Scientific Peer Reviewed Journal. Online versions of Journals was created by "Association for Science". Journal DOI: https://doi.org/10.52340/lac ISSN: 1987-7323
Caucasian Female Deities through the Lens of the Mother Goddess Archetype
The present study is based on a complex methodological approach and examines the connection between female deities represented in Caucasian folklore and the cult of the Mother Goddess. The principal deity of the Caucasians, like that of other peoples of the world, must have been called "Mother." This is indicated by the uniformity of the mythological figure and the identity of names in the traditions of Caucasian peoples revealed on the basis of comparative material – the designation of female deities "Nana" is connected to a common Caucasian root (-nan-//-an) which carries the semantics of "mother." Female deities preserved in the memory of Caucasian peoples, similar to the beliefs and representations of other ancient civilizations, are differentiated by their functions and spheres of activity. Their names contain the following recurring epithets: "queen", "mother", "mistress", as well as the root "nana," denoting mother (Chechen: u-nana and xi-nana, Abkhaz: ancʼva, anana-gunda, etc.). The epithet "mistress" (Potnia) is not found for the Great Mother Nana; however, according to Georgian mythological traditions, Nana is the mother of the "batonebi" (i.e., mother of gods). In Svan, nana (nan) is a term with significant semantic weight, denoting not only "mother" but also "mistress." Female anthropomorphic figurines, regarded as representations of the Great Mother, establish the Caucasus as one of the earliest centers for the dissemination of the fertility cult. Of particular interest is a bronze axe discovered in the village of Ghebi in Racha, which bears an engraved figure of a female deity standing between a pair of deer − an iconographic scheme that precisely replicates the representational tradition of Mediterranean goddesses (Cybele, Ishtar), where the deity is depicted between a pair of lions or other animals. Accordingly, the Caucasian cult of the Great Mother represents not an isolated, surviving relic, but an organic component of the beliefs and representations of the Mediterranean world, which acquired local peculiarities while preserving essential functions and semantics. Elements of this cult are still manifested in the folkloric memory of Caucasian peoples to this day.
Gertsel Baazov’s Unpublished Poetic Translations: Analysis and Evaluation of Manuscripts
The article examines a lesser-studied aspect of Gertsel Baazov’s (1904–1938) poetic translations, focusing on texts that have survived only in manuscript form and remain largely unknown to the wider public. Baazov’s translation activity represents a significant stage in the development of the Georgian-Hebrew literary dialogue, as he was among the first translators to render Hebrew poetry directly from the original Hebrew language into Georgian. The study focuses on three unpublished poems preserved at the Georgian Museum of Literature (Inventory No. 26622), based on the works of David Frishman, Jacob Fichman, and Hayim Nahman Bialik. The article analyzes Baazov’s stylistic approaches, his strategies of metrical and lexical transformation, and his tendency to reproduce the emotional intonation and spiritual atmosphere of the original texts. Baazov’s translations transcend the boundaries of semantic equivalence, creating an interpretive dialogue between two literary and cultural systems in which Hebrew poetic archetypes are organically integrated into the Georgian artistic t7radition. Consequently, Baazov’s poetic translations are interpreted not merely as literary artifacts but as a cultural bridge that reaffirms the inner affinity and dialogic nature of the Georgian and Hebrew spiritual worlds.
The Poetics of the City in Aka Morchiladze's "Madatov Trilogy"
In 21st-century Georgian prose, the city appears in two forms: 19th-century Tbilisi and post-Soviet Tbilisi. Aka Morchiladze was one of the first authors to compose modern Georgian prose in full accordance with the traditions of a true urban novel, the genre. Then, in the first volume of the Madatov trilogy, "Flight to Madatov and Back," he traveled to the nineteenth century and developed a unique novel full of literary allusions, intertexts, allegories, mystifications, and myths of 19th-century Tbilisi, offering the most vivid portrayal of the city in that era. The work aims to examine the city as an artistic space and unravel its mythic fabric within the Madatov Trilogy. Aka Morchiladze’s portrayal of the city is shaped by a unique myth he created, inspired by 19th-century Tbilisi and its urban archetypes. Cities, particulalry those with a rich history, have their own myths. Tbilisi is no exception; Tbilisi's mythology is constantly evolving as some myths fade away, while the city's rhythm creates new ones in their place. Myths can be used to discuss the values ​​that unite the majority of Tbilisi residents. At the heart of the book’s story is Madatov Island, one of the main sources of 19th-century Tbilisi’s mythology. The first volume of the story is about a murder: the body of a Tbilisi resident, Khapo the artist, is discovered on Madatov Island, and the inquiry uncovers a variety of urban secrets. The second novel, "Disappear on Madatov," is set ten years after the events of "Flight" and recaptures the pre-revolutionary excitement of twentieth-century Georgia. The Whale on Madatov takes us back to early twentieth-century Georgia and tells the story of Madatov Island's disappearance. The book's ending takes an unexpected turn. Instead of using an existing urban myth, the author creates a whole new myth for Tbilisi, even shaping the city itself in the process. Throughout the trilogy, it seems that Aka Morchiladze views the city as a living organism, constantly shifting its form in response to the social, political, and cultural changes of the country.
