R\u00dcF\u018fT L\u018fT\u0130F O\u011eLU H\u00dcSEYNZAD\u018f ADPU-nun \u00dcmumi Pedaqogika kafedras\u0131n\u0131n professoru, pedaqoji elml\u0259r doktoru, \u018fm\u0259kdar M\u00fc\u0259llim. E:mail: prof.rufat@gmail.com Orcid: 0000-0002-8558-5858<\/p>\n\n\n\n
Abstract<\/strong><\/p>\n\n\n\n Academician Huseyn Ahmadov occupies a distinguished place in the history of Azerbaijani pedagogical science through his extensive research, academic achievements, and contributions to the development of educational thought. Although numerous studies have examined his scholarly legacy, comparatively little attention has been paid to his close relationship with the scientific and pedagogical environment of Nakhchivan. This article explores Huseyn Ahmadov’s role in the formation and development of Nakhchivan’s educational and academic traditions, emphasizing his contribution to teacher education, the study of the history of schools, and the advancement of pedagogical research in the region. The study examines his academic cooperation with Nakhchivan State University, his lectures on the history of Azerbaijani schools and pedagogical thought, and his influence on the preparation of scientific and pedagogical personnel. Particular attention is devoted to his research on the educational heritage of Nakhchivan from ancient times to the nineteenth and twentieth centuries. For a systematic analysis, Huseyn Ahmadov’s relationship with the scientific and pedagogical environment of Nakhchivan is examined through four major stages, reflecting different dimensions of his scholarly and educational activities. The findings demonstrate that his work made a significant contribution to preserving the pedagogical heritage of Nakhchivan, enriching historical-pedagogical research, and strengthening the development of educational science in Azerbaijan.<\/p>\n\n\n\n Introduction<\/strong><\/p>\n\n\n\n Academician Huseyn Ahmadov occupies a distinguished position in the history of Azerbaijani pedagogical science due to his extensive scholarly contributions to the study of education, the history of pedagogical thought, and teacher training. His scientific heritage has been widely recognized by researchers; however, one important aspect of his academic activity has received comparatively limited attention\u2014his close relationship with the scientific and pedagogical environment of Nakhchivan. Throughout his academic career, Huseyn Ahmadov maintained active cooperation with Nakhchivan State University and made significant contributions to the development of educational research and teacher education in the region.<\/p>\n\n\n\n Born on 17 July 1926 in Tokhluja village of the Krasnoselo (Chambarak) district of Western Azerbaijan, Huseyn Ahmadov received his early education under the guidance of his grandfather before continuing his studies in different educational institutions in present-day Armenia, Ganja, and Baku. Through continuous academic advancement, he earned the highest scientific qualifications, becoming a Doctor of Sciences, Professor, and Academician. His broad scholarly interests included the history of Azerbaijani education, pedagogical thought, and the development of educational institutions, areas in which he became one of the country’s leading authorities.<\/p>\n\n\n\n An important part of Ahmadov’s scientific and pedagogical activity was devoted to Nakhchivan. He regularly delivered lectures at Nakhchivan State University on the history of Azerbaijani schools and pedagogical thought, participated in the preparation of scientific and pedagogical personnel, and made valuable contributions to the study of the history of schools and education in Nakhchivan. His research paid particular attention to the educational and pedagogical heritage of the region from ancient and early medieval periods to the nineteenth and twentieth centuries, thereby enriching the historiography of Azerbaijani education.<\/p>\n\n\n\n The purpose of this article is to examine Huseyn Ahmadov’s contribution to the scientific and pedagogical development of Nakhchivan. For a more systematic analysis, his relationship with the region is discussed in four major areas: his role in teacher education in Nakhchivan, his contribution to the preparation of scientific personnel, his research on the history of Nakhchivan schools, and his studies on the history of education and pedagogical thought in Nakhchivan.<\/p>\n\n\n\n Main part.