The Constitution: A Guarantee of a Free and Prosperous Life

​Sottiyeva Gulshan

Student of the Faculty of Philology, Uzbek Language and Literature Department, JDPU (Group 614-25)

​Abstract:

This article analyzes the role of the Constitution in public life, specifically its fundamental functions in ensuring freedom, justice, and prosperity. Through scientific evidence, the study illustrates how constitutional principles—such as the rule of law, equality, transparency of state bodies, and legal guarantees for citizens—serve as a foundation in the fight against corruption. Furthermore, based on statistical data from Transparency International, the OECD, and other international organizations, the impact of corruption on economic growth, social stability, and public administration is discussed. Using the experiences of Georgia and Estonia, the effectiveness of constitutional governance in reducing corruption is demonstrated. The article concludes by emphasizing that adherence to constitutional norms is a vital prerequisite for the development of a free, fair, and prosperous society.

​Keywords: Constitution, rule of law, legal state, principle of equality, fair trial, civil rights, accountability of state bodies, transparency, corruption, abuse of power, bribery, digital governance (e-government), prosperity, social stability, economic development, investments, Transparency International, CPI (Corruption Perceptions Index), OECD reports, World Bank data, Georgia experience, Estonia model, empirical research, statistical evidence, social progress.

​Introduction

​The Constitution is the supreme legal instrument that regulates the political, legal, and social life of every state. It clearly defines the rights, freedoms, and obligations of citizens, as well as the operational principles of state bodies. In this sense, the Constitution is not merely a legal framework but the very foundation ensuring the free and prosperous progress of society.

​In today’s era of globalization, fair governance, transparency, and the rule of law have become paramount requirements. These factors create a solid legal basis for effectively combating evils such as corruption. The full implementation of the norms established in the Constitution is significant because it prevents corruption from taking root.

​Main Body

​First and foremost, the Constitution guarantees equality of citizens, freedom of thought, and the right to a fair trial. Every citizen has the right to appeal against violations of their rights or the illegal actions of officials. This prevents potential abuses of power by the state, as a citizen aware of their rights is never defenseless.

​Furthermore, the Constitution mandates that state bodies be transparent and accountable. Transparency is the greatest obstacle to corruption. Freedom of information, public disclosure of state expenditures, and the accountability of officials are, above all, principles enshrined in the Constitution. Corruption often thrives in environments where transparency is lacking. Therefore, adhering to the Constitution is the most fundamental and effective method of combating corruption.

​In societies where constitutional norms are ignored, phenomena such as bribery, nepotism, unfair selection processes, and abuse of office are observed. Such an environment allows for neither economic development nor social stability. On the contrary, it fosters distrust and diminishes the public’s faith in the state.

​The Constitution serves as the direct legal bedrock for anti-corruption efforts. Many national constitutions establish the principle of equality before the law. This principle allows any official to be held accountable without exception or privilege. Where there is equality, the space for corruption shrinks.

​Constitutions require state bodies to adhere to:

​Transparency (Open information)

​Public Accountability

​Legality

​When these principles are upheld, secret deals, bribery, and abuse of power decrease significantly. Constitutional rights granted to citizens help expose corruption:

​Right to Petition: Citizens can complain to state bodies regarding corrupt practices.

​Right to a Fair Trial: Any official involved in corruption faces the judiciary.

​Right to Information: State actions do not remain hidden.

​In states where corruption is prevalent, constitutional principles are typically compromised. Countries scoring high on Transparency International’s Corruption Perceptions Index (CPI)—such as Denmark, Finland, and New Zealand—all possess strong constitutional governance. Their common characteristics include:

​Robust rule of law.

​Transparency of state bodies.

​Civil liberties.

​Conversely, in countries with low index scores, the common causes are weak rule of law, low state accountability, and unguaranteed civil rights. This proves that corruption intensifies when constitutional norms are not followed. According to World Bank data, economic growth decreases by an average of 2–3% in corrupt states, directly impacting citizen welfare. Corruption also damages education and healthcare; funds intended for quality education are misappropriated, endangering the future of the youth.

