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
Parenthetical Constructions in Victor Pelevin's Novel “Chapayev and Void”
The objective of the study, the results of which are presented in this report, is to identify and characterize the structural and functional parameters of inserted structures in Viktor Pelevin’s novel “Chapaev and Emptiness”, taking into account the genre originality of the work of art. Published in 1996 in the magazine "Znamya," this novel by one of the cult Russian writers of the new generation was later characterized as "the first Zen Buddhist novel," while Viktor Pelevin himself called this work "the first novel whose action takes place in absolute emptiness." Inserted constructions are understood as any syntactic units that have semantic, intonational, and punctuation autonomy, separated from the base sentence by parentheses or dashes. They are located in the middle or end of the sentence and are not elements of the base sentence, which is emphasized by the special intonation of inclusion. Using a continuous sampling method, 97 inserted constructions of varying semantics and structure were identified in the text of the novel "Chapayev and Void." Drawing on previous work, the material selected for analysis was examined in the following areas: 1) structural analysis (punctuation, localization, length, and connection to the main sentence structure); 2) description of the functions of inserted constructions in the text of the novel. The analysis showed that inserted constructions of the insertion are a means of influencing the reader, since through these syntactic units the author’s subjective attitude to the message is explicitly or implicitly expressed, thereby forming in the reader the author’s point of view on the information being conveyed.
On the multimodal analysis of animated films
This paper analyzes the animated films produced by the CDU and SPD during the third federal election in Germany. During this period, the country had partially overcome the wounds of the Second World War and, thanks to targeted policies, embarked on a path of reconstruction. Political stability had a positive impact on economic prosperity. Political communication represents a significant object of analysis, as it influences, among other things, which parties govern the state for a four-year term. Animated films can be considered an interesting text type within election campaigns, characterized by their brevity (a maximum of 2 minutes and 49 seconds). Accordingly, the use of every design element must be carefully considered. The strategies employed in election advertisements are manifold and encompass linguistic, non-verbal, paraverbal, and film-technical aspects. The (moving) image contributes to complementing the verbal text or to providing informative redundancy, thereby enhancing the impact. Using a qualitative method, this study identifies multimodal resources that political parties preferentially employ to communicate their messages more effectively to voters.
Features of the semantic transformation of phraseological units containing a gastronomic component
The aim of our study is to identify the semantic compositionality of French phraseological units containing a gastronomic component. Three degrees of semantic compositionality were identified. The study revealed that the semantics of phraseological units with the meaning "food" demonstrates regular dynamic characteristics in the process of phraseological unit formation: its valence properties are determined by the semantic and syntagmatic properties of the phraseological unit. To identify and classify the semantic valence of phraseological units, we used methods of component analysis of linguistic material and contextual analysis. Phraseological units containing the phraseological unit “food” (1200 units) were used as research material.
Cooperation with Migrant Parents in Preschool Educational Landscape
The article discusses successful collaborfation with migrant parents, which promotes the holistic development of the child. The initial stage of preparing a summary report for migrant parents is to analyze the ongoing process in order to determine the results of the child’s growth and development, determine achievements and identify problem areas. In a short written report, the educator will summarize two points: our achievements with the child in all five areas of develomnet and future goals that he and his colleagues will continue to work on. When engaging with a migrant mother online, ask her to participate in goal planning. Parents have a unique perspective on their children; Compared toeducators, they know and understans better. Migrant parents are interested in how their child is developing, what activities they participate in, and what they like to do kindergarden. They are interested in what strenght we have noticed in terms od developmental areas. Experienced educators recommend using the following format for talking to parents: first discuss the child’s achievements, then your goals and problem areas. We believe that such an attitude will increase the cooperation of educators with migrant parents and their involvement in the holistic development of the child.
Teaching Science Terms at the Primary Level (Grades I–VI): Approaches, Strategies, and Pedagogical Practices
The article discusses current issues, approaches, and effective pedagogical strategies for teaching science terminology at the primary level. The study aims to demonstrate how complex scientific concepts (e.g., condensation, habitat, ecosystem) can be transformed into comprehensible and internalized knowledge, moving away from rote memorization. The research is based on L. Vygotsky’s theory of concept formation and considers the age-specific characteristics of primary school students, specifically their visual-active and visual-image thinking. The article presents a core teaching principle: Event first - Word second - Definition last. The authors analyze strategies such as connecting terminology to everyday experience, visual support (diagrams, models), game-based learning, and narrative approaches. The work emphasizes the role of experimental learning in the natural acquisition of terms and provides recommendations for formative assessment. In conclusion, it is noted that properly selected methodology creates a solid foundation for the development of a student's scientific thinking and future education.
Cultural Values of Science and Religion and the “Path of Individual Metaphysics” to Freedom
Science and religion are considered along with cultural values ​​of any nation. Culture is a unity of sign systems through which humanity, or else, a separate people, expresses its integrity, takes care of its values ​​and a complex interpretive system of a particular person’s worldview. Society has preserved its historical memory and national-ethnic, tribal self-awareness for centuries. The metalanguage of culture determines the peculiarities of a particular person’s modality, promotes the complex reinterpretation of religion and science, and the emergence of individual codes. Each of us “reads” the text of life, becoming part of the world view, which implies the synharmony of science and religion. Synergetics is “the search for a spiritual temple”, religiosity is the path to divinity. Even in science itself is a kind of division of scientific theories into “metathemes”.
This work presents the author's wise Georgian sayings (thoughts), which are primarily human in nature and simultaneously informed by modernity. At the same time, the work offers a literary, trilingual (Georgian, Russian, and English) understanding of the phenomenon of time. My formula for human - The greatest ability, love people, the greatest wealth, to be loved by people.
Integrating Technology into Instructional Design – Effectiveness and Best Practices
The article examines the effectiveness of integrating digital technologies into instructional design and highlights best practices that enhance teaching and learning outcomes. In the context of rapid technological advancement, the incorporation of digital tools into education has become an essential component of modern pedagogy rather than a supplementary resource. Drawing on contemporary research and practical experience, the authors analyze different forms of educational technology use—technology as a teacher, as a teaching tool, and as a learning tool—and discuss their impact on student engagement, motivation, and achievement. The paper also addresses challenges related to teacher preparedness and potential risks such as distraction and social isolation, emphasizing the importance of professional development and pedagogically grounded planning. Special attention is given to the Georgian educational context, where ongoing reforms actively promote technology integration in schools. As a practical illustration, the article presents interdisciplinary teaching materials developed around the topic of the Solar System for primary education. The proposed activities integrate science and English through interactive platforms, virtual laboratories, simulations, and collaborative tasks. The findings suggest that thoughtfully designed technology integration fosters critical thinking, creativity, and digital competence, contributing to a more engaging, innovative, and outcome-oriented learning environment.
Russian–Vainakh Relations up to the 1780s
Before the outbreak of the first Russo-Turkish war, Russian activity in the North Caucasus was limited to defending its southern borders. However, this did not at all mean that Russia had completely withdrawn from the life of the North Caucasian peoples. Soon, the Russian administration began attempting to use every opportunity at its disposal to exert influence over these peoples. For their part, local rulers sought, when necessary, to obtain the support of Russian military forces and to use their influence in resolving disputed issues with their neighbors. A certain portion of the feudal lords heading the Vainakh communities were considered subordinate to Russia, which allowed the Russian leadership to claim that the lands located on the right bank of the Terek River, as well as deeper into Chechnya-Ingushetia, belonged to Russia. Those regarded as rulers subordinate to Russia included the princes Aydemirovs, Chapalovs, Kazbulatovs, and Terloevs.
Russia’s Aggressive Policy in the North Caucasus during the 1740s and 1750s
The treaty of peace concluded in Belgrade in 1739, which declared Kabardino-Balkaria a neutral barrier between Turkey and Russia, seriously complicated the foreign policy relations of the peoples of the North Caucasus. Turkey soon violated the terms of the truce and began active operations in the region, seeking to accelerate the conquest of the peoples of the North Caucasus. In the 1740s and 1750s, they launched devastating attacks on the Northwest Caucasus, thereby forcing the payment of tribute and recognition of the Adyghe's political vassalage. Accordingly, the Crimean khans began to take more active actions. The attacks of the Ottomans and the Crimean khans were accompanied by the violent spread of Islam among the mountain-dwellers. By increasing the tribute (which the Adyghe were forced to pay in captives and horses), they sought to establish their rule in other regions of the North Caucasus. According to C. Peyssonnel, the Crimean khans did everything possible to completely and utterly enslave this people.
