shape his work?
J.N: Though I never lived in Azerbaijan, I feel close to its history, culture, literature, and people. Patriotism in my work coexists with universal human values. Literature and love know no borders.
E. M: At the end of this dialogue, what advice and messages would Jakhongir like to leave to those who read his thoughts, so that they can be welcomed as seeds of peace in the soul?
J.N: I want to tell readers: every word can plant a seed in the heart. Plant it with love, sincerity, and honesty. If seeds of peace, love, and conscience grow, the world responds in kind. Each person’s inner world is a garden. Nurture it with books, poetry, art, and sincere dialogue. Most importantly, preserve humanity; spread love and let your inner voice always remain true. Through that voice, humanity preserves its peace, culture, and future.
National Idea, Fundamentals of Spirituality, and Legal Education: Three Pillars of New Uzbekistan’s Development
Author: Abdug’aniyev Shexrozbek Email: abduganiyevshexroz8@gmail.com ORCID: 0009-0000-8960-4350 University: Andijan State University, Faculty of Law and Economics Specialization: Fundamentals of National Idea, Spirituality, and Legal Education, Group 101
Abstract: This article analyzes the role and significance of the national idea, fundamentals of spirituality, and legal education in the development of New Uzbekistan. The study examines the interrelation of these three pillars in shaping personal development, civic consciousness, and building a democratic and lawful state. Based on the analysis of scientific literature, normative-legal documents, and ongoing reforms, it is determined that the national idea serves as an ideological foundation uniting society, spirituality fosters social responsibility and moral values, and legal education is a crucial factor in enhancing citizens’ legal culture. The findings demonstrate that the integrated development of these three pillars is essential for ensuring sustainable development and progress in New Uzbekistan.
Keywords: national idea, spirituality, legal education, New Uzbekistan, development
Introduction
In the current era of globalization and rapid reforms, ensuring the development of New Uzbekistan requires a profound and systematic approach in all spheres of social life. In this process, the national idea, fundamentals of spirituality, and legal education emerge as key factors for sustainable development of society. In particular, fostering loyalty to national values, high moral qualities, and legal culture among the younger generation remains one of the priority directions of state policy.
During the nation-building process, enhancing citizens’ social activity, legal consciousness, and spiritual awareness plays a crucial role in strengthening democratic principles. While the national idea serves as an ideological foundation uniting society, spirituality ensures the moral and ethical development of the individual. Legal education, in turn, is a critical tool for promoting the rule of law, understanding citizens’ rights and freedoms, and developing compliance skills.
Purpose of the study: To scientifically analyze the interrelation of the national idea, fundamentals of spirituality, and legal education in the development of New Uzbekistan and their impact on societal progress.
Research Methodology
This study focuses on the role and interconnection of the national idea, fundamentals of spirituality, and legal education in the development of New Uzbekistan.
Methods:
General and specific scientific methods of cognition (analysis, synthesis, induction-deduction)
Comparative-analytical method for reviewing approaches in national and international sources
Analysis of normative-legal acts, state programs, and conceptual documents
Systemic approach to view the national idea, spirituality, and legal education as interconnected components of a unified social system
Results
1. National Idea The national idea in the context of New Uzbekistan acts as a dynamic ideological foundation that unites society around modern, democratic, and economic development goals. It provides a meaningful basis for shaping civic morality and legal consciousness.
2. Fundamentals of Spirituality Spirituality serves as a foundation for stability and social cohesion. During reforms, maintaining the integrity of the moral-ethical system alongside economic and institutional changes is crucial. National and spiritual values—such as diligence, justice, family values, tolerance, and patriotism—enrich an individual’s inner world while fostering social responsibility and respect for the law.
3. Legal Education Legal education goes beyond teaching knowledge of laws; it develops legal culture—understanding the rule of law, respect for individual rights, legal responsibility, and practical application. Legal literacy transforms citizens into socially active participants in governance, thus ensuring the implementation of democratic and lawful principles of the national idea.
