First of all, published poet and contributor Tao Yucheng is still hosting a poetry contest, open to all readers of Synchronized Chaos Magazine.

Synchronized Chaos Poetry Contest: We seek short, powerful, imaginative, and strange poetry. While we welcome all forms of free verse and subject matter, we prefer concise work that makes an impact.

Guidelines: Submit up to five poems per person to taoyucheng921129@proton.me. Each poem should not exceed one page (ideally half a page or less). All styles and themes welcome. Deadline for submissions will be in early March.

Prizes: First Place: $50 Second Place: $10, payable via online transfer. One Honorable Mention. Selected finalists will be published in Synchronized Chaos Magazine.

Also, past contributor Alexander Kabishev is seeking international poems of four lines each on the theme of friendship for a global anthology. The anthology, Hyperpoem, will be published by Ukiyoto Press and a presentation of the poem will take place in Dubai in August 2026.

Kabishev says the new vision of the project goes beyond commercial frameworks, aiming to become an international cultural and humanitarian movement, with the ambitious goal of reaching one million participants and a symbolic planned duration of one thousand years.

The focus is on promoting international friendship, respect for the identity of all peoples on Earth, and building bridges of understanding between cultures through poetry and its readers.

Please send poems to Alexander at aleksandar.kabishev@yandex.ru

This month’s issue asks the question, “Who Will We Become?” Submissions address introspection, spiritual searching, and moral and relational development and decision-making.

This issue was co-edited by Yucheng Tao.

Sajid Hussain’s metaphysical, ethereal poetry, rich with classical allusions, reminds us of the steady passage of time.

Jamal Garougar’s New Year reflection emphasizes ritual, spirituality, and the practices of patience and peace. Taylor Dibbert expresses his brief but cogent hope for 2026.

Dr. Jernail S. Anand’s spare poetry illustrates the dissolution of human identity. Bill Tope’s short story reflects on memory and grief through the protagonist’s recollection of his late school classmate. Turkan Ergor considers the depth of emotions that can lie within a person’s interior. Sayani Mukherjee’s poem on dreams lives in the space between waking thought and imaginative vision. Stephen Jarrell Williams offers up a series of childhood and adult dreamlike and poetic memories. Alan Catlin’s poem sequence renders dreams into procedural logic: how fear, guilt, memory, and culture behave when narrative supervision collapses. Priyanka Neogi explores silence itself as a creator and witness in her poetry. Duane Vorhees’ rigorous poetic work interrogates structure: individuality, myth, divinity, agency, culture. Tim Bryant analyzes the creative process and development of craft in Virginia Aronson’s poetic book of writerly biographies, Collateral Damage.

Nurbek Norchayev’s spiritual poetry, translated from English to Uzbek by Nodira Ibrahimova, expresses humility and gratitude to God. Timothee Bordenave’s intimate devotional poetry shares his connection to home and to his work and his feelings of gratitude.

Through corrosive imagery and fractured music, Sungrue Han’s poem rejects sacred authority and reclaims the body as a site of sound, resistance, and memory. Shawn Schooley’s poem operates through liturgical residue: what remains after belief has been rehearsed, delayed, or partially evacuated. Slobodan Durovic’s poem is a high-lyric, baroque lament, drawing from South Slavic oral-poetic density, Biblical rhetoric, and mythic self-abasement.

Melita Mely Ratkovic evokes a mystical union between people, the earth, and the cosmos. Jacques Fleury’s work is rich in sensory detail and conveys a profound yearning for freedom and renewal. The author’s use of imagery—“fall leaf,” “morning dew,” “unfurl my wings”—evokes a vivid sense of life’s beauty and the desire to fully experience it. James Tian speaks to care without possession, love through distance and observation. Mesfakus Salahin’s poem evokes a one-sided love that is somewhat tragic, yet as eternal as the formation of the universe, as Mahbub Alam describes a love struggling to exist in a complicated and wounded world. Kristy Ann Raines sings of a long-term, steady, and gallant love.

Lan Xin evokes and links a personal love with collective care for all of humanity. Ri Hossain expresses his hope for a gentler world by imagining changed fairy tales. Critic Kujtim Hajdari points out the gentle, humane sensibility of Eva Petropoulou Lianou’s poetry. Brian Barbeito’s lyric, understated travel essay passes through a variety of places and memories. Anna Keiko’s short poem shares her wish for a simple life close to nature. Christina Chin revels in nature through sensual, textured haikus.

