THE PURPOSE AND SUBJECT OF CONFLICT SITUATIONS IN PEDAGOGY

Dekabr, 2025-Yil 226 THE PURPOSE AND SUBJECT OF CONFLICT SITUATIONS IN PEDAGOGY Matjanov Aman Jarilkapovich PhD in History, Associate Professor at Karakalpak State University. Uzakbergenov Axmet Sharafatdin ulı Student of Karakalpak State University. Xojanazarov Ajiniyaz Baxtıyarovich Student of Karakalpak State University. Maksetbayeva Gulistan Uderbay qızı Student of Karakalpak State University. https://doi.org/10.5281/zenodo.18010729 Abstract. This study provides a theoretical in-depth analysis of the essence of conflict situations that arise in the pedagogical process, their purpose and subject. Conflicts in the educational environment are interpreted as a complex phenomenon that is formed in the system of socio-psychological relations between the teacher, students and other educational subjects. The research process is based on the fact that pedagogical conflicts are not only a negative situation, but also a factor that serves the development of the individual, the improvement of the educational process and the strengthening of pedagogical reflection. The purpose of conflicts in the learning process is revealed as a multifaceted process related to the protection of the needs, interests and positions of the subjects, and their subject is revealed through real or subjectively perceived issues that cause the conflict. Keywords: Pedagogical conflict, educational process, conflict goal, conflict subject, interpersonal relationships, pedagogical communication, educational process, sociopsychological conflict, conflict management, pedagogical environment. Introduction The pedagogical process, as a complex socio-psychological system, is characterized by the fact that it has always been a field of various contradictions, conflicts of interests and subjective relations. The system of relations that is formed between the teacher, student, parents and the administration of the educational institution in the process of education and upbringing is dynamic by its nature, and the emergence of disagreements and conflict situations in it is inevitable. In pedagogy, conflict situations are manifested as socio-psychological phenomena that arise precisely in this complex system of relations, and their scientific analysis is one of the important tasks of pedagogical science. From a pedagogical point of view, the concept of conflict is interpreted not only as a negative phenomenon, but also as a source of development, change and renewal. Therefore, the issue of the purpose and subject of conflict situations in pedagogy requires in-depth study from a theoretical and practical perspective. Pedagogical conflicts, by their nature, arise as a result of a clash of opposing positions, needs, values, or methods of activity between educational subjects. These conflicts are often associated with personal characteristics, incompatibility of pedagogical methods of influence, a sense of injustice in assessment, disciplinary requirements, or communicative problems. Interpreting conflict situations only as a malfunction in the pedagogical process is a one-sided approach, and modern pedagogical theory sees conflict as a natural element of the educational environment. Dekabr, 2025-Yil 227 Because any progress occurs through the elimination of contradictions, and conflicts play an important functional role in this process. The issue of determining the purpose of conflict situations in pedagogy is closely related to understanding the deep essence of this phenomenon. The purpose of the conflict is often aimed at protecting the interests of subjects, consciously or unconsciously, strengthening their position, restoring justice, or restoring psychological balance. The student's resistance behavior in the educational process is often due to the need to strive for independence, defend his opinion, or attract attention. From the teacher's point of view, a conflict situation often serves the goals of maintaining discipline, ensuring the quality of education, and increasing the effectiveness of educational influence. In this sense, the purpose of pedagogical conflicts is not one-sided, but multifaceted and complex systemic in nature. The hidden goals of pedagogical conflicts are often not openly manifested, which further complicates their analysis. In pedagogy, the subject of conflict situations determines the immediate substantive basis of this phenomenon. The subject of conflict can be understood as a real or subjectively perceived issue, situation or result of activity that causes conflict between educational subjects. Pedagogical conflicts can be an assessment system, disciplinary requirements, teaching methods, personal relationships, distribution of roles or rules in an educational institution. A clear definition of the subject serves to correctly analyze the conflict and develop a strategy for its effective resolution. In many cases, the subject of pedagogical conflicts and its causes are confused. If the cause represents a set of factors that provoked the emergence of the conflict, the subject indicates the issue on which the conflict arose. The purpose and subject of pedagogical conflicts are inextricably linked and appear as complementary categories. If the purpose expresses the subjective direction of the conflict, the subject reflects its objective content. The interaction of these two components in the educational process determines the dynamics of the development of the conflict. If the subject of the conflict is clear and understandable, it is easier to understand its purpose, and this