Post-conventional morality on the example of some epic works of Vazha-Pshavela ("Aluda Ketelauri", "The Story of Ivane Kotorashvili")
Lawrence Kohlberg distinguishes preconventional, conventional, and postconventional levels of a person's moral development. People go through each stage sequentially, although at a different pace. At the postconventional level, a person reaches a high level of development, when he can make decisions independently, taking into account his own views and conscience. People at the postconventional level believe that rules are necessary, but changeable systems that can be violated if they contradict fundamental human values. Observation of Vazha-Pshavela's epic works has shown us the poet's persistence in his interest in ethical issues. Post-conventional morality is clearly visible in such poems as: “Aluda Ketelauri”, “Guest-Host”, “The Story of Ivane Kotorashvili”, “The Search for Blood” and others. In the poem “Aluda Ketelauri”, the poet describes the difficult process of metamorphosis of a person. On this path, the hero has to reassess and defend high moral values. Aluda involuntarily finds herself face to face with the rest of society, which forces her to obey tradition and the rules established in the community. “The Story of Ivane Kotorashvili” introduces the reader to a young man, Ivane, who is a distinguished man in his community. Society treats Ivane with great respect and awe. In a crisis situation, Ivane also refuses the existing rules and acts according to the dictates of his own views and conscience. He confronts a society that disregards human dignity and freedom, that considers human life as nothing. According to the poem, the new time was establishing a new law based on hatred of one’s neighbor, trampling on the worthy due to the insatiable desire for self-establishment, oppression, and betrayal. Adapting to such a society was tantamount to the death of a person. Heroes like Ivane first confront the community and then transform it. As it became clear during the analysis of the works, the ideal heroes of Vazha-Pshavela firmly defend post-conventional morality and the most important human values.
Futurism in Literature: Origins, Development, and the Georgian Experience
The article “Futurism in Literature: Origins, Development, and the Georgian Experience” represents an attempt at a comprehensive study of the dynamic cultural movement that radically transformed the literary field at the beginning of the twentieth century. The paper emphasizes that Futurism should not be viewed solely as an aesthetic direction but also as one of the earliest and most aggressive attempts to respond to the technological, social, and philosophical shifts of its era. It is highlighted that Futurism rejected traditional narratives, grammatical norms, and forms in order to renew literature with the speed, mechanics, urban noise, and dynamism of modern life. Italian Futurism, based on Marinetti’s manifestos, established a new aesthetics that turned the energy of the city and technological progress into the main themes of literature. Russian Futurism, through Kruchenykh and Khlebnikov’s concept of zaum, disrupted conventional semantic boundaries, transformed poetic language into a material of sound, and developed a theatrical-scenographic synthesis, thereby expanding the limits of textual perception. The article describes how Futurism in Georgian literature did not form a complete school, yet its arrival-through urbanization, formal experimentation, and accelerated rhythms-left a significant mark. Soviet cultural policies sharply reduced the space for avant-garde exploration; nevertheless, traces of Futurist aesthetics remain visible in the works of individual authors.