Doniyorov Shakhzod describes the need for healthy and humane raising of livestock animals. g emil reutter hits us on the nose with cold weather and frigid social attitudes towards the suffering of the poor and working classes. Patricia Doyne lampoons authoritarian tendencies in the American government. Eva Petropoulou Lianou reminds us that we cannot truly enjoy freedom without a moral, peaceful, and just society. Sarvinoz Giyosova brings these types of choices down to a personal level through an allegory about different parts of one person’s psychology.

Dr. Jernail S. Anand critiques societal mores that have shifted to permit hypocrisy and the pursuit of appearances and wealth at all costs. Inomova Kamola Rasuljon qizi highlights the social and medical effects and implications of influenza and its prevention. Sandip Saha’s work provides a mixture of direct critique of policies that exploit people and the environment and more personal narratives of life experiences and kindness. Gustavo Gac-Artigas pays tribute to Renee Nicole Good, recently murdered by law enforcement officers in the USA.

Dr. Ahmed Al-Qaysi expresses his deep and poetic love for a small child. Abduqahhorova Gulhayo shares her tender love for her dedicated and caring father. Qurolboyeva Shoxista Olimboy qizi highlights the connection between strong families and a strong public and national Uzbek culture. Ismoilova Jasmina Shavkatjon qizi’s essay offers a clear, balanced meditation on women in Uzbekistan and elsewhere as both moral architects and active agents of social progress, grounding its argument in universal human values rather than abstraction.

Dilafruz Muhammadjonova and Hilola Khudoyberdiyeva outline the contributions of Bekhbudiy and other Uzbek Jadids, historical leaders who advocated for greater democracy and education. Soibjonova Mohinsa melds the poetic and the academic voices with her essay about the role of love of homeland in Uzbek cultural consciousness. Dildora Xojyazova outlines and showcases historical and tourist sites in Uzbekistan. Zinnura Yuldoshaliyeva explicates the value of studying and understanding history. Rakhmanaliyeva Marjona Bakhodirjon qizi’s essay suggests interactive and playful approaches to primary school education. Uzbek student Ostanaqulov Xojiakba outlines his academic and professional accomplishments.

Aziza Joʻrayeva’s essay discusses the strengths and recent improvements in Uzbekistan’s educational system. Saminjon Khakimov reminds us of the importance of curiosity and continued learning. Uzoqova Gulzoda discusses the importance of literature and continuing education to aspiring professionals. Toychiyeva Madinaxon Sherquzi qizi highlights the value of independent, student-directed educational methods in motivating people to learn. Erkinova Shahrizoda Lazizovna discusses the diverse and complex impacts of social media on young adults.

Alex S. Johnson highlights the creative energy and independence of musician Tairrie B. Murphy. Greg Wallace’s surrealist poetry assembles itself as a bricolage of crafts and objects. Noah Berlatsky’s piece operates almost entirely through phonetic abrasion and semantic sabotage, resisting formal logic and evoking weedy growth. Fiza Amir’s short story highlights the level of history and love a creative artist can have for their materials. Mark Blickley sends up the trailer to his drama Paleo: The Fat-Free Musical. Mark Young’s work is a triptych of linguistic play, consumer absurdity, and newsfeed dread, unified by an intelligence that distrusts nostalgia, coherence, and scale. J.J. Campbell’s poetry’s power comes from the refusal to dress things up, from humor as insulation against pain. On the other end of the emotional spectrum, Taghrid Bou Merhi’s essay offers a lucid, philosophically grounded meditation on laughter as both a humane force and a disruptive instrument, tracing its power to critique, heal, and reform across cultures and histories. Mutaliyeva Umriniso’s story highlights how both anguish and laughter can exist within the same person.

Paul Tristram traces various moods of a creative artist, from elation to irritation, reminding us to follow our own paths. Esonova Malika Zohid qizi’s piece compares e-sports with physical athletics in unadorned writing where convictions emerge with steady confidence. Dr. Perwaiz Shaharyar’s poetry presents simple, defiant lyrics that affirm poetry as an indestructible form of being, embracing joy, exclusion, and madness without apology.