4. Interrelation and Synergistic Effect The three pillars—national idea, spirituality, and legal education—form a mutually reinforcing system:
The national idea provides content and purpose for spirituality and legal education.
Spirituality fosters loyalty to the national idea and internal acceptance of legal requirements.
Legal education expresses and protects democratic principles and societal norms in a legal framework.
The practical result of this integration is the formation of citizens with moral-legal awareness, loyalty to the homeland, and the ability to harmonize democratic values—key actors in New Uzbekistan’s sustainable development.
Discussion
Analysis shows that the national idea, spirituality, and legal education complement and strengthen each other, contributing significantly to the stable development of society. The integrated development of these three pillars is crucial for ensuring the democratic, legal, and spiritual stability of New Uzbekistan.
Practical Recommendations:
Develop curricula that integrate the national idea, spirituality, and legal education from school to higher education.
Promote public awareness programs highlighting the interconnection of these three factors.
Implement projects to enhance youth’s legal and spiritual literacy in collaboration with civil society institutions.
Direct legal education programs not only towards knowledge of laws but also towards understanding their moral, ethical, and social significance.
5. Conclusion
The national idea, fundamentals of spirituality, and legal education constitute inseparable pillars of New Uzbekistan’s development. They play a vital role in ensuring societal stability and raising civic consciousness. The study demonstrates that integrated development of these three factors significantly contributes to the progress of the Republic of Uzbekistan.
References
Abduxoliqov, J. (2023). National Idea and Social Development in Uzbekistan. Tashkent: Uzbekistan National Publishing.
Karimov, I. (2017). High Values and Spirituality as a Foundation of Society. Tashkent: Academy of Sciences Press.
Mamatqulov, S., & Ergashev, B. (2021). Legal Education and Rule of Law in Modern States. Journal of Legal Studies, 12(3), 45–62.
Mirzaev, T. (2022). Spirituality, Legal Culture and Youth Development. Andijan: Andijan State University Press.
Nazarov, A. (2020). Civic Consciousness and Democratic Reforms in Uzbekistan. Central Asian Journal of Social Sciences, 8(1), 78–95.
O‘zbekiston Respublikasi Konstitutsiyasi. (2019). Tashkent: Huquqiy axborot markazi.
O‘zbekiston Respublikasi Prezidentining 2020-yil 5-martdagi PF-5955-son Farmoni “Yangi O‘zbekiston strategiyasi to‘g‘risida”.
Ecotourism as a Tool for Sustainable Development: Environmental, Social, and Economic Perspectives
Ecotourism has emerged as one of the most effective approaches to achieving sustainable development in the tourism sector. Unlike mass tourism, ecotourism emphasizes environmental conservation, community participation, and cultural preservation. This article explores the role of ecotourism as a tool for sustainable development, analyzing its environmental, social, and economic impacts. Special attention is given to developing countries, where ecotourism serves as a mechanism for poverty reduction, biodiversity protection, and regional development.
The study highlights both the opportunities and challenges associated with ecotourism and proposes recommendations for its effective implementation. Tourism is one of the fastest-growing sectors of the global economy, contributing significantly to employment, income generation, and cultural exchange. However, conventional mass tourism often leads to environmental degradation, cultural commodification, and unequal economic benefits. In response to these challenges, ecotourism has gained global recognition as a sustainable alternative.
Ecotourism is defined as responsible travel to natural areas that conserves the environment, sustains the well-being of local people, and involves interpretation and education. Over the past decades, ecotourism has become an important topic in geography, environmental studies, and development economics. This article aims to examine ecotourism as a tool for sustainable development and evaluate its environmental, social, and economic dimensions. One of the primary objectives of ecotourism is environmental conservation.
Natural ecosystems such as forests, wetlands, mountains, and coastal zones form the foundation of ecotourism activities. By assigning economic value to natural resources, ecotourism encourages their protection rather than exploitation. Protected areas supported by ecotourism revenues often benefit from improved management, biodiversity monitoring, and conservation programs. Entrance fees, guided tours, and eco-lodges generate funds that can be reinvested into environmental protection.
