This month, we consider the peace, love, and joy honored during the world’s many December holiday celebrations. This issue also encourages us to take stock of where we are as human beings, physically, intellectually, and morally, and to take whatever steps are possible to rise to the next level.

Sometimes that’s going outside and getting some exercise. Brian Barbeito walks by a lake and considers the joy of simple living and natural beauty.

Mrinal Kanti Ghosh recollects a dreamy summer night. Olga Levadnaya captures the solemn stillness of midday heat. Christina Chin renders up the cold silence and calm of winter.

Aura Echeverri Uribe evokes the monumental destruction of an avalanche. Jack Galmitz speaks to how we manage and control wildness, in our neighborhoods and our bodies, and how it can reassert itself. Carrie Farrar speaks to the joy and wonder of visiting France to see the Mer de Glace glacier. Mahbub Alam speaks to a solid connection between humanity and nature, like a tree standing firm in the changing winds.

Tasneem Hossain draws on the owl as an extended metaphor for wisdom and protection. Roodly Laurore reflects on the tender and colorful beauty and diversity of nature in a piece which he intends to bring comfort in a violent and turbulent world. Maja Milojkovic encourages us to imagine a new world of gentleness and peace towards our earth and each other.

Elizabetta Bonaparte’s poetry takes a short, but strong and cogent, stand against war. Valentina Yordanova, in poetry translated by Yoana Konstantinova, laments the mindless destruction war brings to ordinary lives. Eva Petropoulou Lianou calls for genuine humanity in a world at war.

Samar Aldeek tenderly celebrates peace in her bilingual poetry. Dr. Perwaiz Shaharyar draws on the style of courtly romance to honor the legacy of Mexican poet, peace activist, and literary cultural worker Dr. Jeannette Tiburcio. Fernando Jose Martinez Alderete joins in the tribute to Dr. Tiburcio and also speaks of the need for peace and mutual respect.

Paul Durand warns us of dangerous currents, both in the ocean and in American politics. Bill Tope’s poem criticizes human rights abuses committed in the name of immigration enforcement. Duane Herrmann speaks to the spiritual unity of all the world’s people under Ba’hai teachings and how that serves as an antidote to racism and anti-immigrant sentiment.

Travel gives us firsthand experience with different cultures and helps us understand each other. Türkan Ergör illustrates the dislocation of travel through clever and poetic alteration of word and line breaks. Lakshmi Kant Mukul captures the exhilaration and elevated beauty of plane flight. Abdumuminova Risolabonu Nizamovna discusses how travel helps people learn practical skills, including pragmatic communication in multiple languages.

Learning foreign languages, and mastering one’s native language, helps us understand each other, whether we travel in person or through imagination and books. Shakhnoza Pulatova Makhmudjanovna offers strategies for mastering the Arabic language. Muhammadjonova O’giloy Bunyodbekov qizi offers up suggestions for learning Turkish that would be helpful for any foreign language. Abduhalilova Sevdora Xayrulla qizi highlights grammar rules surrounding modal verbs in the Uzbek language. Allaberdiyeva Farangiz outlines ways for students learning English as a foreign language to gain writing proficiency.

Xudoyberdiyeva Jasmina analyzes the linguistic phenomenon of “chatspeak” and ‘text-speak” on the Uzbek language in a piece that’s more intrigued than negative. Dinora Sodiqova discusses the importance of professional communication for aspiring young Uzbek leaders.

People can also travel through time by reading older works and studying history. Petros Kyriakou Veloudas reflects on the joy and the weight of being part of a creative heritage, even when one does not know the names of each and every ancestor. Poet Eva Petropoulou Lianou interviews poet Muhammad Shamsul Huq Babu about his literary legacy and dream of building a large book museum.

Dunia Pulungeanu highlights the lifetime intellectual and literary accomplishments of Dr. Edwin Antonio Gaona Salinas. Choriyeva Go’zal Gayratjon qizi explores the resurgence of academic and cultural interest in foundational works of Uzbek literature. Xudoyberdiyeva Mohiniso reflects on the historical significance of the Mud Battle, an early military defeat for Central Asian medieval historical figure Amir Temur.

Farzona Hoshimova celebrates the pride and beauty of the Uzbek culture. Matnazarova Munisa encourages young and old Uzbeks to remember and preserve their traditional culture. Bobonova Zulfiya sings of the pride, freedom, and beauty of her native Uzbekistan. David Woodward evokes a quest for truth through reading Krishnamurti, ultimately reconnecting himself with his family. Rahmonkulova Gulsevar Samidovna considers the cultural values implicit within Uzbek folk legends.

Muhammadjonova Ogiloy Bunyodbekovna reviews Abdulloh Abdulmutiy Huda Said Bahul’s book Qu’logim senda, qizim, which provides Islamic faith-based guidance for young girls, narrated by a loving father. Ruzimbayeva Quvonchoy also urges Uzbeks to hold onto their traditional values, including love, bravery, and respect for women.

Maja Milojkovic translates Eva Petropoulou Lianou’s tribute to hard-working women around the world from English into Serbian. Mashhura Ochilova highlights the historical respect for women in Uzbek culture and what modern Uzbek women have achieved. Jaloldinova Gulzirahon Otabek Kizi highlights women’s increasing participation in Uzbekistan’s public life.