Rafiel Eristaviuli's poetic versions of Sulkhan-Saba Orbeliani's fables
The year 2024 marked the 200th anniversary of the birth of the great Georgian writer and public figure, Rafiel Eristavi. His work, "Homeland of Khevsuri", remains one of the best examples of patriotic poetry to this day. Rafiel was an elder contemporary and like-minded person of the 60’s generation. There was no topical issue of that era that Rafiel Eristavi failed to address in his writings. In his time, not only his poetry but also his short stories, plays, and vaudevilles were extremely popular. Just like the 60’s generation, Rafiel Eristavi believed that literary writing should primarily serve public interests and contribute to the spiritual and moral improvement of people. Rafiel Eristavi perfectly understood the great moral and aesthetic impact that the fable genre possessed. Therefore, his interest in this genre was logical. Based on Sulkhan-Saba Orbeliani’s "Wisdom of Lies", he versified 15 fables in 1878. He was also one of the first to translate the fables of I.V. Krylov. It is noteworthy that in the preface to the collection, Rafiel specifies why he chose Sulkhan-Saba Orbeliani's work. Rafiel considered children to be his primary target group. According to him, after reading these fables, young people would be morally elevated and, most importantly, enrich their conversational language. For this same purpose, he included folk proverbs in the moral of each fable. When reworking the fables, Rafiel treated Saba’s text with relative freedom: in some cases, he changed not only the title but also somewhat adjusted the fable's main message. This kind of freedom was possible because R. Eristavi presented the fables as artistic units independent of the plot. Obviously, had he versified the entirety of Sulkhan-Saba Orbeliani's work, he would not have been able to take such an approach. As for the quality of the poetic versions of the fables, it must be said that Rafiel offered worthy competition to Saba, although he was not always able to maintain Saba's own refined style of narration.
Monomyth in Herman Melville’s Moby-Dick; or, The Whale
This article examines Joseph Campbell’s model of the Hero’s Journey through the lens of Herman Melville’s monumental novel Moby-Dick; or, The White Whale. Campbell’s seminal work The Hero with a Thousand Faces (1949) develops the concept of the monomyth, according to which the mythological narratives of diverse cultures are reduced to a unified, archetypal structure. The fundamental stages of the monomyth—Departure, Initiation, and Return—are grounded in Carl Gustav Jung’s notion of psychic totality (Jung, 1957:141), wherein personal development entails separation, confrontation, and subsequent reintegration. When an individual’s prior beliefs, emotional patterns, and value systems no longer correspond to new lived experiences, the “call to adventure” becomes an unavoidable necessity rather than a matter of choice. The significance of such a transformative passage is particularly evident within American Transcendentalism, whose central principles emphasize self-knowledge and the imperative of rational thought. In Melville’s Moby-Dick, the figure of Captain Ahab sharply embodies the conflict between reason and passion: survival and just action depend upon the rational evaluation of facts, the analysis of events, the consideration of alternative perspectives, and the anticipation of potential risks. Ishmael, by contrast, traverses a profoundly complex path of self-understanding and comprehension of the world, beginning with the early chapters of the novel and culminating in its final episode. Moby-Dick; or, The Whale thus synthesizes the psychological dynamics of individuation, the philosophical tenets of American Transcendentalism, and the archetypal structure of the monomyth, enabling Melville to construct a deeply philosophical narrative framework.
Curriculum Development for Teaching Georgian Language to International Medical Students in Georgia: Needs, Challenges, and Educational Strategies
As Georgia emerges as a hub for international medical education, the need for effective Georgian language instruction tailored to international medical students has become increasingly urgent. This study explores the unique linguistic, academic, and professional challenges faced by foreign students enrolled in Georgian medical universities. While many institutions provide basic language courses, these often fail to address the specific communicative needs required in clinical and academic settings, such as doctor-patient interactions, comprehension of medical terminology, and participation in practical internships. This research also responds to the requirements of Clause 11 of Section 4 (Teaching, Learning, and Assessment) of the Sectoral Characteristics, which mandates that foreign-language medical education programs must include Georgian language instruction for effective communication with patients and medical staff, totaling no less than 12 ECTS credits. The research employs a mixed-methods approach, combining surveys of international medical students with interviews of Georgian language instructors and medical faculty. It investigates students’ experiences with current language instruction, identifies key obstacles in acquiring Georgian within a medical context, and evaluates the adequacy of existing curricula. The study also draws from best practices in Language for Specific Purposes (LSP) and models of curriculum development from comparable multilingual educational environments. Findings highlight a pressing need for targeted language instruction that goes beyond everyday communication to include professional and culturally sensitive language use in healthcare settings. The paper proposes a flexible, tiered curriculum structure that integrates medical vocabulary, clinical communication skills, and contextual learning opportunities such as hospital shadowing and role-plays. Ultimately, this research contributes to the advancement of language education policy in Georgia and supports the academic and professional success of international medical students through evidence-based curriculum design.