Furthermore, ecotourism promotes environmental awareness among tourists, fostering responsible behavior and appreciation for nature. However, poorly managed ecotourism can also result in environmental pressure, including waste generation, habitat disturbance, and overuse of fragile ecosystems. Therefore, strict environmental regulations and sustainable planning are essential to ensure that ecotourism fulfills its conservation goals.
Ecotourism plays a vital role in strengthening local communities. Unlike mass tourism, which is often controlled by external investors, ecotourism prioritizes community participation and local ownership. This approach empowers local residents by providing employment opportunities and supporting traditional livelihoods.
Cultural heritage, local customs, and indigenous knowledge are integral components of ecotourism experiences. Tourists engage with local communities through cultural tours, handicrafts, traditional cuisine, and storytelling. As a result, ecotourism contributes to cultural preservation and intercultural understanding. Nevertheless, challenges such as cultural commodification and unequal benefit distribution may arise.
To address these issues, inclusive governance, capacity building, and fair revenue-sharing mechanisms are necessary. From an economic perspective, ecotourism contributes to diversified income sources, especially in rural and remote regions. It stimulates local entrepreneurship through small-scale businesses such as guesthouses, guiding services, transportation, and food production. In developing countries, ecotourism has proven effective in poverty alleviation and regional development.
By attracting environmentally conscious travelers, destinations can generate stable income while minimizing negative impacts. Moreover, ecotourism enhances the image of destinations on the international stage, promoting sustainable branding and competitiveness. Despite its benefits, ecotourism requires initial investments in infrastructure, education, and marketing. Without proper planning, economic leakage may occur, reducing benefits for local communities.
While ecotourism offers numerous advantages, several challenges hinder its sustainable implementation. These include lack of clear definitions, weak regulatory frameworks, insufficient professional training, and limited awareness among stakeholders. Climate change poses an additional threat, affecting natural attractions and biodiversity. Extreme weather events, ecosystem degradation, and water scarcity may reduce the attractiveness of ecotourism destinations. Therefore, climate adaptation strategies must be integrated into ecotourism planning.
Recommendations for Sustainable Ecotourism
To maximize the positive impacts of ecotourism, the following measures are recommended:
Development of clear national and regional ecotourism strategies
Strengthening environmental regulations and monitoring systems
Enhancing local community participation and ownership
Investing in education, training, and environmental awareness.
These measures can ensure that ecotourism remains a viable and responsible development pathway. Ecotourism represents a powerful tool for achieving sustainable development by balancing environmental protection, social equity, and economic growth. When properly planned and managed, it contributes to biodiversity conservation, community empowerment, and regional development.
However, the success of ecotourism depends on effective governance, stakeholder collaboration, and long-term sustainability strategies. In the context of global environmental challenges, ecotourism offers a promising model for responsible tourism development. Future research should focus on measuring its long-term impacts and developing innovative approaches to enhance sustainability in diverse geographical contexts.
This article analyzes the life and pedagogical views of Abdulla Avloni, an Uzbek enlightener, poet, playwright, and educator. It examines Avloni’s role in the development of public education in Uzbekistan, the essence and significance of his work “Turkiy Guliston or Morality,” as well as his ideas on enlightenment and national awakening. The article scientifically explores the thinker’s interpretation of education and upbringing as the most important factors in human life, the theoretical and practical aspects of his pedagogical activity, and his contribution to the development of the modern Uzbek school system. In addition, the relevance of Abdulla Avloni’s views on knowledge, morality, upbringing, and patriotism for today’s education system is highlighted.
Keywords: Abdulla Avloni, pedagogy, upbringing, enlightenment, morality, Jadid school, education, national awakening.