Orifjonova Nozima Azizbek considers the prospects for preserving the Uzbek language in a time of economic and cultural globalization. Rahmonqulova Gulsevar Samid qizi analyzes the crucial father-son relationship at the heart of the Uzbek folk epic tale “Alpomish” and its centrality to Uzbek family-oriented culture. Rahimberdiyev Ozodbek outlines key elements of Uzbekistan’s heroic tales.

Rashidova Shoshanam explores the long shadows Sophocles’ Oedipus Rex has cast over human literature and psychology. Christopher Bernard reviews Cal Performances’ recent dramatization of Chicago’s Manual Cinema’s The Fourth Witch, about the after-effects of Macbeth’s violence on his victims. Paul Murgatroyd draws on Greek tragedy to poke morbid fun at humans: inwardly messy and selfish, even when outwardly clean. J.J. Campbell provides his signature dark view of human nature, full of sardonic, blunt, emotionally transparent blue-collar surrealism. John Grey picks apart human emotions in his vignettes, attempting to understand why we act as we do.

Dr. Jernail Singh describes how Dr. K.B. Razdan diagnoses some emotional and psychological ills of modern life in his book Gather Ye Rosebuds. Sean Meggeson’s visual poetry speaks to what we gain and lose as modern society progresses. J.K. Durick waxes poetic about times when it seemed that matters were more easily understood and categorized.

Abdulhafiz Iduoze’s epic poem, layered with traditional and modern references from Benin’s culture, serves as a ritual chant and prophetic warning about colonialism and corrupt power structures. It situates recent dynamics within epic time, reminding readers that current matters are not destined to last forever.

Shikdar Mohammed Kibriah affirms the reality of his personal experience amidst the complex claims of philosophical schools. Aisha Al-Maharabi speaks with the voice of one who asserts his claim to existence, writ large on the natural and human worlds. Strider Marcus Jones speaks to reclaiming and holding onto our interior life, emotions, and connection to nature in a world of mass media and technological disruption and deception.

Many other creators explore our internal lives, what we can learn from ourselves and each other and how we can grow as human beings. Allison Grayhurst speaks to her creative and personal journey: learning to function and create through loss, to integrate pain and struggle into her process. Alan Catlin’s fanciful “anxiety dreams” play with our modern insecurities about navigating daily life. Also experiencing anxiety, Mirta Liliana Ramirez’ poetic speaker takes a bit more time before she’s ready to venture out in the world.

Alimardonova Gulsevar Sirojiddinovna explores the balance between personal dreams and duty to society in Somerset Maugham and Abdulla Qodiriy’s writing.

Rus Khomutoff’s latest poetry collection Kaos Karma, reviewed by Cristina Deptula, flows through various words and ideas, pulling us along on the wings of a slow dream. Stykes Wildee’s latest poem seems at once dreamlike and ordinary and conversational, casual thoughts within the subconscious. Mesfakus Salahin’s poetry is ghostlike, contemplative, detached as he contemplates love and death. John Doyle’s poetry harks from a variety of inspirations: everything from insects to gas stations to trains and the countryside. Arjun Razdan’s quick fictional sketch compares young women he sees to elegant fine wine.

Annah Atane’s poetry elegantly traces the outlines of grief and sorrow. Abdulsamad Idris also explores tragedy and loss through a more frank and visceral voice. Graciela Noemi Villaverde finds herself lashed by the storms of loneliness and sorrow. Hanaan Abdelkader Ashour approaches loss with tenderness, offering a kind and reverent note of remembrance for departed loved ones. Marianne Jo Alves Zullas speaks openly of her mourning for her departed mother, everywhere and nowhere at once. Mykyta Ryzhykh’s poem captures the emotional emptiness of a relationship where one person loves intensely, and the other remains distant, consumed by their own habits. Marjona Eshmatova outlines various types of family system dysfunction and how to address them psychologically. Taylor Dibbert points to the ways even well-meaning people can misunderstand each other. Dilobar Maxmarejabova warns us how a person’s heart can become colder and more jaded over time.

Mohamed Rahal speaks of striving for authenticity in one’s faith and in love. Narzulloyeva Munisa Bakhromovna encourages people not to compare themselves negatively with others’ projected lives on social media. Raximberdiyeva Moxinabonu outlines the pressing mental health concern of smartphone addiction and the need to balance our phones with the real world. Moldiyeva Bahodirovna speaks to the way digital technologies have permeated our lives and how to have the Metaverse complement, rather than replace, our world. Choriyeva Xurmo urges balance in the use of digital media in preschool education. Orozboyeva Shodiyeva highlights educational social media applications and encourages her peers to use those rather than focusing just on entertainment.

Jacques Fleury reviews Boston’s Huntington Theater’s production of Alison Bechdel’s tale Fun Home, highlighting themes of intergenerational understanding, how children gradually came to make sense of their parents’ worlds. Young poet Avazova Diyora Alisher qizi offers her good wishes to her teacher in a tender poem. Fayzullayeva Shabbona Sirojiddinova shares her appreciation for her wise and caring father.