Attention Management Strategies in Lecture - Based Instruction: The Effectiveness of the Lecture Summary Strategies
Lecture-based, direct instruction remains one of the most widely used teaching formats in higher education; however, its effectiveness largely depends on students’ ability to sustain attention throughout the lecture. Empirical research demonstrates that attention decline during lectures negatively affects comprehension, memory consolidation, and learning outcomes. The purpose of this study is to examine the effectiveness of the lecture summary strategy as a means of managing student attention and promoting active listening in lecture-based instruction. The study employed a quasi-experimental design involving four university student groups. In all groups, students completed a brief written summary at the end of each lecture during the reflection phase. In two groups, summaries were accompanied by qualitative feedback without grading, whereas in the remaining two groups, students received bonus points. Data was collected using a classroom observation scale, an analytic rubric for lecture summaries, and a student self-assessment questionnaire. The results indicate that students in the bonus-point condition demonstrated significantly higher levels of sustained attention, active listening, and learning quality. The findings suggest that the lecture summary strategy is particularly effective when combined with low-stakes motivational assessment and represents a practical, easily integrated tool for enhancing the quality of lecture-based instruction in higher education.
Aspects of proverbial language in Jemal Karchkhadze’s novel “Master”
The work shows that, the main thing we should look for in the contexts of parables is the eternal wisdom that the masters of parables convey to us. If we consider that the world is a text, and every person is a text of some kind, then we can say that the modern world is the embodiment of a parable, and the person himself is a parable. The idea of ​​the poet cannot be confined to the framework of the local literary form from a genre perspective and acquires unlimited scope, because the poet has been present in the spheres of human knowledge since the earliest stages of the development of the world. Our particular interest is aroused by the figurative symbolism of parables, the wide range of meanings that can be expressed in literary texts in the same or different ways, at different times and in different contexts. The scope of this study is determined by the meaning of the figurative symbolism of parables in the Bible, in the Bible, in the Bible, in the Bible. The narrative of the ancient Greeks in the literary world of the Mtserals takes on a more traditional character, while the synchronic-diacritical narration of the Greeks, on the other hand, is a paradigm shift in the cultural landscape. Martyrdom, the inexhaustible treasure trove of world literature, is first and foremost a source of wisdom and instruction, which conceals the secrets of the unknown. Wandering through the labyrinths of proverbs, he finds, as a guide, that proverb that, in every epoch, in every time, and even in different ethnic groups, preserves and carries the eternal meaning of the proverb. In Georgian literature, this approach gains a new, more imaginative meaning in the work of Jemal Karchkhadze. His work “The Master,” published in 2025 and now printed in manuscript form, is of particular interest. This is the only work that the writer specially copied by hand so that it would be easy for the reader to read. The essence of the story concerns the eternal problem – the mechanism of the inheritance of evil – and perhaps it is most relevant to our modernity.
The Poet as Chronicler, Diplomat, and Moral Authority in Pre-Islamic Arab Tribal Society
This article examines the multifunctional role of the poet in pre-Islamic Arabian tribal society and argues that poetry functioned not merely as an aesthetic practice but as a powerful institutional, political, and ethical force. The society of the djāhiliyya period was based on oral tradition, tribal identity, and a code of honor (sharaf), where social order was regulated through reputation, collective memory, and the preservation of dignity. Within this framework, the poet (shāʿir) emerged as the “voice” of the tribe and a bearer of symbolic authority. The study analyzes the poet’s role in three main dimensions: as historian, diplomat, and moral authority. First, the poet functioned as an architect of historical memory. The works of the Moʿallaqāt poets including Imruʼ al-Ḳays, ʽAntara b. Shaddād and Zuhayr Abi Sulmā preserved genealogies, accounts of wars, heroic ideals, and structures of social hierarchy. In an oral culture, poetry served as an archive and shaped the narrative of collective identity. Second, the poet acted as a political agent. Satirical poetry (hidjāʼ) could provoke intertribal conflict, while praise poetry (madḥ) could legitimize leadership and promote reconciliation. Particularly in the poetry of Zuhayr Abi Sulmā, peace is presented not as weakness but as a rational and honorable political choice. Thus, poetry functioned as a medium of mediation, transforming violent conflict into a symbolic and negotiable discourse. Third, the poet held moral authority. Through praise and satire, poets defined the boundaries between honor and shame, reinforcing ethical norms such as courage, loyalty, and hospitality. In the absence of formal legal institutions, poetic discourse operated as a mechanism of social regulation and moral evaluation. The article also addresses the transformation of the poet’s role following the rise of Islam. The rhetorical power of the Qur'an redefined the status of poetry, distinguishing divine revelation from poetic speech. Nevertheless, poetic practice was not abolished but integrated into the emerging Islamic order. This transformation demonstrates that poetry had already functioned as a strong institutional force in pre-Islamic society, requiring reinterpretation within the new religious framework.
On the Expression of Some Paroemic Concept in Arabic Orally Transmitted Foklore
Arab author Abu’ Ubaid Al-Harawi (philologist, lawyer, theologian, born in 770) said: “Arabic proverbs are one branch of Arabic philosophy and wisdom”, whereas according to the evaluation of the Arab people, “A proverb never lies” [əl-másal ma jekzob ’abadan]- يكذب أبدًا المثل ما Proverbs are significant “social documents”, which represent the stereotyped communicative units expressing the world outlook of nations. The process of human thought over the centuries, gaining insight in the deep regularities of the universe and conclusions are concentrated in them. By means of them the essential in the class of phenomena – the approved wisdom is evaluated and represented in a generalized way. Exactly due to the generalized meaning, proverbs can turn into the parameters of the mentality of a given language collective, into the formulas expressing the norms seen from their point of view and “established” by them. On this basis, they are used as argued evidence for explaining diverse life situations and bringing to light pragmatic “strategic” instructions. Proverbs are a multidimensional topic. The aim of the present study is, on the basis of examples obtained from the Arabic stock of proverbs, to interpret on the theoretical level one conceptual model – “It is necessary to appreciate the valuable”, in particular, to demonstrate how this generalized concept is expressed in Arabic orally transmitted folklore, upon what experience the Arabs rest in this case, what “construction material” (G.Permiakov) they choose as the image and on the basis of it what kind of imaginary-logical relations are recorded. At the same time, as a result of comparative analysis of Georgian conceptual parallels, respective similarities and differences are observable from this viewpoint. The analysis of the examples represented in the given corpus has shown that the similar generalized meaning underlies each proverb, by means of which they practically are united within a single concept (“It is necessary to appreciate the valuable”), within a single semantic model. However, it has become clear as a result of the analysis that the conceptual colouring of each proverb (the alternation of the intonation field at the time of performance) and the parameters of the generalized extent are practically different. That is, at the time of realization in a context each proverb reveals the potential of being placed in a different situational “niche”; against this background, they are considered not as synonyms but as quasi-synonyms (partial conceptual parallels). The Arabic-language material is based on the urban vernaculars of the Syrian dialect, mainly – those of Damascus, Aleppo and their outskirts. Each example is recorded and translated from the Arabic primary source, directly from Syrian informants. The Arabic text is accompanied the Latin transcription (showing the phonetic differences of the Syrian dialect in relation to Classical Arabic), the word for word translation and relevant Georgian equivalents.