Ozodbek Yarashov urges readers to take action to change and improve their lives. Aziza Xazamova writes to encourage those facing transitions in life. Fazilat Khudoyberdiyeva’s poem asserts that even an ordinary girl can write thoughtful and worthy words.

Botirxonov Faxriyor highlights the value of hard work, even above talent. Taro Hokkyo portrays a woman finding her career and purpose in life.

We hope that this issue assists you, dear readers, in your quest for meaning and purpose.

WINDMILLS INDICTED!

“Windmills are killing all of our beautiful Bald Eagles.”
— Trump’s Truth Social post 12/30/25

Windmills are evil. Our goal:
replace all wind power with coal.
Send men fit and fine
back into the mine.

Black lung and black air? Profit’s toll.
This photo proves eagles get hurt.
It shows one dead bird in the dirt.
A falcon, it’s true—

From Israel’s news…
Trump sounds an off-target alert.

Copyright 12/2025 Patricia Doyne

WHILE FOUNDERS WATCH

Our Founding Fathers have been keeping watch

as 13 colonies transformed to states—

with standing armies, income tax, and parks,

OSHA, public schools, and Medicare…

They watch big bucks turn news to entertainment.

Now who will challenge power with the truth?

Our Founders watch the Constitution twisted—

Watch elections undermined by lies.

Watch a mob attack the Capitol—

then watch as insurrectionists are pardoned.

Watch a rich, convicted felon seize

another term, fill offices with minions.

It took 250 years to build

this country– torn apart in six short months. 

Here’s wish list for our country’s health–

a starting point if Congress grows a spine,

resists what Project 2025

is smashing to smithereens with its blunt axe.

1^st wish—dismantle ICE and all its tactics.

Lawless private troops with masks and guns

are hallmarks of a dictator. Those seized

deserve due process. Charges must be proved.

A brown face isn’t grounds for deportation.

No one thrives when everyone’s afraid.

Wish 2—throw out those trappings of Versailles:

walls polka-dotted with gold curlicues,

golden garlands, gewgaws, bric-a-brac–

conspicuous consumption at cringe-level. 

The White House wasn’t meant to be a palace;

the President wasn’t meant to be king. 

3^rd wish—send Putin packing; he’s no friend.

But Trump admires dictators, sees strength

where others see a predatory weasel.

So Putin plays Trump like a violin,

might let him build a Trump Tower in Moscow.

And Ukraine’s now a fighter on the ropes.

4^th  wish—stop branding everything. He’s named

warships, web sites, programs for himself.

“The Trump Peace Center” whitewashes the fact

that Netanyahu dines at Mar-a-Lago, 

and Presidential whims spur acts of war. 

He seeks more worlds to conquer, and re-name.

This wish list could go on and on and on.

Our Founders’ overriding wish is this:

refocus government so people’s needs

matter more than making rich folks richer:

Of the people, by the people, for the people.

While Founders watch, a revolution simmers…

Copyright 1/2026                  Patricia Doyne

DOMESTIC TERRORISM

One campaign promise haunts us these dark days:
deport immigrant killers, rapists, thieves—
a lofty goal, that ICE somehow achieves
at schools, Home Depot parking lots. Displays
of gangland tactics—masks, guns, unmarked cars—
help ICE kidnap, get rid of hapless prey,
with VISAs or without. Wimp laws delay
slamming brown-skinned quotas behind bars.
You arm a bunch of thugs—above the law,
and Feds, so they outrank the local cops—
and someone soon will do something so raw
it sparks a backlash. Video footage pops:
white citizen, unarmed, shot in the face.
So who’s the terrorist? A clear-cut case.

Copyright 1/2026 Patricia Doyne

After All the Fairytales

After all the fairytales,
I want the language of the world to change.

Let the crow caw with the sound of good news,
Let there be well-wishes in the cat’s voice.
May the barks of dogs become melodious songs,
Let the lonely Shakil find his tribe again…

Let the pitch-black roads become
Mountain streams, flowing as waterfalls.
Let the humans turn into fish,
Or, let them fly as honeybees.
May the language of sparrows become universal,
Let flocks of parrots be seen
In the morning, noon, and evening.

Let the airplanes, like white gulls,
Build their nests on Sumatra Island.
Let there be friendship between stone and rain,
Let them promise each other—no more hailstorms.
Let butterflies see the moon in the land of ice.
From the body of the wolf or the desert bear,
Let the fragrance of heaven drift.
Let the tiger’s roar be like the hum of a bee—
Fearless, ageless, and spontaneous.