Priyanka Neogi playfully celebrates innocent, childlike love. Milana Momcilovic evokes an eternal, spiritual love. Dr. Brajesh Kumar Gupta captures an elegant romantic kiss under moonlight. Vorhees describes erotic and tender love with gentle whimsy and echoes of history. Kemal Berk contributes a graceful love poem about the merging of egos and personalities within a relationship.

Ana Elisa Medina describes a love that encourages her to become a better person. Mohan Maharana celebrates the value of small acts of kindness. Abdusaidova Jasmina shares the importance of kindness through a children’s tale involving a mouse. Balachandra Nair highlights the value of virtue by presenting positive character traits as valuable jewels on display.

Sayani Mukherjee pleads for deep, enduring joy that can withstand the world’s problems.

One way many people find joy is through engaging in various forms of creativity and knowledge gathering. Farida Tijjani draws on a wide variety of technical and natural inspirations to explore gender, creativity, and society.

Various contributors speak of advances in different fields. Uzoqova Gulzoda encourages innovative approaches to elementary school education. Nazulloyeva Feruzabonu highlights the value of science and innovation in inspiring society as well as providing material advancements.

Abdujabborova Rayhona points out ways medical and psychological professionals can reduce unhealthy stresses for pregnant people. Durdona Sharifovna Roziboyeva highlights the success of a recent orthodontic treatment for upper airway issues.

Dinora Sodiqova outlines basic principles of modern consumer advertising. Mamarajabova Shahnoza discusses how digital technologies are transforming the field of accounting. Dianne Reeves Angel celebrates the physical and mental artistry of comedian and actor Buster Keaton.

Several pieces remind us that as we advance in our knowledge and our technical skills, we must bring our humanity along with us. Kandy Fontaine raises questions about ethics and oversight concerning how people are treated in American hospitals. Avazbekova Rayyonaxon reminds medical professionals to display professional behavior as well as knowledge.

Finally, Dr. Jernail S. Anand reminds us to occasionally step back from the clatter of daily human interaction to connect with the universe on a deeper level. We wish all of you inspiration and a chance to think, feel, and connect with the world beyond yourselves this holiday season.

DEVELOPING COGNITIVE ACTIVITY IN PRESCHOOL CHILDREN THROUGH DIGITAL EDUCATIONAL TOOLS

Choriyeva Xurmo Panji qizi

Termiz State Pedagogical Institute

Faculty of Preschool and Primary Education

Department of Preschool Education

Preschool Education Major, 2nd Year, Group 204

Student

Abstract: This article explores the role of digital educational tools in enhancing cognitive activity among preschool children. It highlights how interactive technologies, multimedia resources, and digital games can stimulate curiosity, problem-solving skills, and logical thinking in early childhood education. The study emphasizes that integrating digital tools into preschool curricula helps create a more engaging and effective learning environment. Additionally, the psychological and pedagogical aspects of using technology with young learners are analyzed. The paper concludes that a balanced use of digital resources can significantly contribute to children’s cognitive, emotional, and creative development.

Keywords: digital education, preschool children, cognitive development, interactive learning, information technology, innovative pedagogy, early childhood education.

In the modern educational landscape, the integration of digital technologies has become a key factor in improving the quality of teaching and learning processes. Preschool education, as the foundation of lifelong learning, plays a crucial role in the formation of children’s cognitive, emotional, and social competencies. Therefore, the use of digital educational tools in preschool settings is gaining increasing attention among educators and researchers.

Cognitive development in early childhood is a dynamic process that involves perception, attention, memory, imagination, and logical reasoning. Digital tools such as interactive games, animated educational programs, and multimedia applications can effectively support this process by creating an engaging and multisensory learning environment. Through visual and auditory stimuli, children are encouraged to explore, experiment, and make independent discoveries, which strengthens their cognitive abilities and motivation to learn.

However, it is important to ensure that the implementation of digital education in preschool institutions is pedagogically justified and developmentally appropriate. Teachers should not merely replace traditional activities with digital ones but use technology as a means to enhance creativity, cooperation, and problem-solving. Properly designed digital resources help preschoolers build foundational skills for future learning, while also maintaining the balance between screen-based and hands-on activities.

The aim of this study is to examine the pedagogical significance of digital educational tools in developing cognitive activity among preschool children, to identify effective methods of their application, and to analyze the potential benefits and challenges of digitalization in early childhood education.

The integration of digital educational tools into preschool education has transformed the way young children learn, think, and interact with their environment. In early childhood, cognitive development is one of the most significant aspects of overall growth, as it determines a child’s ability to understand, reason, remember, and solve problems. The use of digital technologies such as interactive games, multimedia lessons, and virtual simulations offers new opportunities to stimulate these mental processes in more engaging and effective ways. When properly designed and implemented, digital education not only attracts children’s attention but also strengthens their logical thinking, imagination, and independent learning skills.

Preschool children naturally have a high level of curiosity and a strong desire to explore the world around them. Digital learning environments can channel this curiosity into constructive educational experiences. For example, interactive applications that allow children to experiment with colors, shapes, sounds, and movement promote active participation and self-expression. Educational cartoons and multimedia presentations provide visual support that enhances perception and memory retention. Through such experiences, children learn not only to recognize objects or perform simple tasks but also to connect ideas, make predictions, and draw conclusions based on what they observe.