​Evidence of corruption reduction through constitutional compliance:

​The Georgia Reform (post-2004): Georgia digitized public services, created a transparent police system, and held officials accountable based on the Constitution. Result: Corruption dropped sharply, and the country climbed 60 spots in international rankings.

​The Estonia Model: A fully transparent state administration was built on constitutional foundations. By digitizing all government services (e-government), the opportunities for corruption were reduced by 70%. ​In conclusion, the Constitution is not only a source of rights and freedoms but also a powerful legal mechanism for preventing corruption. While protecting citizens, it holds state bodies accountable and demands fair and transparent governance. Therefore, respecting the Constitution and adhering to its norms is an essential condition for building a free, just, and prosperous society.

Conclusion

​In conclusion, the Constitution is the fundamental guarantee of our free life, honest labor, and existence in a society free from corruption. It is of great importance for the progress of society that every citizen, especially the youth, studies it deeply and applies it in practice.

​References

1.​Karimov I.A. High Spirituality — An Invincible Force. Tashkent: Ma’naviyat, 2008.

​2. To‘xtashev B., Jo‘rayev M. Scientific Research Methods. Tashkent: Fan, 2019.

​Abdullayev A. Introduction to Social Sciences. Tashkent: O‘zbekiston milliy ensiklopediyasi, 2020.

3.​G‘afforova D., Ahmedova M. Theory and Practice of Pedagogy. Tashkent: Universitet, 2021.

​4. Official website of the President of the Republic of Uzbekistan — president.uz

​National Database of Legislation of the Republic of Uzbekistan — lex.uz

​UNESCO. Intercultural Competence: Conceptual and Operational Framework. Paris, 2013.

​5. European Council. Key Competences for Lifelong Learning. 2018.

6.​ National Encyclopedia of Uzbekistan. Tashkent, 2010.

Gulshan Sottiyeva Doniyor qizi was born on December 27, 2007, in the Zafarobod district of Jizzakh region into an intellectual family. Currently, she is a first-year student at Jizzakh State Pedagogical University, where she is an active member of the “Mushoira” (Poetry) and “Lider Qizlar” (Leader Girls) clubs. As a prolific author of over 500 poems, her works have been featured in the Great Jadids 2024 International Anthology, the Renaissance Creators 2025 Anthology, and prestigious publications such as Gulxan, Sharq Yulduzi, Mushtum, and Saodat. She was a participant in the 2023 Zomin Seminar and a national finalist in the 2024 “Duel” Creators Project. A winner of more than ten creative competitions and a project author, she also holds B2 level proficiency certificates in both English and Turkish.

Emojis and Stickers as Paralinguistic Tools in Contemporary Uzbek Written Discourse

Sitora Siroj qizi Usmonova

Asian International University, Faculty of Philology,

Uzbek Language, 1st-year student

E-mail: usmanovasitora915@gmail.com

Abstract

This article analyzes the role of emojis and stickers as paralinguistic tools in contemporary Uzbek written discourse. The study examines their usage in social media platforms such as Telegram and Instagram among young people. Emojis and stickers are shown to function as substitutes for words, conveying emotions, intonation, and mood. The article discusses both positive and negative effects of their use on written communication and their impact on the norms of the literary language. The findings indicate that while emojis and stickers enrich the written discourse and enhance expressiveness, overuse may negatively affect the purity and clarity of the Uzbek language.

Keywords

emoji, sticker, Uzbek language, written discourse, paralinguistics, social media, linguistic transformation

Introduction

Globalization and the rapid development of digital technologies have significantly influenced the written discourse of young people. Social media platforms, including Telegram, Instagram, and TikTok, have introduced new visual tools such as emojis and stickers. These tools act as paralinguistic elements in written communication, replacing certain words while conveying emotions, tone, and mood.

