Methodology of the historical science

The methodology of the historical sciences (history) - a special historical discipline that defines the subject and object of historical science, the purpose of scientific historical knowledge, exploring the scientific and social status of history, its disciplinary structure, developing a theory of historical knowledge (including general philosophical, epistemological and epistemological foundations, principles, levels, types, stages, methods of historical knowledge and methods of presentation of the results of historical knowledge, as well as forms of historical knowledge). In addition, the methodology of studying the history of the specifics of the main theoretical and methodological trends in historical science, different scientific schools. In general, it forms the scientific and cognitive prerequisites for specific historical research.

- One of the basic methods of studying history is the comparative method. It involves qualitative and quantitative comparison of the historical events in time and space. All events in the stories have beginning, duration and ending, they are also often tied to a particular place.

- Dialectical logic teaches us to deal with all historical events from the system of perspective. System method of knowledge helps to reveal the underlying internal mechanisms of occurrence, formation and extinction events.

- There is also a retrospective method of cognition of phenomena in history. It can be used to penetrate far into the past, consistently revealing the causes of events and their role in the overall historical process.

- “We are Children of Alash ” by GULNAR KENDIRBAYEVA (1999) – It is about the Kazakh intelligentsia at the beginning of the XX century who was in search of national identity and prospects of the cultural survival of the Kazakh people

- “The Collectivization Famine in Kazakhstan, 1931–1933” by NICCOLÒ PIANCIOLA (2001)

- “Caught Between Nationalism And Socialism: The Kazak Alash Orda Movement In Continuity” by YUNUS EMRE GURBUZ (2007)

- “When Capital Cities Move: The Political Geography Of Nation And State Building” by EDWARD SCHATZ (2007)

Formational approaches to the understanding of the historical process involves the change of formations, whose existence depends on the development of material production. The author of Formalization Marx claimed globality of this nature. Although at the present stage of development of society there is dissatisfaction with the formal understanding of the historical process, as in the formation of economic relations determine all other relationships (this understanding - in the spirit of economic materialism). In the formational approaches the crucial role assigned impersonal factors, but the secondary importance is given to people. It turns out that people just screw in the theory of objective mechanism, driving historical development. Formational concept suggests that the development of the historical process is derived from the primitive classless through the class to a classless communist phase.

Civilization approach, in contrast to the formational reflects the attention is not only to the economic aspects, but also on the social and cultural dimensions of society, a social attitude. It speaks of the continuity and evolution. This theory suggests that the story can be seen as a multivariate, multi-line process. In the civilizational approaches, a clear emphasis are human spiritual and moral and intellectual factors. The particular importance for the evaluation of the characteristics of civilization includs the mentality, religion, culture. However, despite the different understanding of history in both approaches, formation and civilization consider the historical process from different angles, so they are not so much denied as complementary each other.

III. Kazakhstan is the independent state (1991-to the present day) characterized by the formation and development of the Republic of Kazakhstan as a sovereign and democratic state of law.

The Jadids were Muslim modernist reformers within the Russian Empire in the late 19th and early 20th century. A leading figure in the efforts to reform education was the Crimean Tatar Ismail Gasprinski. One of the Jadid's principal aims was educational reform. They wanted to create new schools that would teach quite differently from the maktabs, or primary schools, that existed throughout the Muslim areas of the Russian empire.

Jadids maintained that the traditional system of Islamic education did not produce graduates who had the requisite skills to successfully navigate the modern world, nor was it capable of elevating the cultural level of Muslim communities in the Russian Empire. The surest way to promote the development of Muslims, according to the Jadids, was a radical change in the system of education. New method schools were an attempt to bring such a change about. In addition to teaching traditional maktab subjects, new method schools placed special emphasis on subjects such as geography, history, mathematics, and science. Probably the most important and widespread alteration to the traditional curriculum was the Jadids' insistence that children learn to read through phonetic methods that had more success in encouraging functional literacy. To this end, Jadids penned their own textbooks and primers, in addition to importing textbooks printed outside the Russian Muslim world in places such as Cairo, Tehran, Bombay, and Istanbul. Although many early textbooks (and teachers) came from European Russia, Central Asian Jadids. The physical composition of new method schools was different as well, in some cases including the introduction of benches, desks, blackboards and maps into classrooms.

Jadid schools focused on literacy in native (often Turkic) languages rather than Russian or Arabic. Though Jadid schools, especially in Central Asia, retained a religious focus, they taught "Islamic history and methods of thought" rather than just memorization. They also encouraged girls to attend, although few parents were willing to send their daughters.