Another important aspect of using digital educational tools is the development of problem-solving and critical-thinking abilities. Many educational games are designed around challenges that require children to think strategically, identify patterns, and find creative solutions. When a child interacts with such a game, they are not simply entertained; they engage in a process of analysis and decision-making that strengthens neural connections related to reasoning. Moreover, the instant feedback provided by digital tools helps children understand their mistakes and correct them immediately, fostering a sense of self-evaluation and perseverance.

At the same time, digital technologies support differentiated learning by allowing each child to progress at their own pace. In a traditional classroom, it is often difficult for teachers to adapt to every child’s individual learning needs. Digital platforms, however, can offer tasks of varying complexity, ensuring that children who grasp concepts quickly are challenged appropriately, while those who need more time receive additional support. This flexibility helps reduce frustration and builds confidence in learning, both of which are crucial for healthy cognitive development.

Pedagogically, the role of the teacher remains central in guiding digital learning experiences. Technology should not replace the educator but rather serve as a tool to enrich teaching methods. The teacher’s task is to select age-appropriate content, organize learning activities that balance digital and physical interaction, and provide emotional support to maintain motivation. For instance, a teacher might combine an interactive alphabet app with a traditional storytelling session, allowing children to connect digital symbols with real-world experiences. In this way, technology becomes a bridge between abstract knowledge and tangible understanding.

However, the use of digital tools in preschool education must also consider the psychological and developmental characteristics of young children. Their attention span is short, and excessive exposure to screens may lead to fatigue or overstimulation. Therefore, digital sessions should be limited in duration and integrated with hands-on, sensory, and outdoor activities. Research suggests that the most effective digital learning experiences occur when they are combined with social interaction and creative play. Group activities using digital boards, for example, encourage teamwork and communication, while still fostering cognitive engagement.

The aesthetic and emotional aspects of digital education also contribute significantly to children’s development. Interactive animations, colors, sounds, and characters can evoke emotions that deepen learning experiences. When children feel joy, curiosity, or surprise, their brains are more receptive to new information. This emotional engagement is vital in preschool years, as it lays the foundation for lifelong motivation to learn. Digital storytelling tools, in particular, have proven effective in stimulating imagination and empathy by allowing children to participate in narrative creation and visualization.

From a methodological perspective, digital learning tools enable teachers to apply constructivist and activity-based approaches more effectively. In constructivist learning, children actively build their knowledge through exploration rather than passively receiving information. Digital environments, with their interactive features and immediate feedback, perfectly align with this approach. For example, when a child uses an app to build virtual structures or simulate natural phenomena, they are not just memorizing facts but engaging in discovery and experimentation. Such experiences enhance cognitive flexibility and conceptual understanding.

Moreover, digital education supports the development of metacognitive skills in preschool children — the ability to think about one’s own thinking. Although this ability is still emerging at an early age, digital activities that involve reflection, repetition, and feedback can strengthen it. For instance, after completing a digital puzzle, a child might review the steps they took and recognize which strategies worked best. This awareness fosters self-regulation and independent learning, essential components of cognitive maturity.

The implementation of digital tools in preschool settings also encourages collaboration between teachers, parents, and technology developers. Parents can participate in their children’s learning by using similar educational applications at home, ensuring continuity between school and family environments. When parents and teachers communicate about the child’s progress in digital activities, it enhances understanding of the child’s strengths and challenges. Furthermore, developers can design culturally relevant and pedagogically sound content tailored to local educational needs, thereby improving the overall quality of preschool digital education.

Nevertheless, it is crucial to maintain balance and avoid overreliance on technology. Cognitive development in preschool years depends not only on intellectual stimulation but also on physical, emotional, and social experiences. Therefore, digital learning should complement — not replace — traditional forms of play, communication, and creativity. The best results are achieved when digital tools are integrated thoughtfully into a holistic educational process that values interaction, exploration, and imagination.

In conclusion, digital educational tools have become powerful resources for stimulating cognitive activity among preschool children. When applied responsibly, they provide rich opportunities for children to explore, experiment, and think critically. By engaging multiple senses and offering interactive experiences, digital learning helps children develop memory, reasoning, and problem-solving abilities from an early age. The key to success lies in balanced, age-appropriate implementation guided by skilled educators who understand both the potential and the limitations of technology. Through such integration, preschool education can evolve into a dynamic system that nurtures curiosity, creativity, and lifelong learning.

The use of digital educational tools in preschool education represents a significant step toward modernizing and enriching early childhood learning. By integrating interactive technologies into the teaching process, educators can stimulate the development of children’s cognitive functions such as perception, attention, memory, reasoning, and imagination. Digital tools—when thoughtfully selected and pedagogically justified—help create multisensory experiences that make learning enjoyable, meaningful, and effective.

The study demonstrates that digital technologies encourage active participation, independence, and curiosity in preschoolers, which are essential factors for intellectual growth. Interactive media, educational games, and virtual simulations not only attract children’s attention but also teach them to solve problems, make decisions, and evaluate outcomes. Moreover, the use of technology promotes individualized learning paths, allowing each child to progress according to their developmental pace and interests.

