THE CONCEPT OF THE "TEACHER" IN UZBEK SOCIO-CULTURAL LIFE

Abstract

This article explores how the figure of the teacher has functioned as a pivotal cultural archetype in Uzbekistan from pre-Soviet times to the present day. Drawing on historical chronicles, oral narratives, legislative documents, and contemporary ethnographic studies, it traces the evolution of teachers’ social stature—beginning with their revered position in Islamic madrasahs, through the ideological shifts of the Soviet era, and into the nation-building agenda of “New Uzbekistan.” Particular attention is given to the ustoz-shogird mentorship tradition, which embeds moral authority and communal responsibility within teacher–student relations and continues to shape pedagogical ethics today. By situating educators at the center of the government’s “Third Renaissance” discourse—an ambitious project aimed at revitalizing science, culture, and civic consciousness—the study shows how the teacher is imagined not merely as a transmitter of knowledge but as a catalyst for cultural continuity and progressive reform. The analysis demonstrates that, despite changing political paradigms, the teacher remains a key mediator between collective identity and global modernity, anchoring Uzbekistan’s quest to harmonize heritage with innovation.