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Грузия, родная земля грузинского народа и одна из важнейших стран Кавказа, также известна как родина борчалинских турок-азербайджанцев и приговоренных к изгнанию в 1944 году турок-месхетинцев. По сегодняшний день проживающее здесь почти 400-тысячное азербайджаноязычное население, официально именуемое азербайджанцами Грузии, называет себя турками, борчалинцами или карапапаками. В Грузии почитаются и поддерживаются богатые культурные, литературные традиции, а также традиции исламского образования и современного школьного обучения на азербайджанском языке. У истоков образовательного наследия азербайджанского сообщества Грузии стоит этнонародная педагогика, отразившаяся в основном в устной народной литературе. В фольклорных произведениях региона прослеживаются нравственно-воспитательные мотивы, такие как любовь к родине, праведность, доброжелательность, милосердие, мужественность, уважение к родителям, и эти материалы также важны в контексте этнопедагогики, общественной педагогики и народной дидактики. В нижеследующей статье, наряду с теоретическими разъяснениями понятий «этнопедагогика» и «народная дидактика», исследуются этнопедагогические материалы в устной народной литературе азербайджанцев Грузии, изучаются собранные в регионе детские фольклорные произведения в качестве источника этнопедагогики.
Caucasia, is also known as the ancestral home of the Borchali (Borchali) Turks, who are settled there as a community, and Meskhetian Turks, who were exiled from the region in 1944. Today, around 400 thousand Turks live in this geography and this society, officially named Georgian Azerbaijanis, name themselves as Turks, Borchali Turks, or Karapapak Turks. In Georgia, there is a rich history of both Islamic education and modern schooling in Azerbaijan Turkish, as well as the rich traditions of Turkish language, Azerbaijan Turkish literature and rooted traditions and culture in Georgia. The roots of educational heritage of Borchali Turks are based on ethno-folkloric pedagogy reflected in oral folk literature. In folkloric products confined to the region, there are implicit moral-educational motifs such as homeland, love of homeland, righteousness, charity, lawfulness, manhood, respect for parents, and these products are of great importance within the scope of ethnopedagogy, public pedagogy and public didactics. In the article, first the concepts of ethnopedagogy and folk pedagogy are theoretically clarified, then ethnopedagogical materials in the oral folk literature of Georgian Turks are examined, and children's folklore products in the region are researched as a source of ethnopedagogy.
Caucasia, is also known as the ancestral home of the Borchali (Borçalı) Turks, who are settled there as a community, and Meskhetian Turks, who were exiled from the region in 1944. Today, around 400 thousand Turks live in this geography and this society, officially named Georgian Azerbaijanis, name themselves as Turks, Borchali Turks, or Karapapak Turks. In Georgia, there is a rich history of both Islamic education and modern schooling in Azerbaijan Turkish, as well as the rich traditions of Turkish language, Azerbaijani Turkish literature and rooted traditions and culture in Georgia. The roots of educational heritage of Borchali Turks are based upon ethno-folkloric pedagogy reflected in oral folk literature. In folkloric products confined to the region, there are implicit moral-educational motifs such as homeland, love of homeland, righteousness, charity, lawfulness, manhood, respect for parents, and these products are of great importance within the scope of ethnopedagogy, public pedagogy and public didactics. In the article, first the concepts of ethnopedagogy and folk pedagogy are theoretically clarified, then ethnopedagogical materials in the oral folk literature of Georgian Turks are examined, and children's folklore products in the region are researched as a source of ethnopedagogy.
Alan : Filoloji; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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