At the same time, balance remains a crucial principle in digital education. Preschool children must not be exposed to excessive screen time, and digital sessions should always be complemented by creative, physical, and social activities. Teachers play a key role in mediating the use of technology, guiding children’s interactions with digital tools, and ensuring that emotional and moral values are maintained throughout the process.

Ultimately, digital education should serve as an effective pedagogical instrument, not as an end in itself. When used responsibly, it strengthens the connection between play and learning, fosters imagination, and equips children with foundational cognitive and creative skills necessary for future academic success. The thoughtful integration of digital tools in preschool institutions will thus contribute to forming a generation of learners who are curious, motivated, and capable of critical and creative thinking.

References

Plowman, L., McPake, J., & Stephen, C. (2010). The Technologisation of Childhood? Young Children and Technology in the Home. Children & Society, 24(1), 63–74.

Siraj-Blatchford, J., & Whitebread, D. (2003). Supporting Information and Communication Technology in the Early Years. Open University Press.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.

Alper, M., & Herr-Stephenson, R. (2013). Connecting Online and Offline Play: Imagining the Future of Digital Learning for Preschoolers. Journal of Early Childhood Literacy, 13(2), 197–220.

Yelland, N. (2018). Young Children as Critical Thinkers: Technology in Early Childhood Education. Routledge.

Flewitt, R., Messer, D., & Kucirkova, N. (2015). New Directions for Early Literacy in a Digital Age: The iPad. Journal of Early Childhood Literacy, 15(3), 289–310.

Neumann, M. M., & Neumann, D. L. (2014). Touch Screen Tablets and Emergent Literacy of Preschoolers. Australian Journal of Education, 58(2), 109–122.

Burnett, C. (2010). Technology and Literacy in Early Childhood Educational Settings: A Review of Research. Journal of Early Childhood Literacy, 10(3), 247–270.

Donohue, C. (Ed.). (2015). Technology and Digital Media in the Early Years: Tools for Teaching and Learning. Routledge.

Marsh, J., & Bishop, J. (2014). Changing Play: Play, Media and Commercial Culture from the 1950s to the Present Day. Open University Press.

How Travel Shapes Our Personality and Worldview: A Linguistic Perspective

Abdumuminova Risolabonu Nizamovna
2nd-year student, UzSWLU

Travel is a multidimensional experience with profound implications for personality development, cognitive flexibility, and worldview formation. From a linguistic perspective, travel exposes individuals to new languages, dialects, and communicative practices, fostering metalinguistic awareness, intercultural competence, and adaptive personality traits. This article examines how immersive travel experiences influence cognitive schemas, pragmatic understanding, and cross-cultural perceptions, arguing that language acts as a central mediator in the interplay between culture, cognition, and personality. Drawing upon research in sociolinguistics, psycholinguistics, and intercultural communication, this study demonstrates that travel is a transformative mechanism that reshapes individuals’ perspectives on both themselves and the world.

The relationship between language, thought, and culture has long been a focal point in linguistic and cognitive research. Travel, defined as intentional movement across geographical, cultural, and linguistic boundaries, provides a rich context for investigating this interplay. While psychology emphasizes the role of travel in shaping traits such as openness, resilience, and empathy (McCrae & Costa, 1997), linguistics and sociocultural research underscore its role in enhancing communicative competence, pragmatic awareness, and intercultural understanding (Kramsch, 1998; Byram, 1997).

Travelers encounter novel linguistic environments, requiring them to negotiate meaning, interpret nonverbal cues, and adapt communication strategies. These experiences contribute to both personality growth and worldview expansion. From a linguistic perspective, travel is not simply exposure to foreign words; it is a dynamic process of cultural and cognitive engagement.

Language is the primary tool through which travelers interact with new environments. Exposure to foreign languages and dialects enhances linguistic competence, promotes cognitive flexibility, and fosters metalinguistic awareness. According to Vygotsky’s sociocultural theory, cognitive development is inseparable from social interaction (Vygotsky, 1978). In the context of travel, authentic interactions with native speakers provide opportunities for language learning, problem-solving, and perspective-taking.

Research in psycholinguistics shows that multilingual exposure enhances executive functioning and mental adaptability (Bialystok, 2011). For example, a traveler navigating daily life in a country with multiple regional dialects must constantly adjust vocabulary, intonation, and register to communicate effectively. This process not only improves linguistic skill but also fosters patience, cognitive flexibility, and the ability to interpret ambiguous situations, qualities closely linked to personality development.

Encountering diverse dialects and registers cultivates sociolinguistic sensitivity. Labov (2001) emphasizes that exposure to dialectal variation promotes metalinguistic reflection, enabling individuals to analyze how language reflects social norms, identity, and power structures. Consider a traveler in Italy who interacts with speakers of Sicilian, Neapolitan, and standard Italian. Successfully navigating these variations requires not only linguistic skill but also social awareness and adaptive communication strategies, strengthening personality traits such as resilience and social intelligence.

Travel often catalyzes personality growth by placing individuals in unfamiliar and challenging environments. Psychologists have identified several traits, openness to experience, emotional intelligence, adaptability, and tolerance for ambiguity, that are particularly influenced by cross-cultural exposure (McCrae & Costa, 1997; Leung et al., 2008).