Peculiarities of perception of Musical and non-musical Sounds in Children
The word „sound“ encompasses two concepts:1. Sound as a „physical phenomenon“ produced by the vibration of an elastic body, and 2. Sound as a „sensation“ that is perceived by the auditory organs. Sound perception is a complex psychophysiological process, it develops is parallel with the maturation of the childs nervous system. Humans experience a variety of soumds. From birth, they are immersed in a diverse acoustic space, which is full of musical and non-musical sounds. Musical art plays an important role in the harmonious development of a person. Georgian childrens music has a very rich repertoire and is distinguished by its genre siversity. Music from the animated film „The Wedding of the Chkhikvta“ (composer Meri Davitashvili), it is distinguished by its cheerful, lively character and dance rhythms. To describe each bird in the film, the author uses their corresponding musical instruments, this helps children accurately perceive the nature of birds and the timbre of their voices. To describe the chirping, the author uses a slang term that accurately describes the chirping of the chirping bird. The calm and warm sound of the sparrow conveys the sparrows friendly nature. The swallows melody, which is played by the fanduri, refers to its swift flight. The low timbre of the horn indicates the wisdon of the owl. The composer uses the powerful sound of the drum to characterize the crow. To imitate the chirping of crickets, the composer uses the instrument flute. In the Georgian childrens piano repertoire, we find many examples of musical and non-musical sounds. For example Sulkhan Nasidzes piano piece „Rain“. This piece introduces students to playing staccato, similar to string pizzicato, which accurately conveys the image of bouncing raindrops with forceps. Therefore, musical and non-musical sounds arouse significant interest in children. They learn about the variety of sounds and their timbre, helfs activate emotional and cognitive reactions, sensory development, emotional intelligence, increases the childs ability to adapt to the environment…
For several Arabic-Persian medical terms according to „Tsigni Saakimoy“
„Tsigmi Saakimoy“ (The Book of Medicine) is one of the earliest surviving Georgian medical manuscripts of the thirteenth century. The work was studied and published in 1936 by Dr. Lado Kotetishvili. Based on textual and terminological analysis, scholars have argued that the original text was written in Arabic by an Arab physician. This conclusion is supported by the predominance of Arabic medical terminology, the ethnic composition of the cited authorities (mainly Arab physicians), and the absence of Persian equivalents alongside many Arabic terms, suggesting that Persian elements were introduced by later scribes in the thirteenth–fourteenth centuries. Ekvtime Takaishvili dated the Arabic original between the eleventh and thirteenth centuries and noted its dependence on the Canon of Medicine by Avicenna. Ivane Javakhishvili identified 1206 as the date of its Georgian translation and attributed it to Khoja. This study extracts Arabic–Persian medical terminology from the 1936 edition and verifies it using Arabic and Persian lexicographical sources. The findings demonstrate that most lexical units entered Georgian while preserving their original phonetic structure; although some forms are archaic, many remain in active use in modern medical terminology.
“A Christian Country in the East”: XVIIIth Century German Periodicals as a Source for the History of Georgia
This article explores eighteenth-century German-language periodicals as sources for the history of Georgia, focusing on the formula that depicted the country as a “Christian country in the East.” It argues that this confessional label functioned as an interpretive framework through which political, religious, and cultural information about Georgia was organized and simplified in European public discourse. Drawing on examples from historical, political, and scholarly journals, the study shows how reports based on diplomatic correspondence, travellers’ accounts, and first-hand observations (including those by Güldenstädt and Reineggs) constructed a hybrid informational space combining mediated knowledge with direct experience. The analysis traces the transformation of the “Christian country” narrative from a religious-symbolic image, exemplified by biblical geography and martyrdom stories, to an increasingly politicized discourse in the context of Ottoman–Persian rivalries and Russian expansion. The article concludes that German periodicals reveal a dynamic and evolving perception of Georgia, shaped by changing confessional, intellectual, and geopolitical contexts of the eighteenth century.
The problem of the “little man” in Franz Kafka's story “The Metamorphosis”
This article examines the problem of the "little man" in Franz Kafka's short story "The Metamorphosis." The classic theme of the "little man" is widely represented in both Russian and German literature, reflecting socio-philosophical issues and the everyday reality of life. The theme of the "little man" in Russian and German literature of the 19th and 20th centuries focuses on the fate of the socially vulnerable, the ordinary citizen, oppressed by the state apparatus or circumstances. Russian literature emphasizes humanism and compassion, while German literature more often views the hero through the prism of existential loneliness and alienation. In "The Metamorphosis," Franz Kafka reinterprets the theme of the "little man," transforming him from a socially oppressed official into an existentially lonely, dehumanized being. Gregor Samsa, a traveling salesman, becomes an "insect," which metaphorically emphasizes his complete helplessness, uselessness, and alienation from his family and society.
The Critical-Exposicative Pathos of Rafiel Eristavi's Vaudevilles
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.
The Didactic Moral of Shio Argvispireli's "Playground"
One of the defining features of Shio Aragvispireli’s literary heritage is the abundant use of folklore material.Significant observations about the writer’s special attitude towards Georgian folk language belong to researcher Ksenia Sikharulidze. According to her, the writer’s use of folk language samples is one of the ways to convey the ideological meaning of the work to the reader. The ideological side of Shio Aragvispireli’s works is also connected with interesting samples of Georgian folk proverbs, which the writer used with high artistic skill. The novelist’s work also frequently uses proverbial elements. Shio Aragvispireli’s literary thought, reflecting contemporary life, also attracts attention with interesting samples of literary fairy tales. Shio Aragvispireli’s sphere of interest was also Georgian incantations. Incantations. Shio Aragvispireli's special attitude towards national folklore, in addition to the above, is also demonstrated by the writer's interest in Georgian folk games. Folk games have occupied a special place in the life of Georgians since ancient times. Interesting examples of Georgian folk games are preserved in Shio Aragvispireli's personal archive. The writer wrote down these games in his own hand. As is known, the first collection of Georgian folk games collected from different parts of Georgia was published in 1945 by Zakaria Sherazadishvili, and in 1965 he also published a second independent collection. Shio Aragvispireli's games "Tavidavla", "Kachagebi", "Dzera-Dzera", "Tytideda" are not attested in these collections, while the rest of the games are variant variations of well-known Georgian folk games. The Georgian folk games discovered by Shio Aragvispireli, as well as many examples of games presented in the above-mentioned collections, carry educational-didactic morality. The national folklore heritage found a multifaceted reflection in Shio Aragvispireli's creative and public activities. As for the writer's interest in Georgian folk games, it is natural. His appearance on the stage of creativity coincided with a time when all nationalities were being trampled underfoot, and folk games were one of the targets for the aggressor. The writer's contemporaries made special efforts to popularize Georgian folk games, a clear confirmation of this is the Georgian periodical press of the late 19th century and the first half of the 20th century. Shio Aragvispireli did not only address the urgent issues of the proper upbringing and development of the future generation through his literary works; he also raised his voice against the ugly aspects of the pedagogy of the time in a letter full of critical and denunciatory pathos addressed to the leaders of the then government. The novelist's interest in the popularization of Georgian folk games also stemmed from the necessity of the spiritual and physical health of the nation.
The concept of betrayal and morality on the example of Vazha-Pshavela’s “Search for Blood”
Moral and ethical issues are one of the key issues in Vazha-Pshavela's work. The presentation of the moral ideal of man is particularly delicate and responsible for the writer, because it is precisely such outstanding heroes who try to improve public thinking and establish ethical values. The function of literature is also to form a moral ideal and arouse the reader's desire to achieve it. In the communities of Pshav-Khevsureti, the norms of human relations, the protection of goodness and justice, and love for the country and neighbor were treated with particular rigor. In a word, the mountain was unbreakable in its way of life. Customs nourished by pagan religious beliefs sometimes forced members of the community to perform without a word: the tradition of bloodletting, cutting off an arm, and killing a foreign “slave of the image,” which was considered a religious norm in this society. Obviously, this violated the dignity of distinguished individuals, since the existing rules required ignoring the laws of human behavior and consciousness. The moral and ethical spectrum of Vazha-Pshavela’s epic works is very wide. In this case, we are limited to only the poem “The Search for Blood,” in which, in addition to moral values, the anatomy of betrayal is also visible. The writer showed us these two deep psychological layers of a person on one plane. It is also worth considering that Vazha-Pshavela deeply penetrates the ethnopsychology of the Georgian nation and revives the fundamental moral principles of national consciousness in artistic language. The dramatic plot of the poem, the confrontation between dignity and dishonor, reveals the characters' personalities, their personal values, and weaknesses. In the poem, a very difficult internal struggle takes place before our eyes. The egocentric aspirations of individual individuals clash with the interests of freedom-loving people. The struggle is uncompromising and relentless. This contradiction, however, reveals a healthy point of view.