This study aims to explore the role of emojis and stickers in contemporary Uzbek written discourse, their effects on communication, and the implications for language norms. Despite the popularity of these visual elements, research on their specific impact on the Uzbek language remains limited, making this investigation both relevant and timely.

Methods

The research utilized the following methods:

Observation – Analysis of messages, posts, and stories from Telegram and Instagram among Uzbek-speaking youth.

Descriptive analysis – Examination of how emojis and stickers convey emotions and intentions.

Comparative analysis – Comparison of traditional Uzbek written language with discourse enriched by emojis and stickers.

Example-based linguistic analysis – Selection of the 10 most frequently used emojis and stickers for detailed study.

Results and Discussion

Real examples from social media:

“I am so sad ” – The emoji conveys the mood clearly and quickly.

“Happy birthday! ” – Visual elements express celebration and joy.

“I didn’t accept his words ” – Emojis intensify emotional intonation.

“I posted a story, like it ” – Stickers and emojis provide quick instructions or calls to action.

Analysis:

Emojis and stickers enrich written discourse and allow fast, effective emotional expression.

Among young people, these tools often replace words to convey meaning succinctly.

Overuse, however, may violate literary norms and make the text less understandable.

Strong academic statements:

“According to the author’s observations, emojis and stickers in contemporary Uzbek written discourse primarily serve to enhance emotional expressiveness and condense communication.”

“Code-switching to visual elements is not merely a linguistic phenomenon but also reflects social identity and youth’s inclination toward modernity.”

“Social media platforms accelerate the integration of paralinguistic elements into written Uzbek discourse.”

大自然

何诗琪（10岁，小荷诗社）

大自然，大自然

有花有草

有树有木

它们无处不在

蒲公英和风有约定

所以我不吹

Nature

He Shiqi (10, Xiaohe Poetry Society)

Nature, nature,

With flowers and grass,

With trees and woods,

They are everywhere.

The dandelion has a promise with the wind,

So I won’t blow.

  ….      ……..

世界

肖世琪（10岁，小荷诗社）

世界，世界

优美的世界

和平的世界

平等的世界

我喜欢这个世界

The World

Xiao Shiqi (10, Xiaohe Poetry Society)

The world, the world,

A beautiful world,

A peaceful world,

An equal world.

I love this world.

 ………….

乡村

席江平（10岁，小荷诗社）

乡村，乡村

纯真的乡村

漂亮的乡村

富有的乡村

和谐的乡村

迷人的乡村

五颜六色的乡村

Countryside

Xi Jiangping (10, Xiaohe Poetry Society)

Countryside, countryside,

Innocent countryside,

Beautiful countryside,

Prosperous countryside,

Harmonious countryside,

Charming countryside,

Colorful countryside.

 ………..

乡下人家

付凌微（10岁，小荷诗社）

乡下人家，乡下人家

绿树青藤瓜架

春雨嫩笋鲜花

群鸡悠闲觅食

池中鸭鹅玩耍

Country Folk

Fu Lingwei (10, Xiaohe Poetry Society)

Country folk, country folk,

Green trees and green vines on the trellis,

Spring rain, tender bamboo shoots and fresh flowers.

Flocks of chickens forage leisurely,

Ducks and geese play in the pond.

 ……

我的梦想

陈歆彤（11岁，小荷诗社）

我的梦想，我的梦想

太阳有上升的方向

星星有发光的亮点

而我，只有一个小小的梦——

优秀的幼儿园老师

每次看见小孩子

那些可爱的瞬间

心会被融化

为了这个小小的梦

我可做出了大大的努力

刘老师说：当幼儿园老师没那么容易呢

你要会唱歌、跳舞、画画

样样都会

于是所有假期里

我一直在学习这些才艺

追梦大无惧

我们一起吧！

My Dream

Chen Xintong (11, Xiaohe Poetry Society)

My dream, my dream,

The sun has a direction to rise,

The stars have bright spots to shine.