Immersion in new cultures encourages curiosity, a willingness to explore, and receptiveness to novel ideas. Travelers who engage with local languages, cuisine, customs, and social norms develop an expansive perspective on human diversity. Linguistic encounters, such as negotiating meaning in a foreign market or interpreting idiomatic expressions, enhance cognitive engagement and stimulate reflective thinking.

Language mediates emotional understanding. Cross-cultural interactions require travelers to interpret tone, context, and cultural conventions accurately. Misunderstandings, while sometimes humorous, also develop patience, perspective-taking, and empathy. For instance, a traveler in Japan may learn to recognize the subtle politeness levels embedded in language, fostering sensitivity to social hierarchies and emotional nuance.

Travel inherently involves challenges, navigating unfamiliar public transport, misunderstanding local signage, or negotiating social norms. These experiences cultivate resilience, adaptability, and resourcefulness. Linguistic engagement acts as a cognitive scaffolding in these situations: translating meaning, interpreting idioms, and negotiating interactions all contribute to flexible thinking and self-efficacy.

Byram (1997) introduces the concept of intercultural communicative competence (ICC), emphasizing the ability to interpret, negotiate, and act appropriately across cultures. Travel provides a practical laboratory for developing ICC, requiring travelers to decode cultural norms embedded in language, gestures, and social context.

Consider a traveler in Morocco learning Darija Arabic. Beyond vocabulary acquisition, understanding the pragmatic use of honorifics, polite requests, and indirect speech illuminates local social hierarchies and values. Through these linguistic engagements, travelers internalize cultural patterns, which influence their worldview and ethical perceptions.

Interpreting speech acts in unfamiliar contexts fosters perspective-taking. A traveler who misinterprets a joke in another language and seeks clarification develops metacognitive awareness of cultural relativity. Over time, repeated exposure to such situations broadens the traveler’s understanding of moral, social, and communicative diversity.

The Sapir-Whorf hypothesis, or linguistic relativity, posits that language shapes thought and perception (Whorf, 1956). Travelers immersed in multilingual environments often report shifts in perception and cognition. For example, the use of gender-neutral pronouns in Swedish may influence one’s conceptualization of gender roles, while the nuanced expressions of respect in Japanese may alter perceptions of hierarchy and politeness.

Experiences with foreign languages can restructure cognitive schemas. For instance, mastering tonal distinctions in Mandarin Chinese requires heightened auditory attention and phonological awareness, which may enhance overall cognitive processing. Similarly, exposure to languages with distinct syntactic structures, such as German or Turkish, encourages alternative problem-solving approaches and abstract reasoning.

Travel influences not only external worldviews but also internal self-concept. Linguistic immersion and intercultural encounters provide opportunities for self-reflection and identity reconstruction.

When travelers engage with unfamiliar languages and cultural norms, they often confront assumptions about their own beliefs and values. This reflective process contributes to a more nuanced self-concept, increased tolerance for diversity, and openness to alternative perspectives.

Long-term travel or study-abroad programs provide intense linguistic and cultural exposure, often resulting in transformative personality changes. Research by Paige et al. (2004) indicates that immersive experiences enhance global-mindedness, cross-cultural empathy, and adaptability, core traits associated with mature personality development.

Understanding the relationship between travel, language, and personality has significant implications for educational programs, language learning, and global competence development.

Travel represents a powerful mechanism for shaping personality, worldview, and cognitive flexibility. Linguistic exposure during travel enhances communicative competence, fosters metalinguistic awareness, and encourages pragmatic sensitivity. Cognitive, emotional, and social skills are simultaneously cultivated, contributing to resilience, empathy, and openness. From a linguistic perspective, language is both the medium and the catalyst of transformative travel experiences. By navigating new linguistic and cultural landscapes, individuals reconstruct their cognitive schemas, expand their moral and social understanding, and develop enriched worldviews. Future research should employ longitudinal and cross-cultural studies to examine the enduring effects of travel on personality, cognitive processes, and intercultural competence.

References

1. Bialystok, E. (2011). Reshaping the mind: The benefits of bilingualism. Canadian Journal of Experimental Psychology, 65(4), 229–235.
2. Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.
3. Kramsch, C. (1998). Language and Culture. Oxford University Press.
4. Labov, W. (2001). Principles of Linguistic Change: Social Factors. Blackwell.
5. Leung, A. K.-Y., Maddux, W. W., Galinsky, A. D., & Chiu, C.-Y. (2008). Multicultural experience enhances creativity: The when and how. American Psychologist, 63(3), 169–181.

Even Now

A strange current took us far out from shore.

We floated, sharing our bright boogie board.

“Stay calm Roman”, he did, reflecting my worry.

A whistle blew from shore and distant guards ran down the sand.

Four swam out, muscled arms chopping through the sea.

My son and I waited, watched, stunned, hypnotized.

We bobbed on the waves, all around us the bathtub sound of water.

The lead guard reached me. Ponch from Chips.

He asked if we were OK.  “Yes” I said.

He told me to hold onto a buoy tethered to his body.

My son hugged a buoy attached to a woman.

As they swam us in, I kept the boogie board,

Grateful, so grateful for that boogie board.