At the beginning of the 20th century, the national awakening and enlightenment movement gained wide momentum in Turkestan. During this period, among the intellectuals who called the people toward knowledge, culture, and progress, Abdulla Avloni occupied a special place. As a poet, playwright, publicist, public figure, and most importantly, a devoted educator of the people, he left an incomparable mark on the history of Uzbek pedagogy. Abdulla Avloni dedicated his entire life to enlightening the nation and educating the younger generation in the spirit of knowledge and morality.
Throughout his career, Avloni worked as a teacher, established new-method schools, created textbooks, and encouraged the public toward enlightenment through the press. His pedagogical views were innovative for his time and continue to play a significant role in shaping the modern education system today.
The thinker’s work “Turkiy Guliston or Morality” is considered a masterpiece of Uzbek folk pedagogy. In this work, he scientifically presents his views on morality, upbringing, knowledge, and human development. Avloni’s ideas on education and upbringing have retained their relevance not only in his own time but also in the present day. Therefore, studying his pedagogical heritage and applying it to modern educational practice holds great scientific and practical significance.
Abdulla Avloni (1878–1934) is one of the most prominent enlightenment figures, educators, and writers to emerge during the period of national awakening of the Uzbek people. He was born on July 12, 1878, in the Mergancha neighborhood of Tashkent, into a family of craftsmen. Showing an interest in learning from an early age, Avloni first studied at a traditional school and later at a madrasa. Entering the world of literature and enlightenment in his youth, this talented young man began writing poetry at the age of fifteen. In his early works, he called on the people to escape ignorance, study in new-method schools, and acquire knowledge and professions.
Avloni’s enlightenment activity was primarily manifested in the field of journalism. In 1907, he published the newspapers “Shuhrat” and “Osiyo”, serving as their editor and promoting ideas of enlightenment, unity, and progress. Although the tsarist government soon shut down these publications, Avloni did not cease his activities. He continued his work in the newspapers “Sadoyi Turkiston”, “Turon”, and the journal “Kasabachilik Harakati”, making an invaluable contribution to the formation of Uzbek journalism. He regarded the press as a force that awakens the people, calling it “a lamp that illuminates the darkness of ignorance.”
Abdulla Avloni’s pedagogical activity formed the essence of his entire life. He viewed teaching not merely as a profession but as a sacred duty in service to the nation. In his lessons, he paid special attention to nurturing students’ independent thinking, patriotism, and moral purity. He considered expressive reading, emotional engagement with texts, and sincere communication between teacher and student as essential components of the educational process.
In “Turkiy Guliston or Morality,” Avloni deeply analyzes the issue of human perfection. According to him, upbringing is the fundamental foundation of human life. He famously wrote: “For us, upbringing is a matter of either life or death, salvation or destruction, happiness or catastrophe.” Through these words, Avloni interprets upbringing not only as a personal matter but as a factor determining the fate of the nation.
In his works, he divides upbringing into four main directions:
The timing of upbringing – education must begin from early childhood;
Physical upbringing – a healthy mind is formed through a healthy body;
Intellectual upbringing – developing intelligence, striving for knowledge, and cultivating thinking; Moral upbringing – instilling virtues such as honesty, conscience, patience, and compassion.
Avloni’s pedagogical views were considered innovative approaches in his time. He regarded education and upbringing as inseparable concepts “like body and soul,” emphasizing that teaching and moral education complement one another.
The thinker viewed morality as the highest human virtue. In “Turkiy Guliston or Morality,” he divided human behavior into two categories: good morals and bad morals. Good morals include patriotism, cleanliness, courage, conscience, patience, and kindness, while bad morals include ignorance, anger, laziness, lying, and greed. Avloni supported these ideas with verses from the Qur’an, hadiths, and the wisdom of thinkers such as Socrates, Aristotle, Ibn Sina (Avicenna), Sa‘di, and Bedil.
