TEACHING THE EPISTLE OF "KHAMSA" AT THE STAGES OF GENERAL EDUCATION
Keywords:
Khamsa, Navoi, general education, literary thinking, moral upbringing, gender approach, integration, aesthetic education.Abstract
This article provides a comprehensive analysis of the theoretical and practical dimensions of teaching Alisher Navoi’s Khamsa in general education institutions. It outlines a stage-based model of instruction aligned with students’ age and cognitive development, integrating modern pedagogical strategies with interactive and interdisciplinary teaching methods. The author emphasizes how Khamsa contributes to cultivating literary thinking, ethical character, national identity, and respect for cultural and historical heritage. By analyzing poems such as Farhod and Shirin, Layli and Majnun, and Saddi Iskandariy, the article explores their educational, philosophical, and psychological value. The proposed teaching approaches demonstrate how these works can be used to foster critical thinking, moral development, and self-awareness among students at different stages of their academic journey.
