MORAL EDUCATION THROUGH HISTORY INSTRUCTION: A COMPARATIVE-PEDAGOGICAL ANALYSIS OF THE EXPERIENCE OF FOREIGN COUNTRIES
DOI:
https://doi.org/10.47390/ydif-y2026v2i17/n23Keywords:
comparative pedagogy, history education, moral education, historical thinking, inquiry arc, transversal competences, historical investigation, international experience, history of pedagogical doctrines, national pedagogical heritage.Abstract
The article presents a comparative pedagogical analysis of models of moral education through history teaching in the education systems of Canada, the United States, Finland and Singapore. For each model, the underlying conceptual foundation, the mechanism of moral education and the form of its normative consolidation are identified. The analysis yields three principles common to all four models: reliance on an inquiry question, direct work with sources, and the anchoring of moral evaluation in historical context. Through comparison with sources of the national pedagogical heritage, the roots of these principles in the pedagogical tradition of Uzbekistan are demonstrated, and three methodological conditions for adopting international experience are substantiated.
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