Intergrating AI Tools into the ELT classroom: Pedagogical Implication
The challenges of AI integration in education are multifaceted, involving technical, ethical, and pedagogical dimensions. To navigate them successfully, teachers need more than access to digital tools - they need continuous professional learning, clear ethical frameworks, and institutional support. Schools and policymakers should prioritize teacher preparation, ensuring that educators feel confident and competent in using AI responsibility. Ultimately, the goal is not to replace teachers with technology but to empower them to use AI as an ally in creating more inclusive, engaging, and effective learning environments. With thoughtful implementation and ongoing reflection, AI can enhance the human aspects of education rather than diminish them. AI integration into English language classrooms has grown in importance over the last decades. Many teachers have realized its potential to enhance learning and assessment. It is evident that AI offers the most significant benefit in writing and immediate feedback, also interactive services. Teachers have integrated AI into their pedagogical skills, such as in designing curriculum, innovating teaching methods, and encouraging collaboration. The existence of AI has transformed the way teacher teach and students learn. AI improves student’s learning efficiency by facilitating quick access to educational resources, reducing the time needed to find information and helping them organize their academic activities better.
The Role of a Teacher in Teaching a Foreign Language
The article deals with the role of the teacher in today’s language classroom. It is evident that language teaching and investigation are progressing at a very accelerating rate. Previously, it was believed that the only basic tool a language teacher needed was a sound knowledge of the language. Now we know that linguistics is not the only area in which a language teacher should be trained. The importance of sociology and psychology and an extensive training in pedagogy is being recognized. The importance of these disciplines can be seen by analyzing the three main areas in which the approach to language teaching has recently changed. Emphasis on the individual learner. Each learner is seen as an individual with distinct needs, learning styles, and attitudes. Not only do different learners have different learning styles, but an individual learner utilizes different approaches to learning at different stages in the learning process. Eclecticism. Having come to the realization that each learner possesses distinct cognitive and personality traits, it can be concluded that one teaching methodology will not be appropriate for all students. The recent tendency has been towards eclecticism, selecting materials and methods from various sources. This puts a much larger responsibility on the teacher, for now he should be familiar with a wider range of materials, exercises and activities. Communication in a Social Context. One must also possess the appropriate schemata regarding the culture of the language in order to understand the communication and be able to respond properly. Recent research shows that communicative language teaching is among the most successful methods for enhancing learners’ communication skills due to its emphasis on real-world communication and student participation. In conclusion, it is evident that the role of the language teacher today is not as simple as it once was. Teachers should have a broad background knowledge of the social environment of their students, different pedagogical techniques, social and cultural aspects of the language. For a language is much more than lists of vocabulary and sets of grammar rules.
The effective strategies for enhancing English language learning in the classroom
The article deals with the effective strategies for enhancing English language learning in the modern classroom, focusing on approaches that promote both linguistic competence and student engagement. It highlights the communicative method as one of the most successful ways to develop learners’ ability to use English in real-life situations rather than merely memorizing grammar and vocabulary. The article also emphasizes the significance of motivation and emotional involvement in achieving better learningoutcomes. Teachers should create positive, supportive environments where mistakes are viewed as opportunities for growth. Another essential aspect discussed is the inclusion of cultural elements, which help students understand not only the language but also values and traditions of English-speaking societies.
Emotional State in the Process of Foreign Language Teaching /Learning
The primary motive for learning a language is that it provides a means of communication [Littlewood,W.1996.: 53].The ever-growing need for good communication skills in English has created a huge demand of English teaching around the world. Millions of people today want to improve their skills in English. Opportunities to learn English are provided in many different ways such as through formal instruction, study abroad, as well as through the media and the internet. The world-wide need for English has created an enormous demand for quality language teaching materials and recourses. Learners want to be able to master English to a high level of accuracy and fluency. Employers too insist that their employees have good English language skills, and fluency in English is a prerequisite for success and advancement in many fields of employment in today’s world. The demand for an appropriate teaching methodology is therefore as strong as ever. The full name of the Communicative Approach is "The Communicative-Adaptive approach." This highlights the two most distinctive features of the CA: first, that it is a new way to understand human emotionally-laden communications and second, that it has shown that the primary function of the emotion-processing mind is to cope with - adapt to - immediate emotionally-charged triggering events.
