The Critical-Exposicative Pathos of Rafiel Eristavi's Vaudevilles

Abstract

In terms of the fight against the vices of the era, Rafiel Eristavi stands out among other famous public figures in 19th-century Georgia, specifically in the 1970s and 1980s. His vaudevilles attract attention with their revealing pathos. He translated and adapted the plays of others, mainly from Russian into Georgian, although he is also the author of a number of original comedy-vaudevilles.

Rafiel Eristavi's translation of the plays into Georgian primarily serves to adapt ideas and characters to Georgian reality, which inevitably required editing along with the translation. For this very reason, it is difficult to distinguish and discover the non-Georgian, namely Russian or French, genesis of vaudevilles and plays.

Eristavi's adapted texts can be attributed not to any one author, but to the Russian school of vaudevillian comedy, the traditions of the so-called "low comedy." He was actively involved in the process of creating and shaping Georgian theater, and this is evidenced by the history and tradition of bringing his plays to life on stage.

The goal of every dramatic work is the Georgian stage, the Georgian audience, and the Georgian contexts. In this paper, we will discuss two vaudevilles: "The Envious" and "The Teacher of the Village School." Both are one-act vaudevilles.

An effective measure of revelation is laughter. It has been adopted as an educational tool by the authors of vaudeville. Vaudeville brings the "jealous" person to the right thinking and feelings by discovering vices in himself and through self-healing. Jealousy is a vice, not "excessive" love. It is a possessive instinct, an instinct intensified by fear, a mental illness, a dual personality, or, at best, an inferiority syndrome.

"The Teacher of the Village School" is still relevant today. The vaudeville raises a problem that still casts a shadow on the education system today. It is true that the face of the 19th century teacher is too It is hyperbolized in the context of today's teachers, but society is a relentless exposer of vices, both on social networks and in official media outlets. Even today, biased assessments are identified among both teachers and students, excessive bureaucracy, bias, and bias in the teaching-learning process. Self-preservation instincts and many other things that are taking the country back instead of forward.

Human ridicule, sarcasm, irony and cynicism make life satirical, which undoubtedly represents a national tragedy.