THE PEDAGOGICAL SIGNIFICANCE OF SCHOLARS' HERITAGE AND CULTURAL MONUMENTS IN FORMING HISTORICAL THINKING

This article provides a scholarly justification of the pedagogical potential of the scientific heritage of Eastern scholars and cultural heritage resources in developing students’ historical thinking. The study analyzes the views of Abu Rayhon Beruniy and Mahmud Qoshg‘ariy as the theoretical foundation of historical thinking and reveals the didactic significance of legends, myths, heroic epics, and written monuments in the educational process. The findings of the research, conducted using historical-pedagogical analysis, comparative study, content analysis, pedagogical observation, and questionnaire methods, confirm that an educational technology based on cultural heritage resources effectively develops students’ critical thinking, skills for analyzing historical events, and reflective conclusion-making. The conclusions of the study are practically important for enriching the content of teaching the history of pedagogy and for forming the historical consciousness of future teachers.