Vocabulary of the Russian language as a foreign language in the national audience of the university
Teaching Russian as a foreign language in a national class of a high institution suggests rationalization of both the contents of the material and the system of its presentation during every academic term. The first stage of teaching foreign students (bachelors) is of great importance, as it is the stage when they repeat, revive, most frequently, form elementary speaking skills and acquire foreign vocabulary. Thus, propaedeutic oral course should be the lawful stage in acquiring the second (non-native) language in a national class. In the process of taking the given course bilingual students form the skills of perceiving, distinguishing and remembering foreign vocabulary by listening (the teacher’s speech, recordings), then using its simplest lexical examples, translations, remembering and using them in order to make further oral material more difficult and complicated. Language is presented orally with visual and graphic material (the knowledge of the foreign alphabet is of vital importance). The main tasks of the propaedeutic course of a foreign language are: forming and establishing foreign oral skills for further learning of reading (including intensive reading) and writing skills (on both elementary and higher level of spelling), academic writing; developing pronunciation, lexical and grammatical skills; working out the ability to observe language material, using language facts (separate lexemes, word combinations and, later, set expressions), etc.
For teaching Vazha Pshavela’s novel “Poplar”
When teaching literary texts in 6th grade, the teacher must take into account the experience of previous years, the knowledge and skills accumulated by thudents. They shoild be ble to understand why they should read a particular literary text, what they should pay attention to, what is the main idea of the novel, what role do the chararcters play in its development, the artistic techniwues used by the writer and lexical items. This article analyzes the the guidelienes for teaching Vazha Pshavela’s novel “Poplar” in the 6th grade. The emphasis is on deep understanding of the content and strengthening existing habits, activating students’ thinking, reading comprehension and socialization.
Teaching the Verb System According to the CEFR (Series I: Present Tense Group)
Interest in Georgian as a foreign language has become especially prominent in this century. Of course, there was interest in learning this unique language earlier as well. That’s why there were textbooks published for learning Georgian. However, it has only been in the past couple of decades that many foreigners have become interested in speaking Georgian. This approach differs from the format of learning Georgian as a second language. Recently, several textbooks have been published. Creating a textbook—especially one for the Georgian language—is a massive undertaking. There are many textbooks for learning foreign languages that are already tested and result-oriented. With internet access, discovering innovations and new approaches, and keeping up with the global pace, is no longer a challenge. Approaches to learning foreign languages—the paths of teaching, the methods used, strategies, and techniques—can in some ways be applied, but it is essential to consider the structure of the Georgian language and a methodical framework. Otherwise, the results will be unattainable. Whether a textbook proves successful is determined by its users. This success is measured over years and by the number of editions published. Furthermore, the Georgian language and Georgia—by territory and sphere of use—do not occupy a large place on the global stage. A general description of Georgian language proficiency levels is as follows: “The general description of Georgian language proficiency levels includes a set of criteria used to define proficiency in Georgian according to the corresponding levels of listening, reading, speaking, and writing. The document is based on the Common European Framework of Reference for Languages (CEFR) and its six-level system – A1, A2, B1, B2, C1, C2. The goal of the document is to implement a unified and standardized system for learning, teaching, and assessing the Georgian language. This general description of proficiency levels is mandatory in all cases of Georgian language learning, teaching, and assessment as defined by legislation.”This official document is very promising; it now serves as a foundation for using indicators and evidence when assessing Georgian language skills. Through it, it is possible to determine the alignment of materials, textbooks, and learning outcomes with language proficiency levels. The most important aspects of a textbook are: defining its specific purpose, outlining the teaching path, organizing content logically, structuring each topic clearly, ensuring methodological consistency, following a strategy from simple to complex, organizing vocabulary purposefully, and so on. Currently, the subject of our research is the scope of verb usage. Accessibility, comprehension of content, perception of the situation, and purposeful response are conceptually understandable and achievable. Every language uses its own structure to express this—which is natural. That the verb is the backbone of Georgian grammar is undisputed. By the way, many other languages' grammars emphasize the same action, but Georgian has no equal in this regard.
