Pedagogical Views of Shahabuddin Marjani: Educational Experience, Historical Knowledge and Upbringing

Abstract

The article analyzes the pedagogical views of the reformist scholar Shahabuddin Marjani on the basis of his experience as a student and teacher in Movarounnahr, his activity in Kazan, and his historical works. Drawing on sources related to teaching in the madrasas of Bukhara, Samarkand and Kazan, the study shows that Marjani observed the shortcomings of the traditional education system as a student, through its results, and as a teacher, through its internal mechanisms. The article substantiates that the habit of demanding evidence, the aim of adapting educational texts to the learner, and the recognition of independent learning as a factor in personal development became central ideas of Marjani’s pedagogy. It also highlights the educational function of the biographical texts in his works Mustafod ul-axbor and Vafiyat ul-aslof and the possibility of using them as historical-pedagogical case material in contemporary education.