Futurism and Its Deconstruction in Contemporary Georgian Poetry: The Poem “We, Who Will Never Go Outside” by Zviad Ratiani
The present article explores the transformation of Futurist aesthetic and ideological principles in contemporary Georgian poetry, focusing on Zviad Ratiani’s poem “We, Who Will Never Go Outside.” The aim of the study is to examine how the core concepts of classical Futurism, the cult of movement, the aestheticization of urban space, the manifesto-like collective “we,” and the ideology of heroism are reinterpreted and deconstructed within a post-Futurist, ironic, and critical poetic framework. The research employs comparative-typological and interpretative methodologies, drawing on the theoretical foundations of Italian and Russian Futurism as well as contemporary literary criticism. The analysis demonstrates that in Ratiani’s poem, Futurist dynamism is transformed into a reversed motion characterized by social apathy, silence, and moral paralysis. Urban space no longer functions as a symbol of technological triumph and progress, but instead emerges as a metaphor for historical trauma, collective guilt, and existential disillusionment. The findings indicate that the poem represents a distinctly post-Futurist text, in which the deconstruction of Futurist ideology becomes a means of articulating the spiritual crisis of modern society, the degradation of heroic ideals, and the problem of collective responsibility. The article argues that Futurist heritage in contemporary Georgian poetry operates not merely as a formal stylistic reference, but as a critical and reflective ideological framework that facilitates deeper engagement with historical memory and social self-awareness.
რელიგია და თანამედროვე გენდერულ/სექსუალური იდენტობები: ქალთა როლი, ლგბტ+ და რელიგიური ინსტიტუტები (შედარებითი ანალიზი მართლმადიდებლობაში, კათოლიციზმსა და ისლამში)
On Some Peculiarities of teaching the Formation of Geographical Names in Georgian
Geographical names constitute a significant component of the lexical system of the Georgian language. They reflect historical, ethnocultural, social, and environmental experience and serve as an important source of evidence for linguistic, historical, and ethnographic research. Semantically, this group of names is diverse and can be classified into several major categories based on functional-semantic criteria. The Georgian language is distinguished by a rich and multilayered system of geographical names and employs a variety of word-formation mechanisms in their creation. Alongside derived forms, the system includes compound structures, particularly attributive-determinative formations. Monoreferential compound toponyms in Georgian are formed according to both attributive and substantival models, and numeral elements may also function as structural components. Geographical names further include coordinative compounds, borrowings from foreign languages, and elements of ancient toponymy. The latter is characterized by structural and semantic stability as well as diachronic resilience: such names often preserve archaic forms and stems that are no longer part of the active lexicon or have undergone formal transformation. Nevertheless, a substantial proportion of geographical names is formed through affixation, with the most productive patterns involving the suffixes -ეთ (-ით) and the circumfix სა-ეთ. The names within this group are semantically diverse and may denote specific geographical entities - continents, countries, cities, villages, oceans, lakes, rivers, mountains, and other spatial units. However, they function not merely as designations. Each name may encode information about a particular locality, its historical development, its population, and, in certain cases, the events associated with it. The present study addresses key issues that are significant not only from the perspective of word formation but also in terms of pedagogical application. The teaching of geographical name formation in Georgian requires a systematic, sequential, and research-oriented approach. Particular attention should be paid to semantic analysis, etymology, and the identification of the relevant word-formation model. Within the instructional process, toponymic material should be interpreted within an interdisciplinary framework, drawing on data from history, geography, and ethnology. Such an approach ensures a multidimensional understanding of linguistic units and contributes to the development of research skills.
This is a research for creating a cognitive translator prototype based on brain electromagnetic activity, aiming to develop a cognitive translator prototype that uses brain activity to translate thoughts into different languages. The idea is to analyze linguistic activity data and develop algorithms to recognize and translate brain signals associated with specific concepts. The main hypothesis is that the concept (or thought /whatever is to say/write) remains the same across languages haveing the different linguistic material for different langugaes. To test this hypothesis, we plan to record and analyze the neural activity of 90 participants speaking three different languages using EmoTV epoc - EEG (electroencephalography) technology. The research involves several steps, including: Data collection: Recording EEG signals from participants as they think or speak in different languages. Data analysis: Analyzing the EEG signals using techniques such as FFT, PSD, ERP, and machine learning algorithms to identify patterns associated with specific concepts. Algorithm development: Developing algorithms to recognize and translate brain signals into different languages. Prototype development: Creating a software prototype of the cognitive translator. The research aims to achieve several goals, including: Identifying the correlation between EEG signals and linguistic concepts Elaborating the neurological algorythms, which will connect the langugae concepts with the proper EEG sygnals. Recognizing pre-defined sentences with 70-90% accuracy based on brain activity Developing a software prototype of the cognitive translator Creating a scientifically grounded model for neural linguistic research The research has the potential to revolutionize language technologies and establish a new research direction in Georgian/Kartvelian studies.
Linguocultural Features of Clothing Names: A Comparative Analyses Based on the Russian and Georgian Langauages
The article discusses one of the components of the complex multi-level concept of clothing-headwear; it is confirmed that the nominees for headwear in the languages under consideration contain a variety of value information of mental, linguoculturological, ethnographic and historiographic nature. At the same time, national-specific features caused by differences between Russian and Georgian cultures are revealed.
Linguistic Analyses of the #2173 Manuscript Saves in Kutaisi Museum
Kutaisi historical-ethnographic museum is rich with its manuscripts, and the manuscript is the national treasure. We are going to analyze a prayer book (# 365), which author is Iona Gedevanishvili. The prayer book with the size of 15X105, written on paper, bound in the embossed leather cover, written in Mxedruli , titles in red ink, the monument of the II half of the XIX century, incomplete and damaged, comes from Akhvlediani’s famiily. Specific linguistic norms characteristic to average Georgian was expected in the manuscript. The ancient Georgian norms prevail in it. Scribe is fluent and to put it into practice is not hard to find, and the influence of the Modern Georgian that was not inculcated is still strong. Лексические анализ рукописи сохраняет в Кутаиси музей.
Arabic-language and Arabographic printed production in Dagestan at the end of the XIX and beginning of the XX centuries
When talking about the scale of the spread of the Arabic language and its role in the life of the Dagestan Muslim community at the end of the 19-th and beginning of the 20-th centuries, one of the important arguments is the development of Arabographic printing and lithographic culture, which was given impetus by the significant number of manuscript monuments in Dagestan, as well as the establishment of periodicals. At that time, Dagestan was equally strongly influenced by two cultures: the Arab-Muslim one, which was associated with local ideological traditions, and the Russian one, which had an increasingly strong influence on the ideological political and cultural life of Dagestan. Initially, printing houses contributed to the spread of Russian culture in Dagestan, and books were printed mainly in Russian, while Arabic-language literature, which spread from the East, continued to be distributed mainly in manuscript form. We practically do not have Arabic-language printed products until the beginning of the 20th century. Only by the beginning of the 20th century did the work of printing books in Arabic begin in Dagestan. In the Port-Petrovsky printing house (which existed since 1876), books in Arabic were already being published in 1904. In 1907-1908, Arabic book printing was carried out by Temir-Khan-Shuras M. It also began in the "Islamic Typography" founded by Mavraev, which published a significant number of books on various topics (grammar, literature, poetry, linguistics, fiqh, Sufism, theology, dogmatics, logic, rhetoric, practical astronomy, and others) in Arabic. Of the approximately 400 printed books (traceable and studied to this day) published in the Dagestan and Tergi regions (in Temirkhanshura, Port-Petrovsk, and Khasavyurt) at the beginning of the 20th century, almost half are in Turkic (mainly in the Kumyk language), a significant part is also in Arabic, and the rest were printed in Dargush, Avar, Lak, Kabardian, Karachay-Balkan, Chechen, and other languages. Printed products It was as diverse in genre and subject matter as the manuscripts. 50% of printed matter was religious, while textbooks accounted for only 6%. Apparently, among the Arabic-language books, local printing houses printed a considerable number of Arabic grammar textbooks, due to the demand for them. The frequency and number of reprints of handwritten grammar textbooks during the 15th-20th centuries also allow us to make such an assumption. The end of the XIX and the beginning of the XX centuries are marked with the development of Arabographic manuscripts and lithographic culture. The development was stimulated by the establishment of periodical journals. During the First World War in the the administrative center of Dagestan Temir-Khan-Shura (modern Buinask) appeared Arabic-language periodicals, anewspaper” Dagestan", which used to come out in Turkish as well before the revolution. In 1913-1918 under the severe censorship, when every free thought was banned at the same printing house came out a newspaper “ǧarīda dāġistān”. The newspaper played an important role in the social life of Dagestan for quite a long time. It was written in literary Arabic to avoid the censorship, however for the same reason, it stayed not available for the wider mass of readers. It is true that at the beginning of the 19th century, not a small part of the Dagestan region received education in Arabic in Muslim schools, but the level of development of Arab-Muslim science significantly lagged behind European and Russian ones. For this purpose, by the 1930s of the 19th century, Russian scholars began to establish Russian-type schools in Dagestan, which offered Dagestanis higher standards of education. In the wake of rapprochement with Russian culture, cultural orientation began to shift from the East to Russia.
