Love Of Knowledge Research Articles

The Educational Context In The Literature Of Ibn Al-Muqaffa Through His Book Al-Adab Al-Saghir/ السياق التربوي في أدب ابْنِ الْمُقَفَّع من خلال كتابه الْأدب الصغير

The purpose of this study is to analyze the contents of the book "Al-Adab Al-Shaghir" by the author Abdullah Ibn Al-Muqaffa, and identify the educational context of the texts of this book. This study uses an inductive approach to extrapolate Arabic texts and extract research materials and descriptive-analytical (content analysis) To analyze. The author focuses on social behavior and discusses topics including the importance of self-discipline and self-control and the importance of friendship and positive social relationships. It also emphasizes ethical behavior and the importance of moral values, personal relationships, and social responsibility. He discusses educational issues with reason, wisdom, and literature, which increases the influence of his philosophy on readers and contributes to establishing educational values in society. The study results also show that the content and values of education, the most prominent of which are the love of knowledge, choosing good friends, Honesty and integrity, and their role in encouraging personal and social growth, Self-awareness, and self-control. This book contains many rhetorical methods with the educational implication that a wise person must be at odds with himself and judge himself. Among the most prominent educational means in Ibn al-Muqaffa's texts are education by example, the need for ethics and discipline (education) and its role in the context of watering the mind, and developing society to benefit from these contents in raising children in the current era, and it is recommended that these values need to be included in educational books so that pre-university students can contribute to instilling values and purifying the minds of the younger generation.

Re-examining Tarbiyah Nabawi as a Preventive Step for the Dangers of Pluralism in the World of Education

Islam came with the spirit of scientific progress for mankind. The Prophet Muhammad SAW as the bearer of the Islamic message with his tarbiyah system which emphasized faith, love of knowledge, beauty of morals and role models succeeded in bringing a nation that was previously left behind to become an advanced nation and become the center of scientific civilization. However, unfortunately this glory is only a memory, because Muslims themselves are starting to abandon their teachings and have forgotten the concepts established by their Prophet. Now Muslims are again facing new challenges with the emergence of pluralism which is felt to have invaded the world of education. This understanding of pluralism is certainly dangerous for the young generation of Muslims, because this understanding of pluralism instills the teachings of relativism, gives a wrong understanding of tolerance, and dwarfs Islamic law. So to fight this pluralism, it is necessary to re-implement the Nabawiyah tarbiyah concept in the education system. Because the main root of this pluralism is Muslims' ignorance of the true teachings of Islam, so they are easily influenced by outside whispers.

Integration of Religious Character Education Values of Santri at Dayah (Pesantren)

This research aims to provide a description, analysis, and interpretation of the values and integration of religious character education values of santri at Dayah Ummul Ayman Samalanga Bireuen Aceh. Based on the research questions, the method used is a qualitative approach with a case study design. The research locus was chosen at Dayah Ummul Ayman Samalanga Bireuen Aceh, and the research sample consisted of santri and teachers at the dayah. The sampling technique used was purposive and snowball sampling. Data collection was conducted through observation, in-depth interviews, and documentation. Data were analyzed using the Miles and Huberman Interactive Qualitative Analysis Technique. The Miles and Huberman Interactive Qualitative Analysis Technique was performed by collecting data, displaying data, condensing data, and then drawing conclusions. The analyzed data were verified for their truth and validity through triangulation. The results of the study indicate that the religious character education values found are piety, earnestness, patience, courtesy, honesty, love of knowledge, and simplicity. The integration of religious character education values of santri is applied in the vision and mission of the dayah, in the dayah curriculum, and in dayah learning. These religious character values have implications for improving understanding and practice of religious values, shaping characters that are honest, patient, and polite, and encouraging earnestness and concern in activities.

Plato’s Theaetetus end logos of the digital humanities

The specifics of the humanities are the study of the human and its offspring, already recalled by Socrates in the “Theaetetus”. The dialogue marks a substantial shift in Plato — the discovery to be attributed to Wincenty Lutosławski, the author of the chronology of Plato’s works — that is, from pre-existent and transcendental ideas to the categories of reason, from philosophy as the “love of wisdom” to the “love of knowledge”. Thus, contrary to the widely held view of the so-called lack of the definition of knowledge in the “Theaetetus”, I argue that the quest for knowledge refers to the logic of thinking — the theme related to Charles S. Peirce’s logic of discovery and still distinct from “technology” — and provides the constitution of the humanities of the information and communication age as the digital humanities.