But I have only a tiny dream —

To be an excellent kindergarten teacher.

Why?

Every time I see the little ones,

Those lovely moments,

My heart melts.

For this tiny dream,

I have made great efforts.

Teacher Liu said:

Being a kindergarten teacher isn’t that easy,

You must be able to sing, dance, and draw,

Be good at everything.

So during all the holidays,

I keep learning these skills.

Fearless in chasing dreams,

Let’s go together!

家

卢佳仁（9岁，毓秀小学）

家，家

大海是雨滴的家

来来往往

来来往往

躺在妈妈的怀抱

听摇篮曲

Home

Lu Jiaren (9, Yuxiu Primary School)

Home, home,

The sea is the raindrop’s home,

Coming and going,

Coming and going.

Lying in mother’s embrace,

Listening to the lullaby.

打翻了

何雨诺（9岁，毓秀小学）

打翻了，打翻了

顽皮的风孩子

打翻了垃圾桶

垃圾桶的烦恼

也全被倒掉了

Spilled Over

He Yunuo (9, Yuxiu Primary School)

Spilled over, spilled over,

The naughty wind child,

Spilled over the trash can.

All the troubles of the trash can,

Were also poured out completely.

风好大

马梦芙（9岁，毓秀小学）

风好大，风好大

空气中弥漫着

沙土的味道

小石头

打在脸上生疼

天空飞翔的小鸟

迷失了方向

水里游泳的小鱼

钻进了石缝

刚出生的小狗

躲在妈妈怀里瑟瑟发抖

我养的蚕宝宝

都吓得跑到了蚕丝被中

The Wind Is Strong

Ma Mengfu (9, Yuxiu Primary School)

The wind is strong, the wind is strong,

The air is filled with

The smell of sand and soil.

Small stones,

Sting my face when they hit.

Little birds flying in the sky,

Lost their way.

Little fish swimming in the water,

Slipped into the cracks of the stones.

A newborn puppy,

Trembling in its mother’s arms.

The silkworm babies I raise,

All scurried into the silk quilt in fear.

天黑了

贺子璎（9岁，毓秀小学）

天黑了，天黑了

天

渐渐地黑了

满天的星星

像一簇簇极小极小的火苗

在空中向我眨着眼睛

它仿佛在跟我说话

它说

明天晚上

它就不来了

我在睡梦中才知道

原来

乌云婆婆就要来做客

明晚

我就见不到星星了

It’s Getting Dark

He Ziying (9, Yuxiu Primary School)

It’s getting dark, it’s getting dark,

The sky,

Gradually turns dark.

Stars all over the sky,

Like clusters of tiny, tiny flames,

Blinking at me in the air.

It seems to be talking to me.

It says,

Tomorrow night,

It won’t come.

I only know in my sleep,

That,

Auntie Dark Cloud is coming to visit.

Tomorrow night,

I won’t see the stars anymore.

 超能力

温暖（9岁，毓秀小学）

超能力，超能力

小时候

我很贪玩

每天看电视

看着看着

就在沙发上睡着了

但是到了早上

却发现自己睡在床上

慢慢长大了

这种超能力

就消失了……

Superpower

Wen Nuan (9, Yuxiu Primary School)

Superpower, superpower,

When I was little,

I was very playful.

I watched TV every day,

And before I knew it,

Fell asleep on the sofa.

But in the morning,

I found myself sleeping in bed.