After all the fairytales…
Let the world belong to the bees or the fish alone.

LAUGHTER BETWEEN PHILOSOPHY AND HUMANITY:

THE DIALECTIC OF SATIRE AND REFORM

WRITTEN BY THE LEBANESE-BRAZILIAN POET AND TRANSLATOR TAGHRID BOU MERHI

Laughter is a human phenomenon that transcends cultures and eras, almost a shared language among all people regardless of race, beliefs, or experience. No society can detach itself from this energy triggered by paradox, surprise, or repetition. It is a mirror of human consciousness and a reflection of its interaction with the external world. Since ancient times, laughter has preoccupied philosophers and thinkers—not because it is merely a fleeting act of entertainment, but because it carries deep social, psychological, ethical, and philosophical dimensions. It is at once amusement and pleasure, a tool of criticism and mockery, a weapon that can wound, and a means that can repair and correct.

Aristotle viewed laughter as a uniquely human trait—man alone is capable of laughing. This definition opens the door to understanding laughter as a distinguishing feature in the human existential journey. In his writing on poetry and comedy, he defined laughter as the consequence of perceiving deficiency or ugliness in people’s acts or characteristics—yet a deficiency that falls short of inflicting pain or physical harm, remaining within the realm of play and delight. Here the dual nature of laughter emerges: it can offer sharp criticism of wrongful behavior while still being a source of pleasure.

The French philosopher Henri Bergson examined laughter in his famous book Laughter, defining it as the result of life’s rigidity. We laugh, he argued, when we encounter the mechanical in human behavior—when a person repeats gestures or words automatically without awareness or vitality. For Bergson, laughter is a social punishment applied by society to those who behave mechanically or stray from the vibrancy of human life. Thus laughter is far from random—it becomes a corrective force compelling individuals to align their behavior harmoniously with their surroundings.

Thomas Hobbes approached laughter from another angle, linking it to feelings of superiority. According to Hobbes, we laugh when we suddenly perceive the weakness or inadequacy of others, which sparks a sense of superiority within us. This interpretation exposes the hostile dimension of laughter, when it transforms into a means of asserting dominance or belittling others. The danger of such laughter lies in its sharp sarcasm, leading to hostility or reinforcing exclusion.

Sigmund Freud approached laughter from the lens of psychoanalysis: a release of repressed energy or suppressed desire. The joke or the comic moment allows the individual to express what could not be expressed openly. Thus laughter for Freud is not a simple reflex; it is liberation and release—reducing tension and restoring psychological balance.

In everyday life, laughter arises through specific patterns. Repetition itself becomes a source of laughter, as when two people repeat the same gesture or word simultaneously. The laughter does not stem from the action itself, but from the surprising pattern that repetition creates.

Likewise, when a predicted event occurs at just the right moment, laughter erupts from the unexpected alignment of expectation and reality. These moments reveal that laughter is a response linked to awareness, anticipation, and imagination—not a mere physical reflex.

Satire is perhaps the most controversial form of laughter. It merges humor with criticism, and often exceeds the bounds of playful wit to become scathing ridicule. Political comedy and caricature, for example, do more than amuse—they expose corruption, injustice, and the misuse of power. Yet satire carries another face—its reformative power.

It not only reveals error, but compels reflection, self-awareness, and change. Satirical laughter is indeed a sharp blade, but it can illuminate contradictions and place them under scrutiny. For this reason, tyrants throughout history have feared comedians and satirists, recognizing that a single honest laugh at an absurd scene may topple illusions far more effectively than solemn speeches.

Socially, laughter is a vital form of communication—an unspoken universal language that dissolves barriers. Collective laughter generates emotional unity, shrinks distance, and fosters belonging. It temporarily erases class, ethnic, or religious distinctions, allowing the purest human connection to emerge. Yet the risk arises when collective laughter turns into exclusion—when directed against the “other,” becoming bullying or communal mockery. Here laughter destroys rather than unites.

Ancient philosophies explored laughter from moral and educational perspectives. In Islamic thought, prophetic teachings encourage smiling as an act of charity, emphasizing its ability to bring joy and harmony. Yet Islam cautions against excessive laughter, warning that it deadens the heart and diminishes dignity. This balance reveals a nuanced understanding: laughter as blessing and grace on one hand, but also a potential descent into frivolity when detached from restraint.