التربية الشخصية في تعليم اللغة العربية في المدرسة الثانوية الحكومية الخامسة غونونج كيدول

Seeing the news circulating, many moral crises still occur in Schools. One solution is to apply character education in learning. Then the purpose of this study is to discover how the process of learning Arabic in The State Islamic Junior High School Five GunungKidul. This type of research is qualitative research with a descriptive method. The source of the data from this study is the subject of valid and relevant data with data collection techniques in the form of interviews with Arabic teachers, principals, and students, then observation by direct observation. Data analysis conducted by researchers includes four steps namely data collection, data reduction, data exposure, and conclusions. The results of this study are that the teacher’s strategy in instilling character education in the learning process is divided into three activities namely preliminary activities, core activities, and finally closing activities. While the forms of character values in learning Arabic are religion, discipline, honesty, responsible, critical thinking and cooperation, curiosity, never giving up, conscientiousness, care, confidence, healthy lifestyle, politeness, love of knowledge, and creativity.

The Study of Speech Acts in Pakistani Universities’ Vice Chancellors’ Messages: A Pragmatic Lens

This research aims to explore the manners Pakistani educational leaders/Vice Chancellors perform actions through language in their messages in the educational context. Furthermore, VCs of universities promote education and motivate students to get education reflecting their aims and strategies to infuse positivity and love for knowledge along with responsibility for the country’s progress in their blood. Moreover, this is significant for decoding their messages in an educational context because this inspires the learners. This is a mixed-method inquiry, primary data in the form of VC messages is selected from the official websites of Pakistani universities and analyzed under The Speech Act Theory (Searle, 1969). The findings reveal three types of speech acts in their messages. The percentages of these speech acts are representative (40%), commissive (36%) and Expressive (24%). These speech acts interact with the context and give the intended meaning. Thus, Pakistani Universities’ vice-chancellors in their messages perform representative commissive and expressive speech acts to promote education and to motivate students for the future another function is the role of these speech acts in the promotion of universities to increase the admission ratio.

Using Morphological and Etymological Approaches In Teaching Foreign Language

Etymology is the study of the history of the form of words and, by extension, the origin and evolution of their semantic meaning across time. It is a subfield of historical linguistics, and draws upon comparative semantics, morphology, semiotics, and phonetics. Etymology refers to the origin or derivation of a word.(also known as a lexical change) Etymology is important in teaching because it gives both the teacher and the learner the ability to understand the interconnectedness of history with language. Understanding the interconnectedness of words with each other and the way that words have brought people together and divided them over the centuries has distinctive effects on a pedagogical process. Etymology is the key that unlocks both knowledge and a love of knowledge. Many English learners have their first language as one that is a Latin-based Romance language as Spanish. Many others have a language that is commonly spoken in that is also a Latin-based language. When we teach vocabulary, including the etymology of the word makes it much more likely that our students who are learning English will understand the word better and more quickly. Even students who are not native speakers of a Latin-based language can still benefit from etymology because etymology is the ultimate two-for-one special. When you know one prefix, you probably get access to dozens or even hundreds of applications of that prefix. In this way, etymology becomes somewhat like a master key where, by teaching a single definition we unlock that word, but by teaching the etymology, we unlock many. With etymology, learners start to understand the interconnectedness of language and culture, as well as the interconnectedness of history with language. They had better understand the interconnectedness of words with each other and the way that words have brought people together and divided them over the centuries. Morphology is the study of the internal structure of words and forms a core part of linguistic study today. The term (morphology ) is Greek and is a make-up of morph-meaning “shape, form’”, and –ology which means “ the study of something”. For English teachers, etymology is a threshold concept, alongside its linguistic brother morphology (morphology being the study of forms of words, including prefixes, root words and suffixes, etc.), Many methodologists and teachers do believe that knowledge of etymology facilitates the guessing, recognizing, understanding, and remembering the meanings of words and that this approach is the very heart of word study. The paper presented the use of morphological and etymological approach in teaching foreign language.