As I grew up slowly,

This superpower,

Disappeared……

For World Poetry Day 

FORMATION METHODOLOGY OF STANDARDIZATION SKILLS IN THE FORMALIZATION OF GRAPHIC DOCUMENTS IN SCHOOL TECHNICAL DRAWING

Associate Professor of the Department of Art Studies,
Qoʻqon Davlat Universiteti:
A.X. Abdullayev

3rd-year student of the Department of Fine Arts and Engineering Graphics,
Qoʻqon Davlat Universiteti:
Tuychiyeva Odinaxon Ahmadjon qizi

Annotatsiya: Ushbu ilmiy maqola maktab chizmachilik darslarida grafik hujjatlarni rasmiylashtirishda standartlashtirish koʻnikmalarini shakllantirishning samarali metodikasini ishlab chiqish va amaliyotga tatbiq etishga bagʻishlangan. Zamonaviy sanoat va texnologiyada muhandislik grafikasi va standartlarga rioya qilishning muhimligini hisobga olgan holda, maktab oʻquvchilarida ushbu koʻnikmalarni rivojlantirish zarurati tadqiqotning asosiy muammosi hisoblanadi. Tadqiqot doirasida tajriba-sinov ishlari olib borilib, unda anʼanaviy va taklif etilayotgan metodika boʻyicha taʼlim olgan oʻquvchilar guruhlarining grafik hujjatlarni rasmiylashtirish sifatidagi farqlari tahlil qilinadi.

Kalit so’zlar: Chizmachilik, grafik hujjatlar, standartlashtirish, ko’nikmalar, metodika, maktab ta’limi, pedagogika.

Аннотация: Данная научная статья посвящена разработке и внедрению эффективной методики формирования навыков стандартизации при оформлении графических документов на уроках черчения в школе. С учётом важности инженерной графики и соблюдения стандартов в современной промышленности и технологиях, необходимость развития данных навыков у школьников рассматривается как основная проблема исследования.

В рамках исследования проводятся опытно-экспериментальные работы, в ходе которых анализируются различия в качестве оформления графических документов у групп учащихся, обучающихся по традиционной и предлагаемой методике.

Ключевые слова: черчение, графические документы, стандартизация, навыки, методика, школьное образование, педагогика

Abstract: This scientific article is devoted to the development and implementation of an effective methodology for forming standardization skills in the preparation of graphical documents in school drafting classes. Considering the importance of engineering graphics and compliance with standards in modern industry and technology, the need to develop these skills among school students is identified as the main research problem.

Within the framework of the study, experimental work is carried out to analyze the differences in the quality of graphical document preparation between groups of students taught using traditional methods and the proposed methodology.

Keywords: drafting, graphical documents, standardization, skills, methodology, school education, pedagogy.

Introduction

No other subject develops students’ imagination and thinking abilities as effectively as technical drawing. In a developed society, the importance of engineering graphics and technical drawing is steadily increasing. It is impossible to imagine any technical project, production process, or construction work without clear and well-structured graphic documentation. For such documents to be understandable, they must comply with specific standards, that is, unified rules and requirements.

At a time when special attention is being paid to modernizing the education system of the Republic of Uzbekistan and preparing young people for modern professions, developing skills for preparing graphic documents in accordance with standards in school technical drawing classes has become an urgent task.

Currently, in school practice, the focus in teaching technical drawing is mainly placed on the technique of drawing itself. Graphic literacy (the ability to create and read drawings) is considered the primary condition for mastering technical drawing knowledge. However, insufficient attention is paid to developing students’ skills in formatting drawings according to state standards (GOST, O‘zDSt) or international standards (ISO). As a result, after graduating from school, students face difficulties in higher education institutions or vocational colleges when studying technical specialties, particularly in formatting graphic documentation. This may negatively affect the training of qualified engineers, designers, and technologists in the future. This problem necessitates the development of a new methodology aimed at effectively forming standardization skills in educational practice.

The purpose of this research is to develop scientific and methodological foundations for forming standardization skills in preparing graphic documents in school technical drawing lessons and to test them in practice. The main objectives of the study include analyzing existing teaching practices, identifying the didactic potential of standardization, developing methodological approaches considering students’ age characteristics, and experimentally proving their effectiveness.

