Jadid Enlightenment and the Development of Uzbek Educational Culture: A Synergetic Interpretation
Musurmonqul Sattorov 
Abstract. This article offers a socio-philosophical interpretation of Jadid enlightenment as a complex reform movement that transformed Uzbek educational culture in late nineteenth- and early twentieth-century Turkestan. Rather than attributing a formal theory of synergetics to the Jadids, the study uses synergetics retrospectively as an analytical lens for examining the interaction of schools, textbooks, the press, theatre, literature, language reform, moral education, and national consciousness. The research applies historical-logical analysis, comparison, synthesis, and systems interpretation to selected works by Abdulla Avloniy, Mahmudkhoja Behbudiy, Abdurauf Fitrat, and Begali Qosimov, alongside the theoretical contributions of Hermann Haken and Ilya Prigogine. The findings show that new-method schools acted as an organizing center within a wider enlightenment network, while print culture and theatre amplified reformist ideas across social groups. Jadid educational modernization combined secular knowledge, moral formation, national language, and cultural memory rather than treating them as isolated objectives. The article concludes that a synergetic interpretation is productive only when used as a heuristic model, not as evidence that Jadid thinkers explicitly formulated modern complexity theory. Their legacy remains relevant to educational modernization, critical thinking, and the responsible integration of national and universal values.
Keywords: Jadidism, enlightenment, synergetics, educational culture, national awakening, new-method school, modernization, self-organization, national identity, critical thinking