<\/strong> Huseyn Ahmadov’s relationship with the scientific and pedagogical environment of Nakhchivan can be examined in four major dimensions:<\/p>\n\n\n\n Although the principal focus of Huseyn Ahmadov’s scholarly research was the history of nineteenth-century Azerbaijani schools and pedagogical thought, his academic works covered almost every historical stage of Azerbaijan’s educational development. His studies comprehensively examined the educational and pedagogical heritage of the ancient, medieval, modern, and contemporary periods. Through numerous monographs and scientific publications, he introduced original historical evidence and revealed many valuable pedagogical facts that significantly enriched the historiography of Azerbaijani education.<\/p>\n\n\n\n The importance of studying the history of education has also been emphasized by the national leadership of Azerbaijan. National Leader Heydar Aliyev repeatedly stressed that every stage of the country’s educational history constitutes an invaluable part of the nation’s cultural heritage and should be carefully studied and preserved. Likewise, President Ilham Aliyev has highlighted that the history of Azerbaijani education is rich in achievements that serve as a source of national pride and contribute to strengthening historical consciousness and national identity.<\/p>\n\n\n\n One of Huseyn Ahmadov’s most significant contributions was his initiative to develop the special university course «History of Azerbaijani Schools and Pedagogical Thought» during the 1970s. Introducing this course into higher education curricula was far from straightforward. At a time when Soviet educational policy largely discouraged independent research into national history and cultural heritage, the proposal to study the historical development of Azerbaijani schools and indigenous pedagogical thought encountered considerable ideological and administrative obstacles. Various procedural requirements, pilot implementations, and experimental teaching stages were imposed before the course could receive official recognition.<\/p>\n\n\n\n For these reasons, the ancient land of Nakhchivan, renowned for its commitment to preserving historical traditions and national-spiritual values, became the first region in which this course was experimentally introduced and taught. This decision was not accidental. According to historical studies and available scholarly sources, Nakhchivan occupies a unique place in the history of education. Some researchers associate the earliest educational center, referred to as «Skale,» with the Gamigaya cultural complex in Nakhchivan. The term Skale<\/em>, derived from the Latin language, has been interpreted as referring to spiritual development, gradual education, or successive stages of learning. This interpretation symbolically reflects the concept of education as a progressive process of intellectual and moral development. Although such interpretations primarily belong to historical-pedagogical scholarship, they further emphasize the exceptional significance attributed to Nakhchivan in discussions of the origins and historical evolution of education in Azerbaijan.<\/p>\n\n\n\n The selection of Nakhchivan as the first place for teaching and discussing the history of Azerbaijani schools and pedagogical thought was a natural consequence of the region’s rich historical traditions and its enduring commitment to preserving national and cultural values. It was within this intellectual environment that the proposed curriculum and the special university course received its first academic evaluation, gaining the support of local scholars and educators who recognized its scientific and pedagogical significance. Following its successful implementation in Nakhchivan, the program was gradually introduced into other pedagogical higher education institutions throughout Azerbaijan.<\/p>\n\n\n\n During the 1970s, Huseyn Ahmadov was invited to the Yusif Mammadaliyev Nakhchivan State Pedagogical Institute (currently Nakhchivan State University) to deliver lectures on the course History of Azerbaijani Schools and Pedagogical Thought. For several years, he taught this subject while simultaneously conducting research on the history of educational institutions in Nakhchivan. The curriculum was first implemented and tested at this institution before being introduced at other pedagogical universities in Azerbaijan and later at the A. S. Pushkin Tbilisi Pedagogical Institute, where it also underwent further academic evaluation and practical application.<\/p>\n\n\n\n Covering the historical development of education in Azerbaijan from ancient times to the modern era, the course provided a systematic examination of the emergence and evolution of schools, educational traditions, and the pedagogical ideas of prominent educators and intellectuals. It became one of the first comprehensive academic frameworks for studying the history of Azerbaijani education and pedagogical thought and continues to serve as an important reference in teacher education.