As an educator, Avloni sought to cultivate love for the mother tongue, respect for knowledge, diligence, and loyalty to the homeland among the younger generation. His poems and fables written for children possess strong educational value, fostering love for books, labor, and nature. In his poems about the Motherland, the poet depicts the homeland as a beautiful, generous, and prosperous land, instilling a sense of pride and honor in children.
Avloni’s work “A Brief History of the Prophets and the History of Islam” was written in a religious-enlightenment direction, aiming to acquaint the younger generation with Islamic history and enrich their spiritual world. This work was widely used as a textbook for primary schools in its time.
The thinker was not only a writer but also an active practical educator. During the 1920s and 1930s, Abdulla Avloni taught at the Teachers’ Seminary in Tashkent, the Faculty of Pedagogy, and the Central Asian University, where he trained many young teachers. During these years, he compiled the textbook “Literature Chrestomathy,” thereby laying the foundation for the methodology of teaching Uzbek literature in schools.
Throughout his life, Avloni devoted himself wholeheartedly to the enlightenment of the nation. In recognition of his services, he was awarded the honorary title “Hero of Labor” in 1927 and “Shock Worker of Public Education of Uzbekistan” in 1930. His name is still remembered with great respect in the history of the Uzbek education system. Today, schools, streets, scientific centers, and a museum at the Institute for Advanced Training of Teachers in Tashkent bear the name of Abdulla Avloni, honoring his invaluable contribution to education and enlightenment.
Abdulla Avloni regarded education as a powerful force leading the people toward freedom, culture, and progress. He emphasized the irreplaceable role of the teacher’s personality in educating the younger generation as well-rounded individuals. Therefore, Avloni can be regarded not only as a great figure of his own time, but also as one of the founders of the entire history of Uzbek pedagogy.
In conclusion, Abdulla Avloni is a great educator, poet, and enlightener who left an indelible mark on the spiritual and educational life of the Uzbek people. His views remain highly relevant not only for his own era, but also for the modern education system today. In his pedagogical activity, Avloni placed upbringing at the center of human life, interpreting it as the most important factor in the nation’s prosperity and the development of society.
His work “Turkiy Guliston or Morality” is a masterpiece of Uzbek pedagogical thought. It addresses the issues of educating a well-rounded generation based on values such as moral integrity, aspiration for knowledge, patriotism, compassion, and humaneness. For Avloni, education and upbringing were inseparable concepts; he highly valued the teacher as the most important figure shaping the future of the nation.
Even today, the ideas put forward by Avloni—humanism, moral education, loyalty to national values, love of knowledge, and the cultivation of independent thinking—are fully aligned with the main directions of modern education. Therefore, the legacy of Abdulla Avloni stands as the foundation of Uzbek pedagogy and an inexhaustible spiritual source in the upbringing of the younger generation.
References
Zunnunov, A. (2004). History of Pedagogy. Tashkent.
Dolimov, U. Abdulla Avloni as the Founder of Uzbek Pedagogy of the National Awakening Period.
Ziyouz. (n.d.). Retrieved from www.ziyouz.com
Daminova Sevinch Tuychi qizi was born in 2006 in Shahrisabz district, Kashkadarya region, Uzbekistan. She graduated successfully from Secondary School No. 72 in Shahrisabz district, Kashkadarya region. Since 2023, she has been a student of the present-day National Pedagogical University of Uzbekistan.
During her academic journey, she has distinguished herself through her high level of activity, strong interest in science, and initiative. She has carried out volunteer activities at the Pinnacle Science Republican Scientific Center, contributing to the promotion of scientific research among young people.
Sevinch Daminova is the author of scientific articles published in prestigious journals of countries such as the United States, Singapore, and Russia, which reflects her recognition at the international level as a young researcher. She is the holder of more than 50 diplomas and certificates and has actively participated in numerous national and international competitions.
In 2025, she became the recipient of the “Future Star” Statuette, organized on the scale of the Commonwealth of Independent States. She has also been awarded the “Advanced Generation” badge and the “Devoted to High Science” badge. In the “Mosaic of Nations” competition organized by the Jadids International Scientific Research Association, she won first place and was awarded the “Friendship” badge.