Research Methodology

The theoretical foundation of the study is based on works of domestic and foreign scholars in the field of technical drawing and engineering graphics didactics, pedagogical technologies, and the theory of skill formation.

The following research methods were applied: pedagogical observation, interviews, questionnaires, testing, pedagogical experiment, and statistical analysis.

The current practice of teaching technical drawing and the initial level of students’ knowledge and skills in standardization were examined. Surveys were conducted among teachers and students to determine their attitudes toward learning standardization and to identify existing difficulties. Textbooks and curricula were analyzed in terms of how standardization elements were reflected in them.

Based on the identified problems and analysis results, a new methodology aimed at forming standardization skills was developed. This methodology was based on the principles of systematicity, consistency, visualization, practicality, learner-centeredness, and differentiated instruction.

The methodology included special learning tasks, practical assignments, project-based learning elements, and recommendations for working with computer graphics software (such as simplified versions of AutoCAD, SolidWorks, or similar free tools). Special attention was paid to adapting standards such as GOST 2.104-2006 (Main inscriptions), GOST 2.301-68 (Formats), and GOST 2.303-68 (Lines) to school conditions.

To determine the effectiveness of the developed methodology, a pedagogical experiment was conducted. Two groups participated: a control group and an experimental group. Each group consisted of 18 eighth-grade students, with a total of 36 participants. The control group was taught using traditional teaching methods, while the experimental group used the newly developed methodology.

At the beginning and end of the experiment, tests and practical assignments were conducted to assess students’ skills in preparing graphic documents in accordance with standards. Practical tasks included drawing detail sketches, filling in the title block (main inscription), and correctly applying dimensions. The results were analyzed using mathematical and statistical methods.

Literature Review

The issue of forming skills in preparing and standardizing graphic documentation in school technical drawing has been reflected in numerous studies in engineering graphics and pedagogy.

Scientific sources on engineering graphics widely cover the theoretical foundations of graphic documentation, drawing rules, and the system of standard requirements. Regulatory documents, especially GOST standards, establish unified rules for formatting graphic documents, including formats, scales, line types, fonts, dimensioning rules, and title block requirements. These standards serve as an essential methodological basis for developing students’ technical literacy.

Pedagogical research emphasizes the importance of competency-based approaches, practical training, and step-by-step formation of skills. Ensuring the integration of theory and practice, applying the principle of visualization, and organizing independent work contribute significantly to the effective development of standardization skills.

In recent years, particular attention has been given to the application of modern pedagogical technologies in teaching technical drawing, improving graphic literacy, and developing engineering thinking. However, existing literature does not sufficiently address the systematic formation of standardization skills in formatting graphic documentation at the school level.

Therefore, this research is scientifically and practically significant as it aims to develop and implement an effective methodology for forming standardization skills in school technical drawing lessons.

Analysis and Results

The results of the pedagogical experiment clearly demonstrated the effectiveness of the developed methodology. At the initial stage of the experiment, the level of knowledge and skills related to standardization in both groups was approximately the same. The average scores of the control and experimental groups were 58% and 60%, respectively, indicating no statistically significant difference.

At the end of the experiment, the results showed a significant improvement in the experimental group compared to the control group. The average score of the experimental group reached 85%, while the control group achieved 65%.

In a five-point grading system, students’ level of compliance with standards reached 3.9 points.

Observations indicated that students in the experimental group began to approach standardization consciously during the drawing process. They performed line types, dimensioning rules, and title block formatting more accurately and quickly. Errors related to GOST 2.303-68 (Lines) decreased by 2.5 times, and errors related to GOST 2.104-2006 (Main inscriptions) decreased by three times.

Students’ creativity and independent work skills also improved significantly when completing project-based tasks. Their ability to use computer graphics software improved, enabling them to comply with standards in digital formats.

Survey results showed increased motivation and interest in technical drawing among experimental group students. They began to perceive standardization not as a collection of dry rules but as an integral part of technical culture.

