Abstract. In the context of globalization, the achievements of humanity, nations, and states are determined not by force but by the level of education and scientific development. In this regard, one of the key tasks of independent Kazakhstan is to provide young people with an education integrated with science and to raise them as honest and responsible citizens. The complexity and importance of the educational process are recognized both by the international community and by experts in the field. However, education is not transmitted in an abstract form. In national unitary states, it is primarily directed toward representatives of a specific nation or ethnic group, taking into account their natural and spiritual needs. Therefore, forming national identity, cultural mindset, and self-consciousness among young people becomes one of the most pressing issues. In achieving this goal, the role of socio-humanitarian sciences is particularly significant. The purpose and scholarly relevance of this article lie in the analysis of the content of socio-humanitarian disciplines taught in higher educational institutions from political, social, and philosophical standpoints, as well as in discussing how these subjects should be taught in the future.
For the development of a well-rounded personality in modern youth, education is as essential as moral upbringing. While knowledge and science are tools that equalize nations, knowledge devoid of ethical values loses its true worth. This idea is reflected in the words of Al-Farabi: “Knowledge without education is the enemy of humanity”. Therefore, the interrelation between education and moral upbringing is indisputable.
As a result, the article concludes that the modern education system should not only produce professionally competent specialists but also individuals with social skills, a strong humanitarian culture, moral values, and civic responsibility. Serving an independent nation and one’s people should be regarded as a primary civic duty.
Keywords: socio-humanitarian education, philosophical knowledge, philosophical worldview, philosophy of education, education and upbringing, spirituality