The influence of Social media on language development
In our contemporary world lots of social networks have emerged having an immense influence on the language development. Facebook, Twitter, Tiktok and others not only change the way we communicate, but also fundamentally transformed the nature of the language. Generally, the nature of the language development has always been a slow process. What once took decades or centuries now happens in months or years. New words, phrases, and expressions can spread globally within hours through viral posts, memes, and trending hashtags But social media significantly accelerates this process. The speed of spreading new words and terms is getting higher and higher. The dictionaries, academic institutions, and formal media—no longer control the pace of linguistic innovation. Linguistic innovations like Memes, Hashtags and viral phrases create new forms of language that don’t conform to traditional linguistic norms. Social media has made the trend toward informal language use much quicker and inevitable. Casual spelling, grammar, and vocabulary that were once characteristics of personal correspondence are now common in public discourse. Social media has indeed dismantled traditional boundaries between formal and informal language registers.As language evolvement is a gradual process it requires our great attention to follow the changes that can determine the true nature of the language.
The development of Latin in the Ancient Roman Empire and its Legacy in the Romance
Latin, originally spoken in the small territory of ancient Lazio in the central Italian Peninsula, gradually developed into an important language of the Romance Empire and became the source of the large family of Romance languages, encompassing approximately 900 million speakers. Its centuries-long evolution represents a unique linguistic phenomenon, demonstrating both the stability of its forms and their inevitable transformation under the influence of historical processes. We will analyze the Latin language, its historical periods, as well as the Latin of ancient Romance, Classical Latin, Popular (Vulgar) Latin, regional variants, Late Latin, Proto-Romance, Romance languages, the classification of Romance languages, the geographical spread of Romance languages.
The Toledo School of Translation and its Historical and Cultural Significance
The capture of Toledo is one of the most important events in Spanish history. By capturing Toledo, the Spanish not only liberated the old capital from the Muslims, but some of the Arabic and Hebrew translations of tjhe mosr important ancient and oriental texts preserved in the Toledo library also ended up in the hands of Christians. Thanks to king Alfonso VI, which meant creating conditions for peaceful coexistence for the followers of 3 religionns in Toledo, it became possible that Christians, Muslims and Jews should work together to translate these important works into Latin and bring them to Europe. Toledo turned out to be the city where the long-forgotten Greco-Latin heritage was translated and exported to neighboring Christian Kingdoms and new to Europe at that time, Eastern (Persian, Arabic, Hebrew, Indian) knowledge. It was the School of Toledo that reminded Europe of Aristotle, along with other Greek thinkers and introduced it to Eastern civilization. The Toledo School of Translation gave impetus to Europe’s awakening from the dogmatic views of the Middle Ages and prepared it for the European Renaissance. The later translation of texts into Spanish only, which was an initiative of Alfonso X the Wise, on the one hand, laid the foundation for the creation of important works in Spanish, he maintained and refined the “new developed” Castilian language and turned it into a written language, the language of literature an science.
The Primary Goals of Forensic Linguistics
Forensic linguistics is a rapidly growing interdisciplinary field that applies linguistic knowledge, methods, and insights to the legal and criminal justice systems. This paper explores the theoretical foundations and practical applications of forensic linguistics, including authorship attribution, discourse analysis in legal contexts, and the interpretation of linguistic evidence in criminal and civil cases. Key areas of focus include the analysis of written and spoken texts, such as police interviews, courtroom discourse, threatening letters, and anonymous messages. The study also examines ethical considerations and the challenges of presenting linguistic evidence in court. Through case studies and recent developments, this paper highlights the crucial role linguists play in investigations and legal proceedings, demonstrating how language analysis can support or challenge evidence, protect individuals' rights, and contribute to justice. This paper investigates the application of linguistic theory and methodology within forensic contexts, offering a comprehensive analysis of how language functions as both evidence and a medium of legal interaction. Forensic linguistics, situated at the intersection of language and law, encompasses a range of subfields, including authorship attribution, forensic phonetics, sociolinguistic profiling, and discourse analysis of legal texts. Drawing on corpus linguistics, stylistics, and pragmatics, the study examines casework involving disputed authorship in threatening letters, deceptive linguistic patterns in witness statements, and power asymmetries in police-suspect interviews. The methodological framework combines quantitative corpus-based techniques with qualitative discourse analysis to assess linguistic variation and speaker-specific markers.