She is the author of a number of poems and international scientific articles, successfully combining creativity and scientific research. She is a determined and ambitious young scholar who aims to contribute to the development and prosperity of her country in the future.
Today’s youth are swimming in an ocean of information. Every minute begins with new news, new images, and new headlines. For a generation growing up in the glow of phone screens, sources of knowledge have never been so abundant and, at the same time, so shallow. In such a reality, the culture of reading becomes not merely a habit of reading, but a means of protecting the mind, deepening thought, and maintaining spiritual balance. The rapid development of digital technologies has created new forms of information consumption. Today, young people turn more often to electronic resources, social networks, and short-form content than to traditional printed books. However, this does not indicate the complete disappearance of reading culture; rather, it shows that it is transforming and adapting to the demands of the time. The key question remains: can the young mind preserve the ability for deep thinking amid the rapid flow of information?
The culture of reading is the foundation of human thinking. A young person who reads books approaches reality not superficially, but meaningfully. Reading sharpens the mind, enriches speech, and nurtures the soul. Especially literary works teach the younger generation to empathize with different destinies and to understand life from multiple perspectives. Through literary characters, individuals come to know themselves and seek answers to their inner questions. Scientific and popular science literature, in turn, broadens intellectual horizons and strengthens cognitive potential.
Today, educational institutions play a crucial role in shaping reading culture. In schools and higher education institutions where a reading-friendly environment exists, young people begin to perceive books not as an obligation, but as a genuine need. Literary meetings, book presentations, poetry readings, and reading competitions transform books into living and valued cultural assets. At the same time, the reading environment within the family is of immeasurable importance. A child raised in a home where books are read grows into a thoughtful and reflective individual.
The modern library has now become the heart of reading culture. It is no longer merely a place where books are stored, but a spiritual space that encourages young people to explore, think independently, and analyze critically. Electronic libraries, audiobooks, and online platforms adapt reading habits to modern lifestyles. A book read on a mobile device or an audiobook listened to through headphones is also a form of reading. What truly matters is the culture of choice and the aspiration toward high-quality literature.
The abundance of information does not guarantee depth of knowledge. Short texts and rapid posts do not nourish the mind; instead, they distract it. If young people limit themselves to headlines alone, how will their analytical thinking develop? Therefore, today’s youth must engage in conscious, critical, and purposeful reading. The abilities to think deeply, draw conclusions, and make independent decisions are formed precisely through sustained reading.
As a student, I deeply feel that reading is not merely a component of the educational process, but a solid foundation for personal development. Every encounter with a book is not only an act of acquiring knowledge, but also a journey into one’s inner world, an enrichment of the spirit, and a reflection on life choices. Books protect individuals from inner emptiness, illuminate the soul, guide the mind, strengthen moral immunity, and teach a conscious attitude toward various ideological influences. Reading is a dialogue with oneself—a quiet yet profound interaction between thought and emotion. Each page and each chapter opens a new world in the student’s heart, raises new questions, and encourages a more thoughtful and conscious outlook on life. Therefore, reading is not merely an obligation for students, but the most reliable path to spiritual and intellectual growth.
In conclusion, reading culture is not simply the habit of reading books; it is a vital criterion that defines a person’s way of thinking, attitude toward life, and level of spiritual maturity. A young person who reads does not view reality superficially but seeks to understand events deeply and draw meaningful conclusions. The future of modern youth, the development of society, and the intellectual potential of a nation are closely connected to attitudes toward books—a truth made even more evident in today’s fast-paced information age. Technology brings convenience and speed into human life, but it cannot fully provide deep thinking and spiritual richness. Books, however, endow the human mind with depth, guide individuals toward independent thinking and self-awareness, and help them choose the right path in life. Therefore, fostering a love for books in the hearts of young people and transforming reading into a conscious way of life remains one of the most urgent and responsible tasks of our time.