Christian heritage similarly acknowledges innocent laughter as a reflection of spiritual joy, while condemning scornful laughter rooted in pride or contempt. In Buddhism, laughter is viewed as liberation from attachment and ego, reminding us of the world’s fragility and the impermanence of suffering. In this sense, laughter in some Buddhist traditions becomes a form of enlightenment—a reminder of life’s lightness.

In literature, laughter has always occupied a central place—from ancient Greek comedy that fused humor with social critique to modern theatre and cinema. Shakespeare’s plays wield laughter to expose moral and political contradictions. In Arabic literature, Al-Jahiz brilliantly combined humor and wisdom, using comic narrative as a tool of education and social criticism. More recently, political satire and editorial cartoons have become powerful weapons against authoritarianism—sometimes shaking the foundations of entire regimes.

Modern psychology recognizes the healing power of laughter. “Laughter Therapy” has shown that laughter reduces stress hormones, boosts immunity, and enhances emotional well-being. It becomes a therapeutic instrument bridging body, mind, and spirit.

Politically, laughter becomes the voice of the people. Black comedy does not amuse because it is light—it amuses because it tells painful truths in a way we cannot deny. We laugh at the absurdity of our realities—yet beneath the laughter lies pain, and within that pain the first spark of awakening.

Thus the relationship between laughter and reform is dialectical: laughter can wound and exclude, yet it can build and transform. It restores humanity, reminds us we are not machines, and helps us confront tragedy with a smile that softens suffering. Throughout history, oppressed societies held onto humor as their last refuge—a spiritual resistance against fear.

Viewed existentially, laughter becomes defiance—an act of rebellion against despair and mortality. To laugh in the face of tragedy is to assert life. Philosophers have therefore regarded laughter as a form of wisdom deep enough to free us from the world’s heaviness.

Anthropological studies trace laughter back thousands of years—not as a solitary act, but as a communal ritual embedded in celebrations, songs, and sacred gatherings. Laughter was, at its origin, a collective rite weaving human bonds—perhaps explaining the contagious power of laughter.

In conclusion, laughter is multifaceted: personal pleasure, psychological healing, social language, political tool, and humanitarian message. Its power lies in its dual capacity for destruction and renewal, for critique and restoration. It gathers opposites and reveals the depth of human experience.

We are left with lingering philosophical questions: Is laughter escape or confrontation? Relief from pain or higher wisdom? Perhaps it is both. At its core, laughter is creative resistance—a mirror reflecting humanity as it swings between fragility and greatness, between satire and reform—not a mere involuntary reaction.

……

The Education System in Uzbekistan

In Uzbekistan, various reforms are being implemented in the field of education. Just as every country pays special attention to education, Uzbekistan is no exception. Our President, Shavkat Mirziyoyev Miromonovich, is creating favorable conditions, opportunities, and facilities for the development of education.

The education system in Uzbekistan is compulsory and continuous. The main components of the education system are as follows:

Preschool education: Preparing children for school

General secondary and secondary specialized education: A compulsory stage, after which students may proceed to professional education

Higher education: Universities and institutes

Postgraduate education: Master’s and doctoral studies

Retraining and professional development: Continuous professional growth

Extracurricular education: Clubs and courses

General secondary education (Grades I–XI) consists of the following stages:

Primary education (Grades I–IV);

Basic secondary education (Grades V–IX);

Upper secondary education (Grades X–XI).

Children are admitted to the first grade of general secondary education institutions in the year they reach the age of seven.

It is worth noting that over the past five years, 47 new higher education institutions have been established in our country, including branches of foreign universities, increasing the total number of higher education institutions to 125.

In particular, one of the most important documents adopted in the education system is the new edition of the Law “On Education.” According to this law, the fundamental principles of education, as well as the system, types, and forms of education, have been clearly defined.

The changes in the education sector not only bring joy but also strongly motivate us, young teachers, to dedicate all our potential to serving our country and providing high-quality education to the younger generation.

My name is Aziza Joʻrayeva. I was born on March 26, 2000, in Uzbekistan. I graduated from Kokand University in 2023 with a degree in Primary Education. I was a recipient of the iBook.uz scholarship in 2022. In 2022, I was included in the Almanac of Uzbekistan’s Top 100 Student Leaders.