The Interrelationship Between Word and Music in Baroque Musical-Rhetorical Composition
The foundation of Baroque musical thought is rooted in the principles of rhetoric, where music is understood as an emotional and expressive continuation of speech. The aim of this paper is to demonstrate the significance of the word and, more broadly, of rhetorical art in the music of the Baroque period. In the XVII-XVIII centuries, European professional music gradually evolved into a meta-language that adopted the structures and functions of verbal discourse. During the Baroque, music was regarded as a powerful means of communication and a tool for influencing the listener. Like rhetorical speech, musical composition aimed at persuading and moving its audience. Rhetoric operates on all levels of XVII and XVIII-century European professional music and manifests itself in: the level of creating and inventing a work (Inventio); the level of musical style and formal structure (Dispositio); the level of the constituent elements of a musical composition, that is, the musical language (rhetorical figures). Baroque music represents a carefully planned rhetorical process, in which musical units convey ideas through specific topoi. Baroque compositions were typically mono-affective, expressing a single dominant emotional state. The content of the text determined key elements such as tonality, tempo, and melodic-rhythmic design. Accordingly, in Baroque musical-rhetorical composition, word and music form a unified semantic system in which music “speaks,” and the composition is perceived as emotional argumentation. Thus, in Baroque musical-rhetorical composition, word and music form a unified semantic system in which music “speaks,” and the composition functions as emotional argumentation.
Semantics and productivity of the -phob suffixoid in modern German (in relation to the Gerogian language)
This study examines the semantics and productivity of the -phob suffixoid in modern German and its equivalents in the Georgian language. The research traces the etymological evolution of the element from its Greek origins, where it shifted in meaning from "flight" to "fear". In the German context, the element became highly productive within medical and psychological fields during the 19th century before expanding into everyday language. The author analyzes how these terms are integrated into Georgian, noting that they entered the language primarily through Western European scientific channels at the turn of the 20th century. A significant focus is placed on the "terminological dualism" in Georgian, where international loanwords through transliteration coexist with descriptive native translations. Finally, the paper classifies various semantic groups—such as fears related to processes, objects, or geographical locations—to demonstrate how context determines the translation method used in Georgian.
Communication in the Era of Globalization
This article examines translation as a central practice of global communication in the age of digitalization. Starting from the premise that globalization is inconceivable without linguistic mediation, translation is understood not merely as a technique, but as a cultural and political process. Drawing on approaches from translation theory, it is shown that translation transforms meanings, negotiates cultural differences, and structures visibility. Using institutional contexts such as supranational organizations, it becomes clear that multilingualism is intended to secure democratic legitimacy, but at the same time can reproduce existing power asymmetries. The increasing prevalence of machine translation systems is fundamentally changing the practice: While digital technologies lower communicative barriers and expand global participation, new hierarchies emerge through data-driven prioritization of certain languages ​​and discourses. This article argues for an understanding of translation as an ethical practice situated within the tension between efficiency and responsibility. In a networked world, the quality of linguistic mediation significantly determines how inclusive, nuanced, and equitable globa.
Translation of a literary text on the basis of Linguoculturological paradigm
Article aims to discuss the interrelation of Linguoculturological paradigm in the aspect of Culturology. In modern linguistics language is connected with the phenomena of cultura, this new vision of language is called linguoculturological paradigm. The first and main argument implies paradigmal status of linguoculturology as a research trend. The existence of interrelation between Language and culture is considered to be discussed through the linguoculturological paradigm. The literary text is considered as ‘document” of culture and semiotical space. With the point of linguoculturology translation is cross-cultural communication, where translator has a role of interpreting texts from one culture into another, maintaining the feeling of reality and creativity. To sum up, we should say that absolute style equivalance is impossible, if take into consideration that there does not exist the same language system and cultural experience.
Comments of Church Fathers and Exegetes on the Schism in the Church of Corinth
The aim of this article is to investigate the causes of the divisions that emerged in the newly founded Church of Corinth (1 Cor. 1:12), based on the commentaries of Church Fathers and exegetes from different historical periods. The study draws upon a wide range of patristic exegesis and scholarly literature, examining a substantial body of sources from antiquity to the modern era. It is argued that the divisions within the Corinthian Church arose from a misinterpretation of baptismal and catechetical issues, which in turn led to the formation of various “groups.” The research demonstrates a consensus among the Church Fathers (consensus patrum) on this matter. At the same time, it becomes evident that the majority of Orthodox and non-Orthodox theologians of later centuries understood the issue differently from the early Fathers. Whereas the Fathers offered a spiritual interpretation of the passage, most later authors tended to read it literally—a tendency that continues to the present day. The article presents examples of both literal and spiritual interpretations of Scripture, using 1 Corinthians 1:12 as a case study. The findings show that all the Church Fathers who addressed this issue unanimously emphasised that the grouping of the four names mentioned in 1 Corinthians 1:12 did not, in fact, exist in Corinth at that time. On the basis of exegetical homilies and treatises, the study offers a systematic overview and synthesis of this specific problem. The value of the article lies in its consolidation, analysis, and objective resolution of the issue through a comprehensive engagement with patristic interpretations preserved within the early Christian tradition.
Idiomatic Components in Phraseological Units of the English and Georgian Languages (A Comparative Analyses)
The present paper is devoted to the study of idiomatic components in phraseological units from a linguocultural perspective, based on material from the English and Georgian languages. A phraseological unit is examined not only as a linguistic phenomenon but also as a bearer of cultural memory that reflects a nation’s worldview, traditions, and historical experience. Of particular interest is the identification of the structural, semantic, and cultural features of idiomatic components in phraseological units, as well as demonstrating how these components determine expressive meaning and cultural specificity. Through a comparative and comprehensive analysis of English and Georgian phraseological material, their distinctive features become clearly visible. The analyzed data convincingly show that idiomatic components—especially somatic elements, metaphors, and culturally marked images—play a significant role in preserving cultural identity and in shaping the semantic motivation of phraseological units.
Ethno-Linguistic Analysis of Lexical Units Denoting Divine Service/Prayers in Svan
The Svan dialectological material reflecting divine service, which we divided into two parts: 1 lexical units denoting the liturgy and 2. lexical units denoting prayer-proved to be highly interesting from both ethnographic and linguistic perspectives. As a result of the study, we collected all sacred terms denoting liturgy and prayer scattered, like pearls, across Svan dialects and subdialects, and, on the basis of comparison and contrast with corresponding Kartvelian linguistic data, determined the origin of each lexical unit. The study showed that the lexical units denoting the liturgy (e.g., wირ/wirw, saxräb/saxreb/saxareba, tnobelob) were borrowed into Svan from Georgian through the operation of various phonetic processes (e.g., sound loss, sound insertion, umlaut, and sound alternation...). Within the lexical units denoting prayer (loc, limzər), we grouped together lexemes referring to rituals of prayer, supplication, and offering performed in the name of the Lord or a particular saint, such as lidbäši, liywläj, lilgeni, lixline, liṭbəli, etc. As already noted, their differentiation was determined by the character of the prayer or offering. Despite Georgian roots identifiable in these sacred terms, we consider them to have been formed within Svan linguistic environment. Importantly, these religious lexical units have preserved a number of archaic Kartvelian words and roots.
