Al-Khwarizmi is an outstanding representative of oriental pedagogy

Abstract

Introduction. Currently, there is no holistic representation of the pedagogical system that developed in the IX–XII centuries on the territory of the Arab East and Central Asia. The reconstruction of the pedagogical heritage of the East will, firstly, let lay a value platform for determining the coordinates of the development of Islamic education in the present period; secondly, the appeal to positive experience can contribute to the solution of educational and educational tasks of modern Russian education. The purpose of the article is to holistically present the educational theory of one of the founders of oriental pedagogy – al-Khwarizmi. Methodology. The following methodological foundations are defined: at the philosophical level – civilizational, at the general scientific level – systemic and oriental, at the concrete scientific level – axiological approaches. The biographical, historical-typological and constructive-genetic methods of historical and pedagogical research are used. The main sources were the works of Arab, Persian and Central Asian researchers, as well as the published works of Russian and foreign authors who considered various problems of the culture of medieval Islam. Results. The pedagogical theory of al-Khwarizmi has been systematized, which was one of the earliest appeals in world science to pedagogy as a science – the main tool for cognition of educational reality. The definition of the concept of "Oriental pedagogy" is substantiated, which is a science of upbringing and education that historically arose in the IX century, based on the legacy of outstanding Islamic enlighteners of the East, and associated with ethnic and religious views of peoples living in the territories of Arab and Central Asian countries, having equal importance on a par with the widespread world pedagogical systems. Conclusion. The pedagogical theory of al-Khwarizmi was aimed at the formation of an independent, creative, religious, virtuous personality striving for a constant expansion of the horizons of knowledge. He and his like-minded people believed that the combination of scientific knowledge, constant work on oneself and spiritual culture, contribute to the development of a fully developed personality, in which spiritual development, improvement of mind, consciousness, thinking and feelings are balanced. The pedagogical approaches of al-Khwarizmi, supplemented by the achievements of subsequent generations, are reflected in modern educational concepts and theories.