MUSTAQIL TA’LIM METODLARINING O’QUV MOTIVATSIYASIGA TA’SIRI

To’ychiyeva Madinaxon Sherquzi qizi
O’zbekiston davlat jahon tillari universiteti talabasi

ANNOTATSIYA
Mazkur ilmiy maqolada mustaqil ta’lim metodlarining talabalarning o‘quv motivatsiyasiga ta’siri empirik va nazariy jihatdan tahlil qilinadi.Tadqiqot oliy ta’lim muassasasi talabalari ishtirokida
olib borilib, tajriba va nazorat guruhlari asosida amalga oshirildi. Tadqiqot davomida mustaqil ta’lim metodlarining qo‘llanilishi talabalarda ichki motivatsiyani kuchaytirishi, o‘quv faoliyatiga
bo‘lgan qiziqishni oshirishi hamda o‘z-o‘zini boshqarish ko‘nikmalarini rivojlantirishi aniqlandi. Olingan natijalar zamonaviy ta’lim tizimida mustaqil ta’lim metodlarini joriy etish zarurligini ilmiy
asoslab beradi.

ABSTRACT
This scientific article analyzes the impact of independent learning methods on students’ learning motivation from both theoretical and empirical perspectives. The study examines the effectiveness of student-centered learning approaches based on independent learning principles in higher education. The research was conducted among university students using experimental and control groups. The findings indicate that independent learning methods
significantly enhance students’ intrinsic motivation, increase their interest in learning, and improve self-regulated learning skills. The results of this study provide a scientific basis for the systematic implementation of independent learning methods in modern education systems.

KALIT SO’ZLAR
Mustaqil talim, o’quv motivatsiyasiga, ichki motivatsiya, ta’lim samaradorligi, talaba faolligi.

KEYWORDS
Independent learning, learning motivation, intrinsic motivation, self-regulated learning, educational effectiveness.

KIRISH
Bugungi globallashuv va raqamlashtirish sharoitida ta’lim tizimi oldiga yuqori malakali, mustaqil fikrlay oladigan, o‘z bilimini doimiy ravishda rivojlantirib borishga qodir shaxsni shakllantirish vazifasi qo‘yilmoqda. Ushbu jarayonda an’anaviy o‘qitish usullari bilan bir qatorda, alabaning faolligiga asoslangan mustaqil ta’lim metodlari alohida ahamiyat kasb etmoqda.

Mustaqil ta’lim talabaning bilim olish jarayonida tashabbuskorlik ko‘rsatishi, axborotni mustaqil izlab topishi, tahlil qilishi va xulosa chiqarishiga asoslanadi. Bu jarayon o‘z navbatida talabaning
o‘quv motivatsiyasini shakllantirishda muhim omil hisoblanadi. O‘quv motivatsiyasi esa ta’lim jarayonining samaradorligini belgilovchi asosiy psixologik-pedagogik omillardan biridir. Shu nuqtai nazardan, mustaqil ta’lim metodlarining o‘quv motivatsiyasiga ta’sirini o‘rganish dolzarb ilmiy muammo bo‘lib, ushbu tadqiqotning asosiy maqsadi ham aynan ushbu masalani tahlil qilishdan iborat.

INTRODUCTION
In the context of globalization and rapid technological development, modern education systems face the challenge of preparing individuals who are capable of independent thinking, continuous
self-development, and effective decision-making. Higher education institutions are increasingly shifting from teacher-centered instructional models toward student-centered approaches that
emphasize learners’ autonomy and responsibility in the learning process.

Independent learning methods play a crucial role in this transformation. These methods encourage students to take initiative, engage in self-directed knowledge acquisition, and actively
participate in their educational development. As a result, independent learning contributes significantly to the formation of learning motivation, which is one of the key determinants of academic success.

Learning motivation is defined as a combination of internal and external factors that stimulate students’ desire to acquire knowledge and achieve academic goals. Research in educational psychology has shown that intrinsically motivated students demonstrate higher levels of engagement, persistence, and academic achievement.
The main purpose of this research is to examine the impact of independent learning methods on students’ learning motivation and to identify their pedagogical effectiveness in higher education.