Reprezentation of the city in Orhan Pamuk’s novel “Istambul: Memories and the City“
Orhan Pamuk’s novel “Istambul: Memories and the City“ is a profound synthesis of urban identity, collective memory and autobiographical narrative. The author explores the interrelationshipp of the individual, history and environment, where Istanbul appears not only as a place of action, but also as a living, multi-layered and historically contextualized character. The urban environment of the city directly determines the psychological, social and cultural portraits of the characters. Orhan Pamuk’s description evokes in the reader a simultaneously documentary and deeply emotional image of Istanbul. The novel skillfully connects the historical, social and aerchitectural details of the city with the author’s personal development – from childhood memories to the formation of the writer’s identity. The text presents the city as a dynamic organism that stores and creates human experience.
Research Contexts of Science Teaching in Student’s Master’s Theses
The article analyzes modern strategies for preparing future primary school teachers, emphasizing the vital collaboration between universities and public schools. The study aims to define the role of an extensive 15-week school internship in forming the identity of a "teacher-researcher". The research discusses the cyclical principle of working on a Master's thesis, which encompasses problem identification, collection of empirical evidence, and the intervention phase. Special focus is given to the methodology of teaching science and the realization of target concepts defined by the National Curriculum, such as "Object," "Phenomenon," and "Sustainable Development". The article presents examples of integrating STEM approaches, experimental learning, and environmental education to enhance students' scientific literacy. The work argues that research-based practice ensures the professional transformation of students, enabling them to bridge theoretical knowledge with real classroom challenges and make valid, data-driven pedagogical decisions.
“Oghond Martla”: A Marker of Reinforced Sincerity and Semantic Inconsistency
The article examines the construction “oghond martla” (“really, honestly”) as a characteristic feature of contemporary Georgian spoken discourse. This expression is widely used in various communicative situations, particularly in evaluative utterances and compliments. The aim of the study is to analyze its functional and semantic properties and to identify the reasons for its increased frequency in modern Georgian speech. The research is based on syntactic-semantic and pragmatic analysis, as well as discourse-oriented observation of spoken language data. The paper discusses the historical development of the conjunction “oghond” in Georgian, outlining its affirmative, adversative, and conditional-concessive functions. It is argued that in the construction “oghond martla” the conjunction appears to regain its original affirmative meaning; however, it simultaneously retains adversative features at the syntactic and functional levels, which leads to semantic inconsistency. The analysis demonstrates that “oghond martla” functions in contemporary Georgian as a means of reinforcing sincerity, reflecting pragmatic communicative needs shaped by social distrust and increased skepticism toward verbal evaluation.
For the Study of Some Syntactic Construction in Georgian
The article “For the Study of Some Syntactic Constructions in Georgian” discusses the study of “monotactical” and “paratactical” constructions in higher education institutions. In a monotactical construction, we combine simple and monosyllabic sentences (except for compound sentences with homogeneous subjects), while in a paratactical construction, we combine compound and complex compound sentences with homogeneous subjects. When learning about the nature of predicate constructions, it is especially important to clarify the concepts of "monopredicate" and "polypredicate." Appropriate examples should be contrasted with each other and the propositions of these two constructions should be studied by comparison. The student should be explained that homogeneously compound and complex compound sentences have much in common structurally. Both types of sentences use connecting conjunctions, and at the same time the sequence patterns of the sentences are identical taking into account the conjunctions. The components of such sentences have a common, shared word (address member), which is repeated or is implied as the same or different members. Based on appropriate examples, the student should be able to explain the function of the address member and determine the relationships of compound and complex sentences based on the relationship of address members and verb-listeners. The article also discusses the separation of predicate centers, which have a syntactic construction independent of each other, are connected to each other by coordination and form a parataxis construction. Explain to the student that a sentence should be divided according to its structure as follows and indicate the sentence structure scheme established in the special literature: "I. Monopredicate: monotactical or quantitative; Polypredicate: a) paratactical or co-ordinate; b) hypotactical or subordinate. Sentence structure will be considered learned if the student is able to distinguish between monopredicate and polypredicate constructions, distinguish between parataxis and hypotaxis constructions, find a common address member in a parataxis construction, and identify predicate centers.
In What Language Was Akaki’s Play «Arsena» Written?
In the final volume (Vol. XV) of the Complete Collection of Akaki Tsereteli’s Works, published in the 1960s, four works were printed under the heading «Works of the Youth Period»: the poem «В альбом невесты» (In a Bride's Album), a candidate thesis submitted to St. Petersburg University titled «Несколько слов в пользу оригинальности «Барсовой кожи» (A Few Words in Favor of the Originality of «The Knight in the Panther's Skin»), and two plays: «Разбойник Арсений» (The Robber Arsena) and «Семейная революция» (Family Revolution). The editor-in-chief, Giorgi Abzianidze, concludes the volume’s notes and comments with the following statement: «Regardless of whether this play [referring to «The Robber Arsena»] was written in Georgian or Russian, in both cases it is a product of Akaki's creativity and represents a noteworthy fact in the history of Georgian literature» (Akaki Tsereteli, Complete Collection of Works in 15 Volumes, Vol. XV, p. 703). While this view is certainly beyond dispute, it is nevertheless essential—alongside many other factors—to determine the language in which the author originally wrote the play. The play «The Robber Arsena»has not been published anywhere else, neither before nor after the publication of the fifteen-volume set. It is known to the public that since 2010, a full twenty-volume academic edition of Akaki Tsereteli’s works, prepared by the Department of Textology at the Shota Rustaveli Institute of Georgian Literature, has been in publication. Readers have already received thirteen volumes; Volumes XIV and XVI are currently in press. Volume XVI of this edition is to be dedicated to Russian-language works; accordingly, it is necessary to study the creative history of all of Akaki's Russian-language works discovered to date, including the play «The Robber Arsena ». Presumably, the play was written between 1860 and 1866, when Akaki Tsereteli lived primarily in Moscow after finishing university. During this period, he created numerous works. Although the poet wrote mostly in the Russian language at that time, the themes and problems of his compositions were often Georgian. Generally, Akaki drew the plots of his artistic works from Georgian reality. In the play «The Robber Arsena», the action also takes place in Georgia: the love between Nino and Giorgi is sacrificed to human immorality. Giorgi is forced to change his name and fight against injustice. In the text, the influence of the folk «Verse of Arsena» is clearly felt, though Akaki develops the action in an entirely original way. An important source for establishing the creative history of the work is the drama «Arsena» (the first act), which was printed in the 8th issue of the journal Tsiskari in 1868.
The Face of Stalin in the Georgian “Soviet National” Narrative
A great many works of fiction, prose or poetry, paintings and sculptures have been created about Joseph Stalin, many films have been made, and a number of historical works have been written. The vast majority of them were created during his own lifetime and, most likely, with Stalin's own interpretation. For Stalin, promoting himself from a national perspective became a means of legitimization (for the benefit of Georgians. Author), which somehow suppressed the people's resistance to the occupation regime, of course, against the backdrop of repression. Stalin's name is associated with Ilia Chavchavadze, Iakob Gogebashvili and the mother tongue, as well as the Georgian language, Shota Rustaveli, the church, historical memory and the future (in general, communism is the future paradise that the leader promises to the people). Of course, all this is mythologized, and the narratives that make it uniquely Georgian are far from reality. In this process, both fiction and cinema, as well as painting, play a particularly active role. The Georgian national narrative was connected to Stalin, and Stalin to the narratives of Russian Soviet identity, thus creating a kind of magical circle that played a negative role in the post-Soviet era. Georgian nationalism and identity, which originated in the 19th century, was founded by Ilia Chavchavadze. And during the Soviet period, it was transformed in accordance with the existing regime and leader. Shota Rustaveli is the pinnacle of Georgian thought and the face of the great Georgian past, which Stalin revived in a new way. The creator of the new environment, the integration figure who sets the tone and direction is a Georgian - Joseph Stalin, whose personal role is mainly passive, that is, Stalin himself is the subject of projections, whose personal greatness in the imagination of Georgians is transferred to the whole of Georgia. However, his direct participation should not be forgotten either, which, as everywhere, gives directions and contours in this area as well. Stalin becomes a factor of Georgian national identity.
