HISTORICAL AND PEDAGOGICAL EVOLUTION OF THE PRINCIPLES OF SPIRITUAL AND MORAL EDUCATION IN THE AVESTA AND THEIR CONTINUITY WITH MODERN EDUCATION
Keywords:
Avesta, Zoroastrianism, spiritual and moral education, historical and pedagogical evolution, good thoughts, good words, good deeds, asha, pedagogical heritage, modern education.Abstract
In domestic studies devoted to the educational heritage of the Avesta, moral
principles are often described as a fixed set of virtues, while their connection with modern
education is asserted without sufficient evidence. This article examines the historical and
pedagogical evolution of the spiritual and moral principles of the Avesta and their
continuity with modern education through historical-pedagogical, source-critical,
comparative-historical analysis, and conceptual modeling methods. A four-stage
analytical framework is proposed that takes into account the historical layers of the text
and distinguishes the original meanings of the principles of good thoughts, good words,
and good deeds, asha, and attitudes toward labor and nature from their modern
pedagogical interpretations. As a result, an original five-dimensional model is developed
to differentiate the content of historical sources, pedagogical interpretation, and practical
application, while also establishing the limitations of each comparison. The findings can
be applied in courses on the history of pedagogy, educational theory, and the subject of
“Tarbiya” (Moral Education).
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