increases the possibility of finding a constructive solution. On the contrary, if the subject is incomprehensible or misunderstood, the conflict can deepen and become destructive. The social significance of pedagogical conflicts is also manifested precisely in connection with their purpose and subject. Properly managed conflicts serve to improve interpersonal relations, democratize the pedagogical process, and strengthen mutual understanding between educational subjects. Such conflicts enrich pedagogical experience, enhance the teacher's professional reflection, and develop students' socio-psychological competencies. In this sense, conflict should be viewed not only as a problem, but also as a pedagogical opportunity. The purpose of pedagogical conflicts often changes depending on the stages of development. If at the initial stage the goal is more related to expressing one's position or expressing an objection, then at later stages the desire to gain an advantage, change the opinion of the opposing party, or resolve the situation in one's favor increases. If the conflict is managed in a constructive direction, the ultimate goal is to achieve mutual agreement, normalize relations, and increase the effectiveness of the pedagogical process. Otherwise, the conflict can take a destructive form, leading to psychological tension, distrust, and deterioration of the pedagogical environment. In pedagogy, the subject of conflict situations is often formed at the intersection of normative and personal factors. Dekabr, 2025-Yil 228 The subject of conflict arises when the rules, standards, and requirements existing in the education system collide with personal needs and individual characteristics. An example of this is the conflict between the student's desire for free self-expression and disciplinary restrictions, or the inconsistency between the teacher's methodological views and the students' learning styles. These conflicts are an integral part of the pedagogical process, and it is important not to deny them, but to manage them scientifically. The analysis of pedagogical conflicts shows that their purpose and subject are often not directly expressed and require high professional sensitivity and psychological knowledge from the teacher. The teacher should pay attention not to the external appearance of the conflict, but to its internal essence, and strive to understand the real needs and interests of the subjects. Only then can a conflict situation become a factor in pedagogical development. In the process of in-depth analysis of pedagogical conflicts, the issue of the influence of their purpose and subject on the development of the personality is of particular importance. Since the educational process is a complex social phenomenon aimed at the formation of the personality, each conflict that arises in it has a direct or indirect educational value. In conflict situations, behavioral strategies of subjects, their attitude to the problem, and decision-making styles are manifested. In this regard, the purpose of pedagogical conflicts can serve not only to resolve the situation, but also to serve personal growth, social experience, and the development of reflective thinking. If the teacher can correctly understand the internal content of the conflict, he can effectively organize the educational process. The theme of pedagogical conflicts is often clearly manifested in issues related to the roles and powers between the teacher and the student. In the educational process, the teacher, as a leading subject, performs the functions of imparting knowledge, control, and evaluation, while the student appears as a receiver and active participant in this process. Incorrect perception or overly harsh interpretation of these roles leads to the emergence of the theme of conflict. For example, the teacher's authoritarian style of work can limit the student's need for personal freedom, which intensifies the conflict. Although the subject of the conflict may appear to be a matter of discipline from the outside, its inner essence is related to the need for personal respect and self-expression. The purpose of pedagogical conflicts is often not consciously understood, but gradually becomes clear in the process of their development. At the initial stage, the conflict often manifests itself as an emotional reaction, and the subjects cannot fully understand the true purpose of their actions. Over time, the purpose of the conflict becomes clear, and the parties try to justify their positions. From a pedagogical point of view, it is at this stage that there is an opportunity to turn the conflict into a constructive direction. If the teacher identifies the purpose of the conflict and analyzes it in relation to its subject, he will have the opportunity to solve the problem as an educational task. The subject of pedagogical conflicts is often closely related to communicative processes. Misunderstanding, lack of sufficient clarity, or the wrong choice of emotional tone create the basis for the emergence of conflict. Conclusion The educational power of words in the educational process is enormous, and each phrase of the teacher can affect the personal dignity of the student. Dekabr, 2025-Yil 229 Therefore, the topic of pedagogical conflicts is often associated with the forms of expression, the style of criticism or the culture of communication in the assessment process. Failure to take these aspects into account can deepen the conflict and create a negative psychological background in the pedagogical environment. 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