The Historical And Pedagogical Development Of The Idea Of Social Responsibility: Periodization And A Modern Interpretation

Abstract

The article analyses, from a historical-pedagogical standpoint, the path of the idea of social responsibility from the primitive community to the present. It shows that the idea was expressed not by the term “social responsibility” but through related notions such as duty, conscience, benefit to others, trust (omonat) and justice. On the basis of three criteria — to whom responsibility is owed, its source and the means of upbringing — the analysis is divided into five stages: the primitive and ancient period; the 9th–15th centuries; Jadidism; the Soviet period; and the period of independence. At each stage the key thinkers, educators and normative documents are analysed (the Avesta, Farabi, Yusuf Khos Hojib, Yassaviy, Navoiy, Avloniy, Makarenko, Sukhomlinsky and the documents of the independence period). The historical experience yields conclusions on fostering responsibility through practical activity, the unity of knowledge and action, inner self-control, collective cooperation, and collecting and safeguarding heritage; these conclusions are related to the preparation of folk art students.