ANALYSIS OF METHODS FOR USING THE WORKS OF EASTERN SCHOLARS TO DEVELOP HISTORICAL CONSCIOUSNESS AMONG PROSPECTIVE PRIMARY SCHOOL TEACHERS AND THEIR PEDAGOGICAL JUSTIFICATION

This article provides a comprehensive examination of the theoretical foundations, pedagogical opportunities, and effective methods of utilizing the rich scientific, spiritual, educational, and pedagogical heritage of Eastern scholars to develop historical consciousness among prospective primary school teachers. In the context of contemporary globalization and increasing access to information, educating younger generations to respect national values, preserve historical memory, appreciate ancestral heritage, and think independently has become one of the most important pedagogical objectives. Achieving this objective requires particular attention to developing prospective primary school teachers' historical consciousness, historical thinking, awareness of national identity, and spiritual worldview. The article analyzes the integration of the scientific and intellectual heritage of prominent Eastern Renaissance scholars, including Abu Nasr al-Farabi, Abu Rayhan al-Biruni, Abu Ali ibn Sina, Muhammad al-Khwarizmi, Ahmad al-Farghani, Mirzo Ulugbek, and Alisher Navoi, into educational practice. Particular attention is devoted to al-Farabi's views on human development, virtuous society, and moral education; al-Biruni's principles of scientific inquiry, observation, and evidence-based reasoning; Ibn Sina's perspectives on education, knowledge acquisition, and personal development; Ulugbek's contributions to scientific advancement; and Navoi's ideas concerning humanism, justice, enlightenment, and moral education. Their significance in fostering historical consciousness among prospective teachers is examined.