Teaching Contemporary Processes In The History Of Uzbekistan Through Philosophical Paradigms
Keywords:
Contemporary history of uzbekistan, philosophical paradigms, historical educationAbstract
This article explores the theoretical and pedagogical foundations of teaching contemporary historical processes in Uzbekistan through the lens of modern philosophical paradigms. In the context of globalization, post-Soviet transformation, and the formation of New Uzbekistan, historical education increasingly requires not only empirical narration but also deep philosophical interpretation. The study emphasizes the necessity of integrating philosophical paradigms—such as constructivism, hermeneutics, critical theory, and civilizational analysis—into the teaching of Uzbekistan’s recent historical development. These paradigms enable a multidimensional understanding of social transformations, state-building processes, identity reconstruction, and ideological continuity.
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