The success of the methodology can be explained by several factors:

First, it presents standardization as a practical and professionally significant skill rather than a set of abstract rules.

Second, it ensures a systematic and consistent approach, gradually increasing task complexity.

Third, it integrates computer graphics tools, which enhance accuracy and adapt students to digital drawing environments.

Although the study confirms the effectiveness of the methodology, it was conducted with a limited number of students and within a specific age group. Further research is required to test its applicability in other educational contexts and to evaluate its long-term effectiveness.

Conclusion

This study was aimed at developing and implementing an effective methodology for forming standardization skills in preparing graphic documents in school technical drawing lessons.

The experimental results demonstrated that the proposed methodology significantly improved students’ knowledge and practical skills related to standardization. The higher performance of the experimental group confirms the scientific validity and practical relevance of the methodology.

Students not only learned to comply with standards but also developed greater interest in technical drawing and enhanced their engineering thinking.

The developed methodology can be integrated into school technical drawing curricula and serve as a strong foundation for preparing qualified engineering professionals in the future. The formation of standardization skills improves not only technical literacy but also accuracy, responsibility, and systematic thinking.

Future research may focus on applying this methodology to other age groups and vocational institutions, as well as studying the role of digital drawing technologies in developing standardization skills. Long-term monitoring of graduates’ academic and professional success would also be valuable.

FOYDALANILGAN ADABIYOTLAR ROʻYXATI 

1. Karimova, D. A. (2018). Chizmachilik o’qitish metodikasi. Toshkent: Fan va texnologiya.

2. Toʻlaganov, A. A. (2020). Muhandislik grafikasi asoslari. Toshkent: O’zbekiston Milliy Ensiklopediyasi Davlat ilmiy nashriyoti.

3. Soliyev, N. I. (2019). Maktabda chizmachilik fanini o’qitishda innovatsion yondashuvlar. Pedagogika fanlari doktori dissertatsiyasi avtoreferati. Toshkent.

4. OʻzDSt 2.104-2006. Konstruktorlik hujjatlari yagona tizimi. Asosiy yozuvlar. Toshkent: Oʻzbekiston standartlashtirish, metrologiya va sertifikatlashtirish agentligi.

5. OʻzDSt 2.301-68. Konstruktorlik hujjatlari yagona tizimi. Formatlar. Toshkent: Oʻzbekiston standartlashtirish, metrologiya va sertifikatlashtirish agentligi.

6. OʻzDSt 2.303-68. Konstruktorlik hujjatlari yagona tizimi. Chiziqlar. Toshkent: Oʻzbekiston standartlashtirish, metrologiya va sertifikatlashtirish agentligi.

7. ISO 128-1:2020. Technical product documentation (TPD) – General principles of presentation – Part 1: Introduction and fundamental requirements. International Organization for Standardization.

8. Shishkin, P. I. (2015). Metodika prepodavaniya cherchaniya v obshcheobrazovatelnoy shkole. Moskva: Akademiya.

9. Vinnikov, V. I. (2017). Inzhenernaya grafika i osnovy konstruirovaniya. Rostov-na-Donu: Feniks.

10. Mirziyoyev, Sh. M. (2021). Yangi O’zbekiston strategiyasi. Toshkent: O’zbekiston.

11. Tursunov, R. (2016). Grafik kompetensiyalarni shakllantirishning pedagogik-psixologik asoslari. Pedagogika fanlari nomzodi dissertatsiyasi. Samarqand.

12. G’aniyev, B. T. (2022). Chizmachilik darslarida zamonaviy pedagogik texnologiyalardan foydalanish. Xalq ta’limi jurnali, (3), 45-50.

13. Smirnov, S. A. (2019). Didaktika vysshey shkoly. Moskva: Urait.

14. Khojiyev, J. S. (2020). O’quvchilarda texnik tafakkurni rivojlantirishning didaktik imkoniyatlari. Yosh olimlar axborotnomasi, (2), 89-94.