Problems of the Italian-Georgian Literary Dialogue
The article discusses translation as a cultural and semiotic process that goes beyond mere linguistic transfer and creates a dialogue between two different cultures. The history of Italian-Georgian literary relations has developed in various forms from the Middle Ages to the present: from religious and ecclesiastical contacts, through the indirect influences of Humanism and the Renaissance, followed by parallels with the national movements of the nineteenth century, and culminating in the Soviet period, when translation was ideologically controlled. After the restoration of independence, these relations became more diverse; however, problems still persist in terms of translation quality and the transmission of national color. The author identifies the main challenges of literary translation: the rendering of stylistic diversity, textual rhythm, intertextual references, and cultural realia. Particularly difficult is the adequate transfer of Italian phraseology, social codes, and irony into Georgian. Successful translation presupposes text-linguistic analysis that takes into account genre, style, discourse, and emotional nuances. Drawing on personal experience, the author describes the difficulties encountered in translating Italian writers such as Brancati, Calvino, Maraini, Buzzati, and Ammaniti, and outlines the corresponding strategies. She concludes with a recommendation: the establishment of interdisciplinary translation laboratories that would facilitate a fruitful dialogue between cultures and foster human connection.
Phonetic and phonological changes based on the samples of 19th century Georgian literary language
The study presented below, concerns the significant phonetic and phonological changes that occurred in the Georgian literary language of the 19th century. In particular, we aim to discuss the transition of the Georgian three-member sound system (vowel, consonant, semivowel) into a two-member system (a vowel and a consonant). In scholarly literature, this phenomenon is often perceived as an expression of tendency towards simplification. Even though the reason behind the loss of semivowels was their weak (unstressed) position, the result was a simplification of the sound system; therefore, the change took place within this general tendency. The paper discusses how the loss of phonemes simplified the phonematic system of the language, while at the same time, complicating the field of orthography. Medieval scribes, who could no longer perceive the corresponding sounds in spoken language, were confused about the rules for using the graphemes that represented them and often utilized them without function. Gradually, it resulted in emergence of various types of orthographic errors—such as reversed spellings, contaminated spellings, etc. These graphic signs remained in the literary language up to the second half of the 19th century (and, to a certain degree, even beyond). The functionless use of these graphemes was one of the essential elements of the linguistic heritage passed down to the Georgian literary language of the 19th century.
Positive Results of the Family and Community Participation Program, Taking into account gender Characteristics
The article refers to a study conducted in accordance with one of the articles of the Early Childhood and Preschool Education Curriculum Standart – Family and Community Participation in the Educational Process – which was conducted in 2024, a year ago, on the topic: “The study positive results of the family and community participation program considering gender specificity” is to demonstrate the needs that prevent families and communities from engaging in educational processes. 3 focus group discussions and 7 in-depth interviews were conducted. 25 respondents were involved in the qualitative research. Among them 21 were women and 4 were men. According to respondents, family participation has a positive impact on children’s learning process and their psycho-emotional state. It was very gratifying for the children, when the activity “Dad reads us a fairy tale” was held within the framework of the week. As for cooperation with the community, making full use of community resources opens up new opportunities for the kindergarden, showing new paths, both in terms of the development of its own organization and the professional growth of its employees. And most importantly, all of this has a very important function in terms of using it for the benefit of children. The article discusses the gender profile of challenges and needs in terms of family and community participation. The conclusions drawn from the research are presented. The research findings, recommendations, and action steps presented in this article will enhance the contribution of families and communities to early childhood and preschool education, which will contribute to better child development.
The civilized world is actively seeking the causes of the crisis in the education system and ways to overcome it — a crisis that emerged at the end of the 20th century. According to experts in the field of education, philosophy and psychology of education can provide effective assistance in overcoming this crisis. The philosophy of education not only shapes and reflects pedagogical thinking, but also reveals the relationship between education and various branches of science in a given era. It takes into account the needs of individuals in each historical period as well as their developmental potential.