<\/p>\n\n\n\n The introduction of this curriculum stimulated extensive historical-pedagogical research. Building upon its conceptual framework, numerous scholars produced monographs, scientific publications, and doctoral dissertations devoted to the history of education and pedagogical thought in Azerbaijan. Owing to its importance in preparing competent and professionally qualified teachers, the curriculum was repeatedly revised and expanded. Updated editions were published in 1984, 1992, 1996, and 2010, reflecting new historical evidence, methodological developments, and changing educational priorities.<\/p>\n\n\n\n The revised versions of the curriculum introduced new perspectives on the history of Azerbaijani schools, education, and pedagogical thought, particularly in light of the country’s independence and the emergence of modern pedagogical approaches. These developments ultimately culminated in the publication of Huseyn Ahmadov’s textbook History of Azerbaijani Schools and Pedagogical Thought in 2014, which remains one of the principal academic resources in this field [1].<\/p>\n\n\n\n Today, the curriculum has become firmly established in pedagogical universities and teacher education colleges across Azerbaijan. In particular, it occupies an important place within the Department of General Pedagogy of Azerbaijan State Pedagogical University, where, under the leadership of Associate Professor Farida Khudiyeva, the history of education and pedagogical thought is successfully taught as a fundamental component of the Pedagogy curriculum. The most recent revisions of the program reflect an independent national perspective on Azerbaijan’s educational heritage, incorporating contemporary pedagogical thinking and responding to the evolving requirements of modern teacher education.<\/p>\n\n\n\n Huseyn Ahmadov did not limit his activities in Nakhchivan to teaching and researching the history of Azerbaijani schools and pedagogical thought. Equally important was his effort to disseminate the results of his research and translate them into educational practice. To facilitate the teaching of this subject and promote its wider adoption in higher education, he prepared textbooks and teaching materials that made the discipline more accessible to students and educators. These achievements reflected not only his many years of scholarly dedication, initiative, and academic perseverance but also his deep commitment to preserving Azerbaijan’s national educational heritage.<\/p>\n\n\n\n Ahmadov’s proposal in the 1970s to introduce the systematic study of the history of Azerbaijani schools and pedagogical thought represented an important milestone in the development of national pedagogical science. Despite the ideological restrictions of the Soviet period, he successfully established this academic field, and by the 1990s the course had become an integral component of teacher education programs throughout Azerbaijan. This achievement is widely regarded as one of the most significant contributions of his scientific and pedagogical career [1].<\/p>\n\n\n\n In addition to his scholarly work, Huseyn Ahmadov made a substantial contribution to the preparation of pedagogical and scientific personnel, both in Azerbaijan generally and in the Nakhchivan Autonomous Republic in particular. As a respected scholar with extensive expertise in pedagogy, he supervised doctoral research, served as scientific consultant and official opponent for numerous dissertations, and provided valuable academic guidance to young researchers. Many scholars from Nakhchivan obtained their academic degrees with his support and mentorship, thereby contributing to the further development of educational science in the region.<\/p>\n\n\n\n One notable example of his scholarly mentorship was his role as the first official opponent of Rufat Huseynzade’s doctoral dissertation entitled School and Pedagogical Thought in Azerbaijan during the Early Middle Ages (Seventh\u2013Eleventh Centuries)<\/em>. In his official review, Ahmadov emphasized that although the history of Azerbaijani pedagogical thought from the twelfth century onward had been studied to some extent, the earlier period — particularly the seventh to eleventh centuries — had remained largely unexplored. He described the dissertation as an original, highly relevant, and scientifically significant contribution that successfully filled an important gap in the historiography of Azerbaijani pedagogical thought. Ahmadov further noted that the research possessed considerable theoretical and practical value and substantially enriched the study of the history of education in Azerbaijan [2]<\/strong>.