A third guard swimming beside us shouted “Let go of the board!”

I complied, let go of my board, did as I was told.

We came to shore.

I stood, staggered in then fell onto my knees in the retreating foam.

To my right, the boogie board shot into the air like a joyous dolphin.

Vulnerable, humble, I picked up the boogie board, onlookers clapped.

I felt deep shame before my son’s mother.

After resting, I went to Ponch the lifeguard and thanked him.

He smiled his brilliant white smile and said “Hey, it’s what we do!”

He tried to teach me how to spot rip currents,

but I was still stunned, we had escaped death.

Paul Durand June 25, 2025

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The Patriot Ghost

An unfamiliar patriot-ghost emerged

Smoke-like from a shadowed ignored corner.

Raised-up a flag that flapped, snapped, called me out.

Glided close then eyeball to eyeball, morose,

Said “bad people are here to take your life,

to dominate, squeeze, inflict pain for fun.

You are their target, their common purpose.

Masked men have been deputized to kidnap

Brown-skinned persons off the sidewalks. You’re next.

Sisters, children, fathers, mothers, brothers.”

Grieved at what must be done, shoved toward war.

Outrage arced upward, across, a solar flare of unfocused action.

I jumped up to fight these forces, to push back to death’s door.

Citizens, we must save our homeland from banal annihilation.

Paul Durand

11/21/2025 Revised

Shahrisabz davlat pedagogika instituti oʻzbek tili va adabiyoti yoʻnalishi 2-kurs 2-24-guruh talabasi

Xudoyberdiyeva Jasmina Bozorboy qizi                                                    “Linguistic Changes in Contemporary Uzbek Language on Social Media”

Abstract: This article is devoted to studying the linguistic changes of the modern Uzbek language in social networks. The study analyzes slang, abbreviations, code-switching, and new lexical units commonly used in youth speech. It also examines how social networks enrich the language and affect communicative processes. The results of the study may be useful for linguistics and youth culture research.

Keywords: social networks, modern Uzbek language, slang, code-switching, lexical changes.

Introduction

In recent years, social media has become an integral part of human communication. Platforms such as Instagram, Telegram, TikTok and others serve not only as tools for interaction but also play a significant role in the development and transformation of language. Among young people in particular, various linguistic processes—such as the emergence of new lexical units, abbreviations, slang, and code-switching—have become widespread in everyday speech. These processes also influence the normative standards of the language, contributing to its enrichment and renewal through new expressions and constructions.

Studying linguistic changes occurring on social media is an important issue for linguistics, as it helps identify the developmental tendencies of the contemporary Uzbek language. The main aim of this research is to analyze linguistic changes observed in the speech of young people and to determine their causes and social context. At the same time, the article highlights the features of new words, slang, abbreviations, and code-switching emerging on social media and demonstrates the communicative and cultural aspects of language change.

Main Part

The speech of modern youth exhibits distinctive linguistic features. Among these, slang and neologisms come first. For example, expressions such as “vibe,” “flex qilish,” or “let’s just chill” are widely used in everyday communication. These expressions not only simplify communication but also serve as tools for group identity and conveying emotional tone. Abbreviations are also common in youth speech. English-origin abbreviations such as “brb” (be right back) or “lol” (laughing out loud), as well as Uzbek abbreviations like “xsh” (short for xayr), help speed up communication and enrich interactive discourse. In addition, emojis and other visual symbols are frequently used to enrich speech, convey emotional states, and add expressiveness to communication.

These examples show that linguistic changes in youth speech manifest in various ways. First, lexical changes—new words, jargon, and expressions borrowed from global culture—contribute to the enrichment of the lexicon. Second, grammatical adaptations occur when English or Russian words are integrated into Uzbek sentence structures. Third, communicative functions—such as conveying emotions, establishing group identity, or creating humorous and dramatic effects—make communication more expressive.

The analysis indicates that youth speech on social media undergoes several linguistic transformations. Phonetically, pronunciation becomes simplified and shortened. Lexically, new words and jargon appear frequently, some of which blend with English or Russian elements. Grammatically, mixed sentences and code-switching are widespread, serving to enrich the language and facilitate communication.

Furthermore, the social significance of language change is considerable. Youth language plays an important role in forming group identity, connecting with global culture, and creating a unique communication style. However, such changes may also negatively affect language norms, as abbreviations and slang often remain incomprehensible in formal contexts. Therefore, observing and analyzing these processes is essential for linguistics.

Conclusion

Social media is accelerating linguistic change in the speech of young people. Slang, abbreviations, code-switching, and new lexical units contribute to the enrichment of contemporary Uzbek. At the same time, these processes raise issues related to maintaining normative language standards and harmonizing new expressions with traditional forms. Future research should focus on integrating slang and new words into formal texts, preserving linguistic norms while aligning them with youth speech, and developing linguistic corpora to monitor ongoing language changes on social media.