East and West in the Poetry of Suad Al-Sabah
The issue of the relationship between East and West in twentieth-century Arabic literature was shaped by the historical and political realities that emerged in the Arab world during the nineteenth and twentieth centuries. In this period, Arab public life was marked by active debates concerning individual rights and responsibilities, prompted by profound political, economic, and social transformations. In Arab countries, where social life had long been regulated by the dogmas of the Qur’an and Sharia law, the activities of Muslim reformers and Arab Enlightenment thinkers contributed to the growing relevance of the “woman question.” This development coincided with the rise of the women’s movement in Western countries. Consequently, women’s literature became a subject of particular interest.Thus, in modern Arabic literature, the emergence of the women’s movement paralleled the entry of women writers onto the creative stage. It is noteworthy that Arabic literature at the time was undergoing major transformations without the support of an established tradition in this domain. As a result, women writers were compelled to assume the role of pioneers.The 1960s constitute a particularly significant period in the history of modern Arabic literature with regard to the activity of women writers. More than half of the authors representing this generation were women. The works of Arab women writers are characterized by a broad spectrum of gender-related issues, foremost among them the question of personal freedom. A prominent representative of this generation is Suad Al-Sabah, who, through both her public engagement and poetic literary work, seeks to defend women’s interests in the Arab world. The principal themes of her poetry include the reconciliation of Islamic and Western values. In her poetic vision, the West is associated with freedom and materialism, whereas the East embodies a traditional, spiritual, and passive reality. In twenty-first-century Arabic poetry, the theme of the encounter between these two worlds remains a matter of continuing relevance.
The Importance of Reading Methods for Developing Literacy Skills at the Primary Level
Teaching reading at the primary level is the foundation for developing literacy, which determines the student's subsequent academic success. Reading skills include several components: phonological skills, alphabet knowledge, vocabulary, fluent reading, and reading comprehension. Two main traditional approaches are used in the teaching process: the synthetic method (from part to whole) and the analytical method (from whole to parts). However, in modern times, teachers actively use various interactive learning methods and developmental resources in teaching, which makes teaching reading at the primary level more accessible. Modern approaches are based on constructivist principles, student-centered activities, and differentiated learning. Research shows that effective strategies include working with a variety of texts, enriching vocabulary, integrated activities, and formative assessment. Using the right methods ensures the development of not only reading techniques, but also critical and creative thinking.
Some issues of translating a specialized text from a contrasting perspective
Numerous monographs and scientific works have been devoted to the study of specialized languages ​​and the research of relevant texts, which is due to global processes in the world. The integration processes taking place in the modern world have led to the necessity of transitioning from national, monocultural communication to international intercultural communication. Accordingly, it is increasingly important to translate non-fiction, specialized texts from one language to another. This seemingly less creative and monotonous process is associated with certain difficulties and problems.
The Doubled Chrinitope and the Weight of Emigration in XX-XXIst Century American and Georgian Short Stories (Based on the stories of Juno Dias, Yang Choi and Niko Lortkipanidze)
The article is a complex interdisciplinary study that aims to analyze the transformation of cultural identity and emigartion discourse in short prose of the XX-XXI centuries. The object of the research is the short stories of three authors from defferent eras and cultural contexts – Niko Lortkipanidze, Juno Dias and Yang Choi. The work focuses on the phenomenon of “doubled chronotope” – an existetial situation when a character simultaneously exists in two conflicting cultural spaces and temporal dimensions. The research shows that the severity of emigration manifests itself as a multi-layered form of linguistic, socil and psychological alienation.
Teaching the Verb Conjugation System According to the CEFR (Series III)
When teaching Georgian as a foreign language we teach aspects of the language studyes, but also important details of the nation’s consciousness emerge. These details form a unity that defines a nation’s character, habits, traditions, and actions. A linguistic approach to language is understandable, but at the same time, everyone is interested in the overall cultural image of a given nation. This has become especially relevant today, when people of different cultures and nationalities are actively engaged in professional and academic life across various countries. Consequently, this global dynamic has generated new demands. The American scholar Erin Meyer addressed this challenge in her book The Culture Map, where she presents numerous nations and their cultural approaches from a practical perspective—yet Georgia is not among them. Erin Meyer’s framework and research are quite impressive. The main difficulty for learners of Georgian as a foreign language—whether they are European, American, or Asian students—lies in understanding the structure of the Georgian verb and the patterns of its conjugation. Therefore, developing methodological approaches that help students grasp and internalize the Georgian verb system is of great importance. Naturally, work in this field is ongoing, and existing textbooks reflect the function and activity range of verbs to varying ways and depths. However, based on our many years of experience, we have become convinced that this is not sufficient. It is necessary to analyze each series and row of verbs, taking into account their specific characteristics and how they relate to different levels of instruction. Verb categories should be separated and their use in spoken phases reflected—from the simplest to the most advanced levels. In other words, which verb forms learners use in speech, for what purposes, and with what frequency. In this article, we aim to present the difficulties involved in teaching the verb forms of the third series, as well as the methods we have tested to address these challenges. It is important to note that we take into account both the V-type and M-type verb systems, including their categories of usage and distribution. Furthermore, we confirm the presence of functional derivational suffixes that purposefully reflect the form and semantics of a specific verb group.
Individual Metamorphosis as a Literary Device in Franz Kafka’s „The Metamorphosis“ and Jemal Karchkhadze’s „Igi“
Metamorphosis, as a Universal Form of Transformation, constitutes a fundamental change in form, condition, or mode of existence. As a literary phenomenon, metamorphosis provides a unique means of exploring psychological states that often remain unnoticed. In literature, the trope of metamorphosis manifests as both individual and collective transformation. The focus of our inquiry is individual metamorphosis, which is frequently associated with existential, ethical, or psychological crises that disrupt the stability of a character’s identity. In this regard, Franz Kafka’s Gregor Samsa represents a classical example. His transformation into an insect is not merely a physical deformation; rather, it signifies the performative collapse of his social roles - as son, worker, and citizen. On an entirely different plane, metamorphosis unfolds in Jemal Karchkhadze’s short story “Igi.” Here, transformation is not physical but occurs within the realm of mind and consciousness, often initiated by the disintegration of moral, ethical, or social order. Drawing on the theoretical frameworks of Michel Foucault and Stuart Hall, this paper examines metamorphosis as a literary trope that enables us to perceive the processes of identity transformation, fragmentation, and reconfiguration across diverse historical, political, and cultural contexts.
Teaching Grammar Issues Integrated with Text
According to the National Curriculum, a student should acquire such knowledge at the primary level that he/she can: “Functionally use linguistic and grammatical means and vocabulary knowledge to solve specific tasks.” However, considering that the development of students’ meta-linguistic skills begins in grades V-VI, it is necessary to give the processing of linguistic and grammatical issues a more systematic and consistent nature. Integrated teaching of grammatical issues in relation to the text is an approach whose goal is to teach grammar not separately, but in an organic connection with texts, so that students acquire grammatical knowledge within a communicative context, together with content and meaning. The work establishes 6 basic principles of integrated learning and issues that are important in integrated learning. These are: text as a learning center; meaningful work on the text; discovery-based learning; functional approach to the issue and application of the acquired knowledge in practice. The effectiveness of these approaches is established, since language is perceived as a living system. The following examples are used: a) a small text, b) Sulkhan-Saba Orbeliani's fable "Encoded by Language" and c) specially designed tasks. It discusses elementary grammar issues based on text data. I assigned an important function to the goals set for activities and correctly developed, description, development and use of task cards, methodological instructions and the importance of student assessment.
