EASTERN AND WESTERN HISTORICAL PEDAGOGICAL CONCEPTS IN COMPARATIVE PERSPECTIVE: TOWARD A MODERN PARADIGM FOR RAISING GENERATION ALPHA
DOI:
https://doi.org/10.5281/Keywords:
comparative pedagogy, Eastern pedagogical thought, Western pedagogy, Generation Alpha, digital natives, moral education, integrative paradigm, Ibn Sina, John Dewey.Abstract
This article undertakes a comparative analysis of historical Eastern and Western pedagogical concepts in order to identify a theoretically grounded framework for the upbringing of Generation Alpha โ children born from approximately 2010 onward into a fully digital environment. The study juxtaposes the ethically centred, community-oriented model of the Central Asian Islamic Renaissance thinkers (al-Farabi, Ibn Sina, and later the Jadid educator Abdulla Avloniy) with the individually centred, experience-based model of Western pedagogy (Comenius, Rousseau, Dewey, Vygotsky). It is argued that neither tradition alone is adequate to the psychological and social profile of Generation Alpha, which combines high digital fluency with documented deficits in sustained attention, self-regulation and face-to-face social skills. The article proposes an integrative paradigm that preserves the moral-spiritual purpose of Eastern pedagogy while adopting the experiential, learner-centred methodology of Western pedagogy, mediated through digitally native tools appropriate to the new generation.
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