References

1. Akhmedov, O. Development Tendencies of the Modern Uzbek Language. Tashkent: Fan, 2020.2. Karimov, S. Language and Communication: Linguistic Analysis of Social Media. Tashkent, 2021.3. Rahimova, N. “Slang and Code-Switching in Youth Speech.” Journal of Linguistics, 2019.4. Nabiev, D. Modern Uzbek Language and Social Media. Tashkent: Ilm-Fan, 2022.5. Crystal, D. Language and the Internet. Cambridge: Cambridge University Press, 2006.Student of the Uzbek Language and Literature Program, Faculty of Philology, Shahrisabz State Pedagogical Institute Khudoyberdiyeva Jasmina, daughter of Bozorboy

MIDDAY

Sun, like a white-hot executioner’s block

rises slowly

over the alarmed smooth of the river.

The water seethes

in the iron arteries of the city.

People look in

at the damp eyes of the shops.

A breeze lazily goes through

the multicoloured beads of umbrellas.

The dome of Peter and Paul’s blazes,

like a freshly baked Easter cake.

The last shadows disappear

on the windblown, rough

face of the city,

and the thirst of eternity comes out

on the stone lips of the embankment.

Midday.

I live in it.

Olga Levadnaya, Russian visionary poet, world-famous public figure, Honored Worker of Culture of the Republic of Tatarstan, laureate of more than 20 republican, all-Russian, international literary awards, member of republican, Russian and international literary unions, author of 17 books of poetry and prose published in Russian, English, Tatar, Turkish, translated into 14 languages, author of more than 500 publications in magazines, anthologies in Russia and abroad, participant in numerous festivals, conferences, readings, member of the Assembly of the Peoples of the World, Ambassador of Peace, European Poetry, poetry of International Literature ACC Shanghai Huifeng (Shanghai, Huifeng), Department of Arts and Cultures, Plenipotentiary Representative for Culture in Russia of the Republic of Birland (Africa), literary consultant of the Academy of Literature, Science, Technology of Shanxi, the Zhongshan Poets’ Community (China), honorary founding member of the World Day of K. Cavafy (Greece, Egypt), coordinator of the International Literary Festival in Russia “Woman in Literature” (Mexico), creator and director of the International Music and Poetry Festival “Handshake of the Republics”, the Forum-Battle “Tournament of Poets and AI. RR”, the International TeleBridge RR, the International Youth Music and Poetry Competition-Festival “On the Fairytale Shore of Kazanka” based on the works of Olga Levadnaya, artistic director of the Kazan Poetic Theater “Dialogue”.

Rashidova Shohsanam, 1st-year student, Faculty of Philology, DTP

INTRODUCTION

Ancient Greek literature occupies a unique place in the history of human thought. One of its highest peaks is the tragedy “Oedipus Rex” created by Sophocles. This work went far beyond its own era and became a universal masterpiece expressing the struggle between human destiny, will, reason, and fate. “King Oedipus” is not only a treasure of Greek culture but also one of the foundations of world dramaturgy. Aristotle, in his Poetics, considered “Oedipus Rex” the model of a perfect tragedy. This article analyzes the philosophical content of the tragedy “Oedipus Rex”, its dramatic structure, the problem of human destiny, and its significance in world literature.

MAIN PART

The History of Creation and Summary of the Work

Sophocles lived and created in the 5th century BC.

Philosophical Depth

The tragedy explores the complex relationship between fate and human will. Oedipus is intelligent and just, yet he reaches the destiny he wanted to escape. His tragedy is not only external but also internal—his spiritual struggle reveals the limits of human understanding.

Themes of sight and blindness also carry symbolic meaning: the blind prophet Tiresias “sees” the truth, while the physically sighted Oedipus is spiritually “blind.”

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Dramatic Structure

The play reflects the ideal tragic structure described by Aristotle. Each scene is built on strong dramatic conflict. The Chorus plays the role of the moral voice of society. The language is simple yet rich with symbolism, and the dialogues reveal the characters’ inner worlds.

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Oedipus – a Symbol of Truth-Seeking

Oedipus becomes a symbol of humanity’s endless desire for truth. Even when the truth is painful, he refuses to run from it. His tragedy is the tragedy of knowledge—the courage to know.

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Global Significance and Influence

The tragedy greatly influenced world culture and psychology. Freud’s “Oedipus complex” emerged directly from this myth. Existentialist thinkers such as Sartre and Camus, and poet T. S. Eliot, found deep philosophical meaning in the work.

Today the tragedy remains one of the most performed plays in world theatre.

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CONCLUSION

Sophocles’ “Oedipus Rex” is a masterpiece that searches for answers to humanity’s eternal questions. It reveals the conflict between human destiny, reason, belief, and the pursuit of truth. Through the figure of Oedipus, Sophocles invites humanity toward moral responsibility and the courage to know the truth.

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REFERENCES

1. Sophocles. Oedipus the King (translated from Greek). Tashkent: G‘afur G‘ulom Publishing, 1983.

2. Aristotle. Poetics. Tashkent: Fan Publishing, 1979.

3. Freud, S. Totem and Taboo. Theory of the Oedipus Complex. Moscow: Nauka, 1990.

4. Karimov, N. History of World Literature. Tashkent: National Encyclopedia of Uzbekistan, 2008.

5. Tohliyev, B. Fundamentals of Literary Theory. Tashkent: O‘qituvchi Publishing, 2015.

Rashidova Shohsanam Alisher qizi Denov Tadbirkorlik va pedagogika instituti filalogiya fakulteti 1 -kurs