Islamic Intellectual Movement Patterns

The occurrence of cultural contact between the West and East awakens Muslims, depending on the problems that arise and are faced by the intellects in a country, so that the forms of scientific movement patterns that can not be respected from social, economic, and social backgrounds. politics and religion that surrounds it. Its role globally is recorded neatly in gold ink in many pages of history. Under Islamic control, his views on ideological independence and his attitude towards the rules of life were very clear, which was marked by syumuliah (universality) because he was indeed handed down as a living system. The long journey of intellectuals and works that have been carved by Indonesian scholars is an invaluable source of information in exploring their thinking models when facing the development of the situation and the demands of their times. It seems interesting to examine the implications of their thinking on the dynamics of contemporary Islamic thought and modernization. Most of them have created educational models that are unique and interesting and remain relevant at all times. How do the scholars who have specialized themselves to study and teach their knowledge, have a high enthusiasm to continue the legacy of the Prophets to all Muslims without knowing the territorial boundaries. The love of knowledge, the struggle to gain knowledge, and their preservation of knowledge are exemplary for Muslims today. On knowledge is also able to deliver to become a great figure throughout the ages who leave traces (atsar) that are good for the next generation. This paper seeks to explore the patterns used by Muslim intellectuals in the history of Islam of the various movements used in facing challenges.

The circular insanity of philosophy: an aesthetic vision

A long tradition, whose echo is still perceptible in some contemporary reflections, combines philosophy and melancholy, often indentifying melancholy as the beginning of philosophy. But rereading the Freud’s Mourning and Melancholia, the «circular insanity» shows two sides, depressive and maniac. Once the double nature of the «circular insanity» has been taken into consideration, it can be reiterated that melancholy is connected to philosophy not only with regard of its beginning but also to its (temporary) end, approached through Wittgenstein's reflection on the miracle and the mystical as the extinction of the philosophical question. In this perspective, the whole cycle of philosophy, from its depressive beginning to its maniacal outcome, undergoes an aesthetic consideration, in which what is more important is the how of experience rather than its what. Finally, the aesthetic point of view on the connection between melancholy and philosophy makes it possible to reconsider the very status of that research that presents itself as 'love of knowledge'.

The Habitualization of Religious Values in Character Education at the Ulin Nuha Al Islami Bogor Foundation

Educational institutions are important instruments in shaping the character of students with religious values that refer to understanding Islamic religious values and the habit of worship, both in the form of mahdhoh worship and ghair mahdhoh worship. This study aims to photograph and find out the process of internalizing religious values through providing an understanding of religious knowledge and habituation of worship as a means of character building for students at MTS Ulin Nuha Al Islami Bogor.
 This study uses a qualitative approach with a type of phenomenology. The subjects of this study included stakeholders and religious teachers and representatives of students from class VII to IX. And researchers used three data collection techniques, namely interviews, observation and documentation. Then this study uses the data analysis model of Miles, Huberman, and Saldana in which there are three stages including data condensation, data presentation, conclusion/verification.
 The results of this study are that the provision of religious knowledge and the habit of worship as a form of instilling character in MTS Ulin Nuha Al Islami Bogor students has been successful. Judging from Thomas Lickona's theory of character education which consists of moral knowledge, moral feelings and moral behavior. The subjects are Mulok Tahfizh, Hadith, Prayers and the Classic Book or Adab. Habit of worship routines such as praying dhuha together, praying dhuhur in congregation, memorizing juz ama. As well as getting used to cover the genitals. Instilling leadership values, tolerance and love of knowledge.

Wilhelm Meister's Apprenticeship and Philosophy ed. by Sarah Vandegrift Eldridge and C. Allen Speight

