KIRISH: notiqlik san’ati insoniyat sivilizatsiyasining ilk bosqichlaridan boshlab ijtimoiy-siyosiy va ma’naviy hayotning muhim tarkibiy qismi bo‘lib kelgan. Qadimgi dunyo faylasuflari notiqlikni nafaqat nutq mahorati, balki tafakkur, axloq va mantiq bilan uzviy bog‘liq bo‘lgan ilm sifatida talqin etganlar. Ayniqsa, Aristotel o‘zining “Ritorika” asarida notiqlik nazariyasini tizimli ravishda asoslab bergan bo‘lsa, Platon nutqning axloqiy mohiyatiga urg‘u bergan. Sokrat esa savol-javob (mayevtika) usuli orqali mantiqiy fikrlash va haqiqatni izlashni notiqlikning asosiy tamoyili sifatida ko‘rsatgan.Rim davrida Cicero va Quintilian notiqlikni davlat boshqaruvi va ta’lim tizimining muhim vositasi sifatida rivojlantirganlar. Ularning qarashlari bugungi pedagogik jarayonda ham dolzarbligini saqlab qolmoqda.Mazkur tadqiqot qadimgi dunyo faylasuflarining notiqlik san’ati haqidagi nazariy qarashlari hamda ularning amaliy tajribasini ilmiy-pedagogik nuqtai nazardan tahlil qilishga qaratilgan. MAQSAD: tadqiqotning asosiy maqsadi – qadimgi dunyo faylasuflarining notiqlik san’ati nazariyasi va amaliyoti haqidagi qarashlarini o‘rganish, ularning pedagogik ahamiyatini aniqlash hamda zamonaviy ta’lim jarayonida qo‘llash imkoniyatlarini asoslab berish. MATERIAL VA METODLAR: tadqiqot jarayonida quyidagi metodlardan foydalanildi: Tarixiy-tahliliy metod – qadimgi Yunon va Rim manbalarini o‘rganish; Qiyosiy tahlil – yunon va rim notiqlik maktablari o‘rtasidagi o‘xshash va farqli jihatlarni aniqlash; Matnshunoslik tahlili – Ritorika hamda Institutio Oratoria asarlaridagi asosiy g‘oyalarni tahlil qilish; Pedagogik interpretatsiya – qadimgi nazariyalarni zamonaviy ta’lim jarayoniga moslashtirish. Tadqiqot obyekti sifatida qadimgi Yunoniston va Rim notiqlik maktablari tanlandi. NATIJALAR VA MUHOKAMA: tadqiqot natijalari shuni ko‘rsatdiki, qadimgi faylasuflar notiqlikni uch asosiy tarkibiy qism asosida talqin qilganlar: 1. Mantiqiy asos (logos) – nutqning dalillarga tayanishi; 2. Axloqiy asos (ethos) – notiq shaxsining obro‘-e’tibori va halolligi; 3. Hissiy ta’sir (pathos) – tinglovchining hissiyotiga ta’sir ko‘rsatish. Bu tamoyillar bugungi pedagogik jarayonda ham samarali qo‘llanilishi mumkin. Masalan, talabalarda nutq madaniyati, mantiqiy fikrlash, bahs-munozara olib borish ko‘nikmalarini shakllantirishda qadimgi notiqlik maktablarining tajribasi muhim metodik asos bo‘lib xizmat qiladi. Shuningdek, Cicero notiqni “har tomonlama yetuk shaxs” sifatida tasvirlab, bilim va axloq birligini asoslab bergan. Bu yondashuv zamonaviy kompetensiyaviy ta’lim tamoyillari bilan uyg‘unlashadi. XULOSA: qadimgi dunyo faylasuflarining notiqlik san’ati nazariyasi va amaliyoti bugungi pedagogika uchun muhim ilmiy manba hisoblanadi. Ular nutq madaniyati, mantiqiy fikrlash va axloqiy tarbiya o‘rtasidagi uzviy bog‘liqlikni asoslab berganlar. Zamonaviy ta’lim tizimida qadimgi notiqlik merosidan foydalanish talabalarda kommunikativ kompetensiya, tanqidiy tafakkur va nutq madaniyatini rivojlantirishga xizmat qiladi.
INTRODUCTION: oratory has been an essential component of socio-political and spiritual life since the earliest stages of human civilization. Philosophers of the ancient world interpreted rhetoric not merely as the art of speech, but as a discipline closely connected with thinking, ethics, and logic. In particular, Aristotle systematically substantiated the theory of rhetoric in his work Rhetoric, while Plato emphasized the ethical nature of speech. Socrates, through the method of dialogue (maieutics), identified logical reasoning and the search for truth as fundamental principles of rhetoric.During the Roman period, Cicero and Quintilian developed oratory as an important instrument of public administration and education. Their ideas remain relevant in contemporary pedagogical practice. This study aims to analyze the theoretical views and practical experience of ancient philosophers on oratory from a scientific and pedagogical perspective. AIM: the main objective of the research is to examine the views of ancient philosophers on the theory and practice of oratory, determine their pedagogical significance, and justify the possibilities of applying them in modern educational processes. MATERIALS AND METHODS: the following methods were employed in the study: Historical-analytical method – examination of ancient Greek and Roman sources; Comparative analysis – identification of similarities and differences between Greek and Roman rhetorical schools; Textual analysis – study of the main ideas presented in Rhetoric and Institutio Oratoria; Pedagogical interpretation – adaptation of ancient theories to the modern educational context. The object of the study was the rhetorical schools of Ancient Greece and Rome. RESULTS AND DISCUSSION: the findings indicate that ancient philosophers interpreted oratory based on three fundamental components: 1.Logical foundation (logos) – reliance of speech on evidence and reasoning; 2.Ethical foundation (ethos) – credibility and moral integrity of the speaker; 3.Emotional appeal (pathos) – influence on the audience’s emotions. These principles can be effectively applied in modern pedagogy. For instance, the experience of ancient rhetorical schools serves as an important methodological basis for developing students’ speech culture, logical thinking, and debate skills. Moreover, Cicero described the orator as a “well-rounded individual,” emphasizing the unity of knowledge and morality. This approach aligns with the principles of competency-based education in contemporary pedagogy. CONCLUSION: the theory and practice of oratory developed by philosophers of the ancient world constitute an important scientific resource for modern pedagogy. They substantiated the close relationship between speech culture, logical thinking, and moral education. The integration of ancient rhetorical heritage into modern education contributes to the development of students’ communicative competence, critical thinking, and speech culture.
ResearcherUz