Comparative analysis of sex education in different countries of the world and in Georgia
In many national curricula, particularly in European contexts, sex education is recognized as an integral educational component aimed at raising awareness, mitigating health-related risks, and upholding fundamental human rights. Comprehensive sexuality education adopts a holistic approach, incorporating aspects of gender, emotional and mental health, relationships, consent, and personal well-being, rather than focusing solely on reproductive health. This study examines the key features of sex education in Norway, Spain, Canada, and Singapore, and compares them with the Georgian context. In countries such as Norway and Singapore, sex education is a compulsory component of the school curriculum, supported by specialized teacher training programs. In contrast, Georgia has yet to adopt a similar approach, largely due to prevailing conservative attitudes within society that continue to influence educational policy. This study identified several key challenges, including the limited presence of sex education topics within school curricula, inadequate teacher training, and societal reluctance to engage in open discussions on the subject. Considering international best practices, the study concludes that Georgia must adopt a more comprehensive and inclusive approach to sexuality education in order to address issues such as early marriage, teenage pregnancy, and sexual violence. The paper emphasizes the necessity of policy reform, teacher training, and community engagement to foster the development of an informed and healthy society.
The Importance of Philosophical Antropological Pedagogy
The article "The importance of Philosophical - Anthropogical Pedagogy" emphasizes that, Pedagogy, like other sciences, originated withir the framwork of Philosophy. Philosophical anthropology seeks to answer the fundamental question: What is human being? On the basis a new pedagogy has emerged - one founded on philosophical anthropology - known as pedagogical antropology. The paper discusses this distinctions between traditional pedagogy and anthropological pedagogy. Pedagogical anthropology studies the essence of the child, which is closely connected with philosophy and philosophical anthropology. Anthropological pedagogy presents a new understanding of the human essence - as a thinking, free being who bears great responsibility before society. Anthropological pedagogy helps as person to recognize their own viewpoint, earthly duty, and purpose.
Conflicts and their prevemtion at school
This article discusses in detail the problem raised – the frequency of conflict situations at school, the characteristics of the transitional age among students, and consistently describes alternative ways to solve the problem The main causes of conflicts in the school environment are discussed, which may include interpesonal issues, cultural differences, pressure etc. The various conflict resolution strategies used in schools are expored. Measures that schcools can take to prevent conflicts include: promoting empathy, developing a positive school climate, and providing conflict resolution training for staff. The article seeks to contribute to existing knowledge by examining current practices, examining the effectiveness of different conflict resolution strategies, and offering recommendations to strengthen conflict prevention efforts in school settings.
Fundamentals of Research Ethics and the Traditional Pedagogical Thinking Model as a guide
There are key determinant criteria of research ethics that emphasize significance of transparency, accuracy of material references and individualism in the scientific text and naturally, these are clearly understandable principles that should be shared, though, there are the measures of these ethical norms especially – individualism that prevent turning of the research text into the waste paper and that, in our opinion, is principally dominating, among the prerequisites composing research ethical norms. Hence, in consideration of this issue, the sphere of our interest is, if not establishing, at least getting closer to the view of how the ethic’s basis, individual, author’s voice emerges with the pedagogical traditional and modern methods. Whether this process is related to the methodology. And to clarify this issue, we need to regard the basic principles of the western and, naturally Georgian thought history, where there is offered the position that “nothing imperfect should be taught”. The contents of this statement is conditioned by dialectics, grounded judgment and scientific justification necessity. And the latter excludes acceptance of the expressed sophistic hypotheses without justification and their recognition as legitimate ones, as the brain gets used to acceptance of the wrong prerequisites as reasonable ones, resulting in distortion of reality, thus worsening the learning process, as well as the state and the world seen in greater time and scopes, where no room is left for the delight of cognition. The basis for vivid knowledge and creation of the actual work is harmed. In the mentioned thinking tradition, the highest point is given to the mind, i.e. logical judgment, further – discovery of the objective reality. And here the bridge between cognition and delight emerges and this can be caused by the mentioned thinking mode, as in this tradition, the mind is clear and uncompromised. Only this can cause activation of the structures of dignity in the individual and sense of delight. Georgian traditional model of education theories, accepted by Ilia and Gogebashvili follows this scheme and thismust be inevitably revived and finally comprise the component of ethical nature of research.