Reviewed by: Wilhelm Meister's Apprenticeship and Philosophy ed. by Sarah Vandegrift Eldridge and C. Allen Speight Juliana de Albuquerque Sarah Vandegrift Eldridge and C. Allen Speight, eds. Wilhelm Meister's Apprenticeship and Philosophy. New York: Oxford University Press, 2020. 276 pp. This collection edited by Sarah Vandegrift Eldridge and C. Allen Speight contains ten essays by leading scholars in the fields of Philosophy and German studies on the importance of Wilhelm Meister's Apprenticeship for the history of ideas generally and to current philosophical debates. Reading this book brought to my mind both the works of Stanley Cavell and Martha Nussbaum on the relationship between literature and philosophy. Cavell's suggestion in The Claim of Reason that philosophy can be regarded as a set of texts demanding interpretation, and Nussbaum's remark in Love's Knowledge that the style of a text is itself a statement about the kind of knowledge it deals with, show how we can study Goethe as a philosopher despite his denial of a claim to this label. Reading Goethe as a philosopher or even just as a writer whose work influenced philosophy then and now raises important questions about what it means to do philosophy within the confines of academia, about the role of narrative, reading, and [End Page 188] textual interpretation in the activity of the philosopher, and about the relative value of specific literary genres (and here I would include the academic essay) for exploring the experience, performance, and formation of individual identity. The first essay of the book by Eckart Förster sheds new light on Goethe's influence, especially of his philosophy of nature, on Hegel's philosophy. This topic has been covered by others in the past, including, notably, Walter Kaufmann; unlike Kaufmann however, whose approach is primarily historical, Förster focuses on presenting Goethe as a pioneer in the study of the spiritual foundations of nature in modern times, showing how Goethe can be recognized as a philosopher in his own right and as someone who develops a scientific method that emphasizes the role of transitions in the study of nature. Stephen Houlgate's essay takes a similar approach. However, rather than emphasizing the influence of Goethe's philosophy of nature on Hegel as does Förster, he considers the reception of Wilhelm Meister's Apprenticeship in Hegel's lectures on aesthetics. Central to Houlgate's reading, as well as to a broader understanding of the relationship between literature and philosophy, are Hegel's comments on the modern novel as "the modern bourgeois epic" and the question of whether Hegel's approach to the novel does justice to the complexity of Goethe's Meister. The two other essays that particularly drew my attention are by Sarah Vandegrift Eldridge and Charlotte Lee. Eldridge's text considers the interplay between the novel form and the role of the experience of contingency in Goethe's Meister. She argues with Schlegel that Wilhelm Meister's Apprenticeship has an organizing effect on readers by helping them critically reflect on the relationship between its parts and whole that could extend itself to the way that readers deal with their own efforts at organizing themselves: "the novel's model of managing contingency through narrative direction is fundamentally lifelike: there is no point in human life where all contingency has been permanently banished, and the task becomes one of sorting out themes and threads, values and projects, of thinking about how one might go about structuring one's experience." Charlotte Lee's essay, on the other hand, deals with agency and embodiment in Goethe's Meister, allowing us to form a more nuanced opinion about the ways in which characters may be said to express power and powerlessness in the novel. According to Lee, movement and physical vigor are not, of themselves, guarantees of power. Along with the insight that many expressions of agency in the novel are not intended to change the status quo, this conclusion pertaining to embodied movement is particularly important for an understanding of the way that gender is portrayed in Wilhelm Meister's Apprenticeship. Both Eldridge's focus on contingency and Lee's emphasis on the fragility of agency in Goethe...

Etymology in English Classroom

Etymology is the study of the history of the form of words and, by extension, the origin and evolution of their semantic meaning across time. It is a subfield of historical linguistics, and draws upon comparative semantics, morphology, semiotics, and phonetics. Etymology refers to the origin or derivation of a word.(also known as a lexical change). Etymology is important in teaching because it gives both the teacher and the learner the ability to understand the interconnectedness of history with language. Understanding the interconnectedness of words with each other and the way that words have brought people together  and divided them over the centuries has distinctive effects on a pedagogical process.  Etymology is the key that unlocks both knowledge and a love of knowledge. Many English learners have their first language as one that is a Latin-based Romance language as Spanish. Many others have a language that is commonly spoken in that is also a Latin-based language. When we teach vocabulary, including the etymology of the word makes it much more likely that our students who are learning English will understand the word better and more quickly. Even students who are not native speakers of a Latin-based language can still benefit from etymology because etymology is the ultimate two-for-one special. When you know one prefix, you probably get access to dozens or even  hundreds of applications of that prefix, In this way, etymology becomes somewhat like a master key where, by teaching a single definition we unlock that word, but by teaching the etymology, we unlock many. With etymology, we start to understand the interconnectedness of language and culture, as well as the interconnectedness of history with language. We had better understand the interconnectedness of words with each other and the way that words have brought people together and divided them over the centuries. For English teachers, etymology is a threshold concept, alongside its linguistic brother morphology ( morphology being the study  of forms of words, including prefixes, root words and suffixes, etc. ), Many methodologists and teachers do believe that knowledge of etymology facilitates the guessing, recognizing, understanding, and remembering the meanings of words and that this approach is the very heart of word study. The paper presented etymology in linguistic and methodological frameworks and showed the importance of using it as an approach in teaching English.

Optimization of Multicultural Islamic Education in Building Student Character

This study aims to reveal Multicultural Islamic Education in building student character in terms of personal character, human character and national character which is systemized in a boarding school education for four years. The research used qualitative-phenomenological approach at the Al-Hikam Student Islamic Boarding School, Malang Indonesia. Data collection by using in-depth interviews, observations and documents involving all students, several ustadz councils and caregivers which is taken purposively. The results of this study indicate that after taking boarding school education, students have personal characteristics of independence, humility, honesty and love of knowledge. Human characters such as mutual cooperation, respect for the opinions of others, deliberation and love. National characters such as tolerance, equality, justice and non-violence.