One of the most comprehensive and informative of petitions submitted to the colonial authorities, was Karkaraly. In June 1905 at Koyandy-Boltovskoi fair (near the city of Karkaralinsk), a Congress of representatives of the Kazakh nobility. Here they developed a petition to the king. It was signed by 42 influential Kazakh karkarala district of the Semipalatinsk region. Later joined the Kazakhs other districts of Semipalatinsk and Akmola regions. The petition was issued in the form of telegrams. It was made in Omsk, and transferred to G. Karkaralinsk, where on July 22, 1905, she was sent to the name of the king through the local postal Telegraph office. To compose and send a petition to St. Petersburg active work was conducted by A. Bokeikhanov was, A. Baitursynov, J. akpaev, T. Nurekenov and others.

The main content of the petition was to allow the Kazakhs to work in the State Duma. In particular, it contained the following lines: "Why the occupation of ranching culture must deprive the Kyrgyz electoral law, when such law does not preclude trade, farming, fishing and other pursuits?".

Government officials drafting this kind of documents is treated very negatively. This is evidenced by the letter of the military Governor of Semipalatinsk region the steppe General-Governor dated July 19, 1905: "...the Compilation of Kyrgyz companies like the above sentence petitions in any case can not be permitted".

There were different versions of the Karkaraly petition, addressed not only to the Russian Tsar. Copies of it were sent in the wording of the Central Russian Newspapers "Son of the Fatherland" and "Russian Gazette" for publication.

One of the options of such petition, translated into Russian language physical training Nurekenov was addressed to the Minister of internal Affairs. This version of the petition was more comprehensive and consisted of 47 items. The contents of this petition fully reflects the urgent problems of Kazakh society of the early XX century: questions of organization of the elections, the solution of the land question, resolution of problems in the field of religion, the judiciary, education and so on.

I. To establish territorial and national autonomy regions Bukeyev horde, Ural, Turgay, Akmola, Semipalatinsk, Syrdarya and Kazakh districts of Ferghana, Samarkand, Amudarya department, the Transcaspian region, adjacent townships Kazakh Altai provinces, representing a continuous territory with a population of a single dominant Kazakh origin, a unified culture, history and a common language.

III. The territory of the autonomous regions of Alash with all the wealth that is on the surface of the earth, the waters and their resources, as well as the depths of the earth is the property of Alash.

IV. Anyone who lives among the Kazakhs, guaranteed minority rights. In all institutions the autonomy Alash representatives of all nations should be predstavlёny proportionally. Available as territorial and cultural autonomy of those who are without the territory would be within the autonomy Alash.

V. In order to save the Alash area of the total collapse, anarchy, organize a temporary National Council "Alash Orda, consisting of 25 members, 10 seats of which give Russian and other peoples living among the Kazakhs. The seat of the Alash Orda temporarily elect Semipalatinsk. Alash Orda should immediately take over all executive authority over the Kazakh population. "

The first step of concullation from nuclear weapons was closing of The Polygon in 1991 which was located in Semey. When Kazakhstan decided this, there were two conditions for development countries, which are: countries with nuclear weapons provide safety of our country(1994, Russia, USA, UK, China, France) and reduce strategic attack weapons(Lissabon prototcol, 1992, USA, Russia, Ukrain, Belorusia). In 1995, every nuclear weapons were experted to Russia. In the past, some people said that if we styed a nuclear weapon we would be a country with high authority among other countries. However, thanks to concullation from nuclear weapons helped to be one of the important countries in the world.

The OSCE has a comprehensive approach to security that encompasses politico-military, economic and environmental, and human aspects. It therefore addresses a wide range of security-related concerns, including arms control, confidence- and security-building measures, human rights, national minorities, democratization, policing strategies, counter-terrorism and economic and environmental activities. All 57 participating States enjoy equal status, and decisions are taken by consensus on a politically, but not legally binding basis.

Kazakhstan becomes an OSCE participating State in 1992. The new stage in the development of relations between Kazakhstan and OSCE has started in 2003, when Kazakhstan proposed the idea of country’s chairmanship in OSCE. Since 2003, the main priorities of activity of replaced acting chairmen remained: OSCE reforming; overcoming of regional conflicts; struggle against terrorism, drug and human trafficking; assistance to democratic processes; the statement of tolerance and freedom of religions. The final forum of Kazakhstan’s OSCE chairmanship was the Astana OSCE summit, held on December 1-2, 2010, after more than ten years of break since the previous Summit held in Istanbul in 1999.

The Summit was attended by 38 Heads of State and Government, senior officials of OSCE member states and representatives of other international and regional organisations. The Astana Summit demonstrated the political will of the heads of OSCE member states to overcome the growing polarization in the international politics and mutual estrangement between the member countries of the Organisation.

The summit addressed the issues of sustainable security in the Euro-Atlantic zone and Eurasia, as well as the problem of Afghanistan and resolution of protracted conflicts. President Nursultan Nazarbayev called the two-day summit a “historic event for the entire OSCE community” that became the symbol of a “spirit of Astana.”

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