<\/p>\n\n\n\n The successful completion of this research was supported by the author’s extensive family archive and scholarly resources inherited from his father, Latif Huseynzade, a distinguished educator, orientalist, literary scholar, and recipient of the Istiglal<\/em> Order. Having lived through four different political periods\u2014Imperial Russia, the Azerbaijan Democratic Republic, the Soviet Union, and independent Azerbaijan — Latif Huseynzade possessed an exceptional educational background that combined traditional Islamic education with modern secular schooling. His personal library, rare manuscripts, historical documents on education, and valuable guidance created favorable conditions for conducting research on the educational and pedagogical heritage of ancient and medieval Azerbaijan.<\/p>\n\n\n\n Ahmadov also supervised numerous studies devoted to the theoretical foundations of pedagogy, including educational theory, didactics, and moral education. The research conducted under his supervision introduced important theoretical and practical innovations that contributed to the further development of pedagogical science in Azerbaijan.<\/p>\n\n\n\n Another important aspect of Ahmadov’s scholarly activity was his research on the history of schools. He devoted particular attention to documenting the histories of educational institutions with long historical traditions. Following his studies on schools such as the 100-Year-Old Yukhari Salahli Village School, the 100-Year-Old Garghabazar School, the 100-Year-Old Vandam School, and the 150-Year-Old Sheki School, he also conducted comprehensive research on the educational heritage of Nakhchivan. His article «The 170-Year-Old Nakhchivan School» represented a significant contribution to the historiography of Azerbaijani education by documenting the historical development of one of the country’s oldest educational institutions. In this work, Ahmadov emphasized that the pace of educational development in the Nakhchivan Autonomous Republic was among the highest in the region, reflecting the growing importance attached to education in independent Azerbaijan [1].<\/p>\n\n\n\n The activities of the Gori Teachers’ Seminary in preparing pedagogical personnel occupied an important place in Huseyn Ahmadov’s research. Together with the distinguished educator and psychologist, Associate Professor Latif Huseynzade, recipient of the Istiglal Order and the honorary title Honored Teacher, as well as Academician Huseyn Ahmadov and Professor Abdul Alizadeh, he contributed to scholarly discussions on the historical role of the Seminary in teacher education. To commemorate the 100th anniversary of the Gori Teachers’ Seminary, a major scientific conference was organized in 1979, highlighting the institution’s exceptional contribution to the development of Azerbaijani education.<\/p>\n\n\n\n The graduates of the Gori Teachers’ Seminary from Nakhchivan were of particular interest to Huseyn Ahmadov. Although he had already published detailed studies on several of these educators, he was convinced that many important personalities had not yet been identified or adequately researched. He therefore encouraged further archival investigations into this subject. Subsequent research conducted in archival collections, including the archives of the Azerbaijan Education Museum and various memoirs and historical documents, led to the identification of numerous previously overlooked graduates and provided valuable new information about their educational and professional activities.<\/p>\n\n\n\n These investigations confirmed that among the Seminary’s graduates from Nakhchivan were Mirza Alimammad Khalilov, Mirza Alakbar Suleymanov, Alasgar Sheikhhasanov, Jalil Mammadguluzadeh, Heydar Muradasilov, Mirza Abulgasim Sultanov, Alakbar Mammadkhanov, Karimbey Asad oglu Ismayilov, Mahammadali Sidqi Safarov (son of M. T. Sidqi), Alirza Rasizadeh (brother of Huseyn Javid), Rahim Kazimbeyov, Mahammadhuseyn Mirza Tagi oglu Khalilov, Khalil Ismayil oglu Hajilarov, Alakbar Tagi oglu Abbasov (Alakbar Garib), Ali Sabri Gasimov, and Gurban Hasanov. The identification and documentation of these educators further demonstrated Ahmadov’s enduring commitment to investigating Nakhchivan’s educational heritage and preserving its historical legacy.