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International Journal of Pedagogics

Peer Reviewed | Open Access | E-ISSN: 2771-2281
Published Article

Pedagogical Empathy in The Heritage of Medieval Eastern Thinkers: Sources, Ideas and Modern Interpretation

Pedagogical Empathy in The Heritage of Medieval Eastern Thinkers: Sources, Ideas and Modern Interpretation

Authors

  • Pulatova Gulsanam Gayrat qizi
    Master’s Student, Alfraganus University, Tashkent, Republic of Uzbekistan
  • Sayitova Umida Hikmatillo qizi
    Acting Associate Professor (PhD), Alfraganus University, Tashkent, Republic of Uzbekistan
  • Rakhmonova Nafisa Azatbekovna
    Senior Lecturer, Chirchik State Pedagogical University, Uzbekistan
  • Pulatova Feruza Azatbekovna
    Associate Professor, Tashkent Pharmaceutical Institute, Tashkent, Republic of Uzbekistan

DOI:

https://doi.org/10.37547/ijp/Volume06Issue03-32

Keywords:

Pedagogical empathy eastern pedagogical thought teacher–student relationships

Abstract

This article analyzes the pedagogical views of medieval Eastern thinkers from the perspective of the concept of pedagogical empathy. The study examines the educational ideas reflected in the works of prominent representatives of Eastern intellectual tradition such as Abu Rayhon Beruniy, Abu Ali ibn Sino, Alisher Navoiy and Abu Nasr al-Farobiy. Their works addressing education, moral upbringing, and teacher–student relationships serve as the primary sources of analysis. The study reveals that these thinkers emphasized important components of pedagogical empathy, including understanding the learner’s personality, recognizing the psychological state of students, applying an individual approach in the educational process, and fostering moral development.

The article also provides a comparative analysis of historical-philosophical pedagogical ideas and modern pedagogical theories, highlighting their relevance and potential application in contemporary educational practice. The findings demonstrate that the intellectual heritage of eastern scholars already contained humanistic educational principles in the medieval period, including empathy, respect for the student’s individuality, and a learner-centered approach to teaching.

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