METODLAR
Tadqiqot pedagogik tajriba-sinov usulida olib borildi. Unda oliy ta’lim muassasasining 1–2-bosqichida tahsil olayotgan 60 nafar talaba ishtirok etdi. Talabalar tasodifiy tanlash asosida tajriba guruhi va nazorat guruhiga ajratildi.

Tajriba guruhida quyidagi mustaqil ta’lim metodlari qo‘llanildi:
loyiha asosida o‘qitish; muammoli vaziyatlar asosida topshiriqlar;
mustaqil izlanish va taqdimotlar; elektron ta’lim resurslaridan foydalanish; reflektiv tahlil.

Nazorat guruhida esa asosan an’anaviy ma’ruza va tushuntirish metodlari saqlab qolindi. O‘quv motivatsiyasi darajasi tadqiqot boshida va oxirida maxsus so‘rovnoma orqali aniqlanib, statistik
jihatdan solishtirildi.

METHODS
This study employed a mixed-method research design combining both quantitative and qualitative approaches. The research was conducted among 60 undergraduate students enrolled in a higher education institution. Participants were randomly divided into two groups: an experimental group and a control group.

The experimental group was taught using independent learning methods, including:
project-based learning;
problem-based learning tasks;
independent research assignments;
use of digital and electronic learning resources;
reflective analysis and self-assessment activities.

The control group continued learning through traditional teaching methods such as lectures and teacher-led instruction. Learning motivation levels were measured at the beginning and end of
the study using a structured motivation questionnaire adapted for academic contexts. The collected data were analyzed using comparative and descriptive statistical methods to evaluate changes in students’ motivation levels.

NATIJALAR
Tadqiqot natijalari shuni ko‘rsatdiki, tajriba guruhida o‘quv motivatsiyasi darajasi sezilarli darajada oshgan. Talabalarning aksariyati mustaqil topshiriqlar ularning bilimga bo‘lgan
qiziqishini kuchaytirganini ta’kidladilar.

So‘rovnoma natijalariga ko‘ra:tajriba guruhida ichki motivatsiya
ko‘rsatkichlari yuqori bo‘ldi;talabalar o‘z bilimini mustaqil boshqarishga o‘rgandi;o‘quv faoliyatiga nisbatan mas’uliyat hissi kuchaydi. Nazorat guruhida esa motivatsiya ko‘rsatkichlarida sezilarli
o‘zgarish kuzatilmadi.

RESULTS
The results of the study revealed a significant increase in learning motivation among students in the experimental group. Students who participated in independent learning activities demonstrated higher levels of intrinsic motivation, greater responsibility for their learning
outcomes, and stronger engagement in academic tasks.

Survey results indicated that:
students developed a stronger interest in learning activities;
self-regulated learning skills improved noticeably; students became more confident in making independent academic decisions.

In contrast, the control group showed no significant improvement in motivation levels. These findings confirm the effectiveness of independent learning methods in enhancing students’ motivation.

MUHOKAMA
Olingan natijalar mustaqil ta’lim metodlarining o‘quv motivatsiyasini oshirishdagi muhim rolini ko‘rsatadi. Mustaqil ta’lim talabaning shaxsiy ehtiyojlari, qiziqishlari va imkoniyatlarini inobatga olgan holda tashkil etilishi sababli, u ichki motivatsiyani shakllantirishga xizmat qiladi.

Mazkur natijalar Deci va Ryan tomonidan ishlab chiqilgan ichki motivatsiya nazariyasi bilan uyg‘unlikda ekanligini ko‘rsatadi. Shuningdek, Zimmerman tomonidan ilgari surilgan o‘z-o‘zini
boshqaruvchi ta’lim konsepsiyasi ham tadqiqot natijalari bilan tasdiqlandi.

DISCUSSION
The findings of this study support the hypothesis that independent learning methods positively influence students’ learning motivation. By granting learners greater autonomy and responsibility, independent learning fosters intrinsic motivation and promotes deeper engagement in the learning process.

The results align with the Self-Determination Theory proposed by Deci and Ryan, which emphasizes autonomy as a core component of intrinsic motivation. Additionally, the outcomes correspond with Zimmerman’s theory of self-regulated learning, highlighting the importance of learner control and reflective practices.

Independent learning methods not only enhance motivation but also contribute to the development of critical thinking, problem-solving abilities, and lifelong learning skills. Therefore, these methods should be considered essential components of modern pedagogical practice.

