THEORETICAL AND PEDAGOGICAL PRINCIPLES OF DESIGNING AN EDUCATIONAL SYSTEM BASED ON NATIONAL VALUES

Abstract

This article examines the theoretical and pedagogical principles of designing an educational system based on national values. The relevance of the study is determined by the growing need in contemporary Uzbekistan to establish a coherent upbringing system that integrates the rich heritage of national values with modern pedagogical approaches. While the importance of national values in education has been widely acknowledged in policy documents and public discourse, the specific pedagogical principles that should guide the design of value-based educational systems remain insufficiently theorized. The purpose of the article is to identify, systematize, and substantiate the key principles that make the process of designing such a system pedagogically sound, culturally authentic, and developmentally appropriate. The research draws on both international scholarly literature on values education and axiological pedagogy and the works of Uzbek scholars who have studied the role of national traditions, spiritual heritage, and moral upbringing in the educational process. The article distinguishes between values transmission and values formation, and argues that an effective educational system should be oriented toward the latter. The main result is a set of seven theoretically grounded principles — culturological integrity, axiological consistency, age-appropriate differentiation, activity-based integration, dialogical openness, continuity across educational levels, and reflective self-determination — that together form a coherent framework for designing educational systems based on national values. The study concludes that national values are not static cultural artefacts to be memorized but dynamic orientations that must be personally experienced, critically reflected upon, and integrated into the student's developing worldview through purposeful pedagogical design.