Pendidikan Karakter Dalam Kisah Nabi Musa a.s.

Background. The story of Prophet Moses is the longest and most complex story in the Holy Qur'an. This shows that within the story of Prophet Moses there is plenty of character education content. The contents of character education very important to be studied and may be an answer to this weakness of the nation's character.Aim. This study aims to find and understand the character education contained in the story of Prophet Moses in the Holy Qur'an.Methods. This research is descriptive qualitative research, in which the researcher analyzes, describes and summarizes the data related to the story of Prophet Moses.Results. The results of this study are the story of Prophet Moses as in the Holy Qur'an contains many characters education, namely: religious, honest, curiosity, hard work, social care, communicative friendly, love of knowledge, courteous, and responsible.

Implementasi Program Wirid Jumat dalam Menanamkan Karakter Religius Siswa SMA Negeri 1 Sitiung Kabupaten Dharmasraya

This study aims to determine how the planning, implementation, evaluation and supporting factor and inhibibiting factors of the implementation of the Wirid Jumat program in instilling the religious character of students in SMA Negeri 1 Sitiung. Research using qualitative methods with the type of research that is field research. Data collection techniques used are observation, interviews and documentation. the results of this study indicate that the planning of this program is carried out by discussingthe schedule for the implementation of Wirid Jumat officers by the supervisor teacher in coordination with the principal. Then the implementation is carried out every Friday morning before the learning process begins, namely at 07.15-08.15 WIB in the ceremonial field with activities such reading the Al-Quran and its translation, speeches, lectures, entertainment and reading prayers. Evaluatioon of this program is carried out when this acivity is taking place by the principal or one of the teachers will provide a review on the implementation of Wirid Jumat. The religious characters embedded in the Wirid Jumat program are: obedient to Allah, responsible, disciplined, love of knowledge, obeying the rules, tolerance, togethernesss, courage, hard work, respect for people, care for the environment. Supporting factors for this activity adequate facilities, full suport from the school, student ebthusiasm, and good cooperation. While the inhibiting factors are weather, student health conditions and student order.

Terrill D. Smith

Terrill D. Smith, 89, died July 27, 2021, in San Antonio. “Terry never had an unkind thing to say about anyone, and he believed in loving unconditionally. He accepted everyone for who they were and believed in equality and compassion for those less fortunate. He loved to laugh and make others laugh and was able to laugh at himself as much as with others. He taught Jeff and Jennifer to be proud of who they were and what they believed and to remember that integrity and kindness were characteristics to be cherished. He will always be remembered for his love of knowledge and for sharing it so generously throughout his life.”—Jeffrey Smith, son Most recent title: Chair, University of Central Oklahoma Chemistry Department Education: BS, chemistry, University of Oklahoma, 1953; MS, chemistry, University of Maryland , College Park, 1957; PhD, organic chemistry, Washington University in St. Louis, 1959 Survivors: Daughter,

IMPLEMENTASI PROGRAM GERAKAN LITERASI SEKOLAH DI SMA

This study is a study of the evaluation of gaps in the implementation of the School Literacy Movement program in two high school in the South Jakarta area. As an intervention program launched by the government to assist learners in developing critical, creative, innovative, entrepreneurial attitudes, social empathy behavior, and love for knowledge, it is necessary to know the extent to which the program has an impact in improving reading skills understanding in learners and what gaps in running GLS programs through the gap evaluation model (The Discrepancy Evaluation Model). The model developed by Malcolm Provus with this qualitative approach generally aims to obtain information about gaps in the implementation of the GLS program. Research data is obtained through observations, interviews, and document studies. Data analysis is carried out with three flow of activities that occur simultaneously, namely: data reduction, data presentation, data withdrawal or verification. results showed that the positive impact of gls program implementation can be monitored even though academic measurement has not been done. One of the related to the success of KBM is the increased readiness of students in attending KBM, increased confidence when speaking in public and writing. Gaps in program implementation in both high schools appear in the design of the target and installation of the program implementation, although both boil to the development of language skills and literacy of learners. In addition, there needs to be a firmer emphasis in the master design that the establishment of a literate environment is the responsibility of all school residents. Despite the gaps that occur in the implementation of school conditions have allowed the formation of a literate environment.