XULOSA
Xulosa qilib aytganda, mustaqil ta’lim metodlari zamonaviy ta’lim tizimida o‘quv motivatsiyasini oshirishning samarali vositasi hisoblanadi. Tadqiqot natijalari shuni ko‘rsatdiki, mustaqil ta’limga
asoslangan yondashuv talabalarning bilim olishga bo‘lgan ichki ehtiyojini kuchaytiradi, ularning faolligi va mas’uliyatini oshiradi.

Mustaqil ta’lim metodlari orqali tashkil etilgan ta’lim jarayoni talabaning shaxsiy va kasbiy rivojlanishiga xizmat qiladi. Shu sababli oliy ta’lim muassasalarida mustaqil ta’lim metodlarini tizimli va bosqichma-bosqich joriy etish tavsiya etiladi.

Kelgusida olib boriladigan tadqiqotlar mustaqil ta’lim metodlarining turli fanlar va ta’lim bosqichlarida qo‘llanilishi, shuningdek, ularning uzoq muddatli pedagogik ta’sirini o‘rganishga qaratilishi lozim.

CONCLUSION
In conclusion, independent learning methods represent an effective pedagogical approach for increasing students’ learning motivation in higher education. The study demonstrates that the systematic implementation of independent learning strategies enhances intrinsic motivation, encourages active participation, and strengthens students’ self-regulation skills.

Independent learning transforms students from passive recipients of knowledge into active participants in the educational process. This shift has significant implications for improving educational quality and preparing students for professional and lifelong learning challenges.

Future research should focus on examining the long-term effects of independent learning methods across different academic disciplines and educational levels. Further studies may also explore the integration of digital technologies with independent learning to maximize motivational outcomes.

FOYDALANILGAN ADABIYOTLAR

1. Azizxodjayeva N. Pedagogik texnologiyalar va pedagogik mahorat. – Toshkent, 2018.
2.Zunnunov A. Pedagogika nazariyasi va amaliyoti. – Toshkent: O‘qituvchi, 2020.
3.Deci E., Ryan R. Intrinsic Motivation and Self-Determination in Education. – New York, 2000.

4.Zimmerman B. Self-Regulated Learning and Academic Motivation. – Journal of Educational Psychology, 2002.
5.The Effect of Learning Independence and Motivation on Students’ Learning Outcomes when Implementing Distance Learning.
Masofaviy ta’limda mustaqillik va motivatsiyaning o‘quv natijalariga ta’siri bo‘yicha ilmiy maqola.journal.unismuh.ac.id

6.Development of Students’ Independent Learning Activity: Analysis in the Context of the Cognitive‑Motivative Approach
Mustaqil o‘qish faoliyatini kognitiv‑motivatsion yondashuv kontekstida tahlil qiladigan maqola.

scientificbulletin.com

PLAVETNILO

Iz unutrašnjosti nebeskog

Plavetnila, prosuta zvjezdana

Prašina, stapa se sa  korijenjem 

Zemljine utrobe  kosmičkim sjemenom 

Zajedno daju zemaljske plodove 

Lakoćom fluidnog kretanja neprekidno

Putuje duša, spiralnom međusvjetovnom 

Svjetlošću pamti astralna putovanja

Svjesnost poznaje tjelesni oblik, nikada 

Ne kasni, neprekidnim vraćanjem 

Svome još uvijek usnulom tijelu

Pred svitanje, ponovno se  spaja

Duh, duša sa tijelom, životni ciklus 

Zatvara krug praiskonsko modro

Sa zlatnim zracima aurore, 

Neprekidno rađanje I umiranje,

Događa se istovremeno u obje 

Realnosti, jedno bez drugog ne

Može, tako je i bit će!!!

                           

BLUE

From the interior of the celestial

Blue, spilled starry

Dust, merges with the roots 

Earth’s womb with cosmic seed 

Together they give earthly fruits 

With the ease of fluid movement continuously

The soul travels, spiraling interworld 

With light it remembers astral journeys

Consciousness knows the physical form, never 

Is not late, by continuously returning 

To its still sleeping body

Before dawn, it reunites

Spirit, soul with body, life cycle 

Closes the circle of the primordial blue

With the golden rays of the aurora, 

Continuous birth and death,

Happening simultaneously in both 

Realities, one cannot exist without the other

It can, it is and it will be!!!