The Influence of Mythological Motifs on the Formation of Idioms and Metaphors in Contemporary German
The present article is devoted to the origin and meaning of German idioms and metaphors whose roots reach back to antiquity. Proceeding from an expanded concept of antiquity, which includes not only the Greco-Roman world but also fundamental cultural, philosophical, and mythological developmental processes of early civilizations, the close connection between language, thought, and mythology is demonstrated. Particular attention is paid to the ancient theory of naming, in which the word is understood as a meaning-bearing “tool” closely related to the properties and functions of the named entity. Against this theoretical background, idioms are regarded as semantically indivisible, imagery-based phraseological units whose meanings cannot be derived from their individual components. Empirical material shows that numerous German idioms and metaphors originate in mythological concepts and continue to exist in contemporary language as linguistic testimonies to ancient ways of thinking.
Common Borrowed Vocabulary in Kartvelian and Chercassian Languages
Common borrowed vocabulary in Kartvelian and Chercassian languages was the subject of our report at the VI and VII International Conference held in Kutaisi, where 25 lexical units were discussed. This time we will discuss another 19 units of different semantic groups that have assimilated these languages from Eastern or Western languages. There are analysed the words in Kartvelian languages, such as დინ­ჯი (dinji), მი­ნა­რე­თი (minareti), ბან­კა (banka), სტა­ქა­ნი (staqani), მი­ნა (mina), ქეიფი (keipi), პალ­ტო (palto), აში­კი (ashiki), გი­ა­უ­რი (giauri), ნა­ღა­რა (naghara), ჯე­ნე­თი (jeneti), მე­სტი (mesti), სა­ლფეტ­კი (salpetki), ტი­ფი (tipi), არა­მი (arami), გა­ზი (gazi), ჩა­ი (Chai)­, ქი­ნა­ქი­ნა (qinaqina) , ჩე­მო­და­ნი (chemodani). This words also are in Chercassian languages too.
Georgian and English Compliments in social networks
With the increased use of social media, complimenting behavior online has become a widespread social activity in response to the posting of photos and other actions. As such, in recent years, it has increasingly attracted the attention of researchers in pragmatics. This article provides an overview of compliments and responses to compliments on social media. The empirical data consists of verbal and non-verbal compliments made in social networks in English and Georgian. Compliments are also analyzed from the viewpoints of politeness theory, speech act theory, and the concept of “face”. Additionally, certain cultural and gender differences have been identified in the compliments made in social networks.
Liturgical drama, in the Middle Ages, type of play acted within or near the church and relating stories from the Bible and of the saints. Although they had their roots in the Christian liturgy, such plays were not performed as essential parts of a standard church service. The language of the liturgical drama was Latin, and the dialogue was frequently chanted to simple monophonic melodies. Music was also used in the form of incidental dance and processional tunes. The liturgical drama gradually increased in both length and sophistication and flourished particularly during the 12th and 13th centuries. The most popular themes were derived from colourful biblical tales (Daniel in the lion’s den, the foolish virgins, the story of the Passion and death of Jesus, etc.) as well as from the stories of the saints (as the Virgin Mary and St. Nicholas). Eventually, the connection between the liturgical drama and the church was severed completely, as the plays came under secular sponsorship and adopted the vernacular. To my mind, much of this can be attributed to the fact that the traditional liturgical forms are the cumulative experience of centuries of liturgical practice -- experience which was able to hone this sense of sacred drama over the centuries and which informed the arts and ceremonies attached to the liturgical rites, each powerfully contributing to the whole. Often these came either without sufficient consideration of these matters, or in some cases with ideological objections to the liturgical tradition itself based upon a populist vision of the liturgy. At the end of the day, it seems to me that when we do an apples to apples comparison of these two liturgical forms, one can see that the problem is not solely aesthetic; it is also structural.
Georgian Literature of the 1880s–1890s in the Context of "Social Thought" (From the History of Systematizing the Georgian Literary Process)
In the study "Toward a History of the Georgian Intelligentsia" (Jorjadze: 1989), Archil Jorjadze analyzes the literary process alongside the "public thought" (A.J.) of that era. He contends that this subject is not only underdeveloped but that specific epochs are "not even brought to consciousness, remaining unstudied and obscure," which hinders the "establishment of a connection between different ideological directions." Archil Jorjadze focuses on the "principle of classification of Georgian directions," which he perceives as "false." He harshly criticizes the classifications offered by Al. Khakhanashvili and Noe Zhordania, yet pays particular attention to the views of Giorgi Maiashvili, to whom he attributes historical significance in the development of Georgian social and political thought.Jorjadze is interested in the nature of the influence of Russian culture on Georgian youth. From Jorjadze’s perspective, the path of national politics begins with the recognition of cultural peculiarities and must culminate in the future recognition of national rights.When evaluating the literary process, Jorjadze prioritized the identification of "ideological directions" and the compatibility of national literature with "public thought" within "social life." Based on these criteria, he distinguishes only three "great organic phenomena" in social life from the 1860s until the publication of his essay: the National Liberalism of the sixties, the Marxism of the eighties and nineties, and the Socialism-Federalism of the early twentieth century. In his view, "all other directions lacked an independent, 'fully grown' character."
Variable Focalization and Stream of Consciousness in Virginia Woolf’s Novel Mrs. Dalloway
Virginia Woolf’s novel Mrs. Dalloway (1925) stands as a landmark achievement in modernist fiction, distinguished by its radical manipulation of narrative perspective and its immersive rendering of interior psychological experience. This paper examines the interplay between shifting focalization and stream of consciousness as the twin structural principles through which Woolf dismantles conventional novelistic time and subjectivity. Drawing on Gerard Genette’s narratological framework of focalization, the study traces how Woolf orchestrates a fluid movement between the inner worlds of multiple characters, most prominently Clarissa Dalloway and Septimus Warren Smith whose consciousness never directly meet yet remain thematically and psychologically intertwined. Rather than anchoring the narrative in a single omniscient perspective, Woolf employs free stream of consciousness and association thought patterns to dissolve the boundaries between narrator, character and reader, collapsing the distinction between external event and internal perception. The paper further argues that the stream of consciousness technique in Mrs. Dalloway is not merely a stylistic device but a political and philosophical statement about the fragmentation of identity in post WWI British society. By allowing memory, sensation and desire to interrupt linear chronology Woolf constructs a vision of selfhood as perpetually in flux. Ultimately, this analysis demonstrates how Woolf’s narrative strategies anticipate contemporary theories of consciousness and contribute enduringly to modernist aesthetics.
Several examples of Phonological and phonetic Changes in the XIX th century Georgian literary language
The study present 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.
კავშირებითი კილოს რაობისათვის იტალიურ ენაში (მიზეზის, შედეგისა და დათმობითი დამოკიდებული წინადადებები)
The Language of Modern Art in Recent Georgian Dramaturgy
The present paper investigates the phenomenon of language in recent Georgian dramaturgy, where it has moved beyond the function of a simple instrument of communication and become the main source of conflict. The research employs the theoretical postulates of 20th-century analytical philosophy (L. Wittgenstein, R. Carnap), according to which language not only describes reality but also creates it. Based on the analysis of plays by five authors: Lasha Bugadze, Dato Turashvili, Irakli Samsonadze, Lasha Tabukashvili, and Tamar Bartaia - the paper demonstrates how "linguistic frameworks" determine the fate of the characters. In the works of Lasha Bugadze and Dato Turashvili, language deconstructs political absurdity, where the word serves as a weapon of power or a form of resistance. For Irakli Samsonadze, it is a means of masking the nightmare of daily life, while for Lasha Tabukashvili and Tamar Bartaia, it acts as an intimate shelter and the only thread connecting to the past.The article argues that the drama of the modern hero lies not in the failure to achieve a goal, but in the abyss that has emerged between the word and the content. Characters speak not to communicate, but to conceal their own existential crisis. Ultimately, the paper presents language as an ontological boundary beyond which the character loses themselves.