Character Education Values in Indonesian Proverbs

Indonesian proverbs contain positive cultural values which are part of the character education of the Indonesian people. Therefore, this study aims to explain the values of character education in Indonesian proverbs. This research method is descriptive qualitative. Data were collected from Indonesian proverb books. Data analysis was carried out by identifying and classifying the proverbs based on the educational values they contain. This study finds that Indonesian proverbs have a minimum of 13 character education values: religious, honesty, discipline, justice, hard king, humility, independence, love of knowledge, loyalty, courage, frugal living, and social care. These values are very important for the younger generation. Therefore, the use and preservation of Indonesian proverbs in learning or the world of Indonesian education are very important to continue.

The Scientific Values and its Behavioral Manifestations in the Biology Course for the Third Secondary Grade in the Kingdom of Saudi Arabia and methods of their inclusion in the course: القيم العلمية ومظاهرها السلوكية بمقرر الأحياء للصف لثالث الثانوي بالمملكة العربية السعودية وأساليب تضمينها

The study aimed to determine the extent of focus of biology course of third year of secondary school in the Kingdom of Saudi Arabia, for the year 1441 AH, on the scientific values and its behavioral manifestations, and to identify methods of including them in the course. A descriptive approach was used in analyzing the course content. A content analysis card was prepared to analyze the biology course content. The results of the study showed that the number of behavioral manifestations included in the ten scientific values in the study was (38) behavioral manifestations, and the total number of their occurrences in the course was (385). The five aspects that achieved the highest frequency in the biology course were: presentation of information (88), scientific honesty (62), deliberation in making judgments (60), scientific thinking (48), knowledge and love of knowledge (43). The results revealed that the biology course did not also focus at all on eleven behavioral aspects of scientific values. These aspects were: not neglecting other people's criticisms, patience and restraint when facing frustrations, objectivity and avoiding bias in issuing judgments, taking into account the effects of scientific applications on society, avoiding myths, checking the truthfulness of data to reach accurate results, believing in the importance of science, realizing the link between religion and science, care for specialized reading, reverence and respect for scholars, and recognition of their role in the development of aspects of life, and originality in ideas. Among the results of the study, there was no clear methodological framework to enhance the scientific values ​​and their behavioral manifestations in the biology course for the third grade of secondary school. The implicit approach to the behavioral manifestations of the scientific value was topped in the biology course for the third high school, with total number of frequencies reached (242) with (63%). While the total number of occurrences of the explicit method of dealing with scientific values ​​was (143) with (37%). The method of explaining the paragraph was topped the methods of treating scientific values ​​in the biology course by (47%); followed by the method of treatment through evaluation activities, at a rate of (27%); in third place through objectives by (15%); and in the fourth place the method treated by visual regulator (1%).The study also made a number of recommendations to include scientific values ​​and their behavioral manifestations in the biology course for the third year of secondary school. Among the most prominent of them were: Promoting and enriching the content of the biology course for the with scientific values explicitly and not implicitly, and exerting more efforts in diversifying the methods of including the behavioral manifestations of those values in the course. Promoting scientific values in academic curricula in light of a scientific methodology, a specific and organized methodological framework, and clear and specific mechanisms. And training teachers on effective methods in teaching scientific values and their behavioral manifestations and enhancing them among students.

Game techniques in developmental teaching the native language

The purpose of this article is to show the possibility of in-depth teaching of the native language in an educational institution, the formation of communicative competence in children, the core of which is in communication skills; introducing students to a new social experience by playing various roles in the Evenk language in educational and game situations through didactic materials, including gaming techniques based on the Evenk language materials. Research hypothesis: gaming techniques in the classroom will form ideas about the native language as a means of knowing one’s culture, promote in-depth teaching of the native language, stimulate the development of productive communication skills, gaining experience; motivate to learn the native language; purposefully listen to the teacher (classmates) when solving a cognitive task; help to obtain communicative results (communication skills by types of speech activity, conducting dialogues and monologues, etc.). The material was various scientific research on pedagogy, the experience of teachers of native languages applied in practice. The expected results of mastering the course “Native language (on the materials of the Evenk language”) will form communicative, linguistic, socio-cultural, educational and cognitive competencies. In the learning process, didactic and creative games, visual aids, dramatization of fairy tales, etc. will be used. Didactic games, if used appropriately and included in the educational process competently, can become an effective means of enhancing the activities of students in the lessons of their native language (on the example of the Evenk language); help to create a language environment while working with senior participants, thus contributing to the development of the native speech of students, as they become active participants themselves. Games can be viewed as a means of developmental teaching, as a means of realizing entertaining learning, acquiring specific practical skills in children, as well as instilling in children a love of knowledge in general, as well as the native language and culture of the people.