<\/p>\n\n\n\n Huseyn Ahmadov’s outstanding scholarly achievements received both national and international recognition. In 1998, he was awarded the Jan Amos Comenius Grand Gold Medal of the International Academy of Pedagogical Sciences for his significant contributions to pedagogical research and the preparation of scientific and teaching personnel. In 1999, he was elected a Foreign Member of the Russian Academy of Education, and in 2005, he received the Golden Medal «Service to the Turkic World» from the International Academy of Sciences for Turkic World Studies. Earlier, he had been awarded the honorary titles Excellent Educator of the Azerbaijan SSR (1973), Excellent Educator of the USSR (1977), the Honorary Diploma of the Supreme Soviet of the Azerbaijan SSR, and Honored Higher School Worker of the Azerbaijan SSR (1981). Since 2007, he had also been a recipient of the Presidential Scholarship of the Republic of Azerbaijan and was recognized as a veteran of both labor and war.<\/p>\n\n\n\n Ahmadov’s scholarly legacy is exceptionally rich. He was one of the principal contributors to the monumental work Anthology of Azerbaijani Pedagogical Thought, published in Moscow, as well as to Volumes I and IV of the multi-volume publication Essays on the History of Schools and Pedagogical Thought of the Peoples of the USSR (Moscow, 1989, 1991), the two-volume Russian Pedagogical Encyclopedia, and Volumes IV\u2013X of the Azerbaijan Soviet Encyclopedia. Throughout his academic career, he authored nearly 500 monographs, books, textbooks, teaching manuals, methodological publications, and scientific articles, many of which were published in Azerbaijani, Russian, English, Turkish, Georgian, and Uzbek.<\/p>\n\n\n\n Today, Huseyn Ahmadov is remembered as one of Azerbaijan’s most distinguished educational scholars and respected university teachers. His life, scientific achievements, research fields, and academic school have been comprehensively documented by Professor Farrukh Rustamov in the book Academician Huseyn Ahmadov and His Disciples<\/em> [2]. Professor Rustamov has also compiled Ahmadov’s bibliography, systematized his scientific and methodological publications, documented the dissertations he supervised or officially reviewed, and authored numerous studies devoted to his scholarly legacy. Furthermore, he served as the principal organizer of several academic events dedicated to Ahmadov, including the international scientific conference commemorating the 100th anniversary of the Academician’s birth [3].<\/p>\n\n\n\n Academician Huseyn Ahmadov devoted his entire professional life to the education of younger generations in the spirit of national and moral values, to the study of the history of Azerbaijani schools and pedagogical thought, and to the preparation of highly qualified teachers and educational researchers. Rising from the profession of a primary school teacher to the highest academic rank of Academician, he left an enduring legacy through his scientific works, pedagogical activity, and dedicated service to Azerbaijani education. He passed away on 4 April 2020, leaving a profound and lasting impact on the development of pedagogical science in Azerbaijan.<\/p>\n\n\n\n Conclusion<\/strong><\/p>\n\n\n\n Academician Huseyn Ahmadov made an outstanding contribution not only to the development of Azerbaijani pedagogical science but also to the formation and advancement of the scientific and pedagogical environment of Nakhchivan. His long-standing cooperation with Nakhchivan State University, active participation in the preparation of pedagogical and scientific personnel, and extensive research on the history of schools, education, and pedagogical thought significantly enriched the historiography of Azerbaijani education and strengthened teacher education in the region.<\/p>\n\n\n\n The study demonstrates that Ahmadov’s scholarly legacy extends beyond his numerous publications and research projects. His initiative in introducing the systematic study of the history of Azerbaijani schools and pedagogical thought into higher education laid the foundation for a new academic field that continues to play an important role in teacher education today. His mentorship of young researchers and his support for historical-pedagogical studies also contributed to the emergence of a new generation of educational scholars, particularly in Nakhchivan.<\/p>\n\n\n\n In conclusion, Huseyn Ahmadov’s scientific, pedagogical, and organizational activities have left a lasting impact on the development of educational science in Azerbaijan. His work remains an important source for researchers studying the history of education and pedagogical thought, while his contribution to the scientific and pedagogical development of Nakhchivan constitutes a significant part of his enduring academic legacy.<\/p>\n\n\n\n References<\/strong><\/p>\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" R\u00dcF\u018fT L\u018fT\u0130F O\u011eLU H\u00dcSEYNZAD\u018f ADPU-nun \u00dcmumi Pedaqogika kafedras\u0131n\u0131n professoru, pedaqoji elml\u0259r doktoru, \u018fm\u0259kdar M\u00fc\u0259llim. 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