PEDAGOGICAL VIEWS OF ABDULLA AVLONI
Daminova Sevinch Tuychi qizi
3rd-year Student, Primary Education Program

National Pedagogical University of Uzbekistan
Abstract

This article analyzes the life and pedagogical views of Abdulla Avloni, an Uzbek enlightener, poet, playwright, and educator. It examines Avloni’s role in the development of public education in Uzbekistan, the essence and significance of his work “Turkiy Guliston or Morality,” as well as his ideas on enlightenment and national awakening. The article scientifically explores the thinker’s interpretation
of education and upbringing as the most important factors in human life, the theoretical and practical aspects of his pedagogical activity, and his contribution to the development of the modern Uzbek school system. In addition, the relevance of Abdulla Avloni’s views on knowledge, morality, upbringing, and patriotism for today’s education system is highlighted.

Keywords: Abdulla Avloni, pedagogy, upbringing, enlightenment, morality, Jadid school, education, national awakening.

At the beginning of the 20th century, the national awakening and enlightenment movement gained wide momentum in Turkestan. During this period, among the intellectuals who called the people toward knowledge, culture, and progress, Abdulla Avloni occupied a special place. As a poet, playwright, publicist, public figure, and most importantly, a devoted educator of the people, he left an incomparable mark on the history of Uzbek pedagogy. Abdulla Avloni dedicated his entire life to enlightening the nation and educating the younger generation in the spirit of knowledge and morality.

Throughout his career, Avloni worked as a teacher, established new-method schools, created textbooks, and encouraged the public toward enlightenment through the press. His pedagogical views were innovative for his time and continue to play a significant role in shaping the modern education system today. The thinker’s work “Turkiy Guliston or Morality” is considered a masterpiece of Uzbek folk pedagogy. In this work, he scientifically presents his views on
morality, upbringing, knowledge, and human development. Avloni’s ideas on education and upbringing have retained their relevance not only in his own time but also in the present day. Therefore, studying his pedagogical heritage and applying it to modern educational practice holds great scientific and practical significance.

Abdulla Avloni (1878–1934) is one of the most prominent enlightenment figures, educators, and writers to emerge during the period of national awakening of the Uzbek people. He was born on July 12, 1878, in the Mergancha neighborhood of Tashkent, into a family of craftsmen. Showing an interest in learning from an early
age, Avloni first studied at a traditional school and later at a madrasa. Entering the world of literature and enlightenment in his youth, this talented young man began writing poetry at the age of fifteen. In his early works, he called on the people to escape ignorance, study in new-method schools, and acquire knowledge and professions.

Avloni’s enlightenment activity was primarily manifested in the field of
journalism. In 1907, he published the newspapers “Shuhrat” and “Osiyo”, serving as their editor and promoting ideas of enlightenment, unity, and progress. Although the tsarist government soon shut down these publications, Avloni did not cease his activities. He continued his work in the newspapers “Sadoyi Turkiston”, “Turon”, and the journal “Kasabachilik Harakati”, making an invaluable contribution to the formation of Uzbek journalism. He regarded the press as a force that awakens the people, calling it “a lamp that illuminates the darkness of ignorance.”

Abdulla Avloni’s pedagogical activity formed the essence of his entire life. He viewed teaching not merely as a profession but as a sacred duty in service to the nation. In his lessons, he paid special attention to nurturing students’ independent thinking, patriotism, and moral purity. He considered expressive reading, emotional engagement with texts, and sincere communication between teacher and
student as essential components of the educational process.

In “Turkiy Guliston or Morality,” Avloni deeply analyzes the issue of human perfection. According to him, upbringing is the fundamental foundation of human life. He famously wrote: “For us, upbringing is a matter of either life or death, salvation or destruction, happiness or catastrophe.” Through these words, Avloni interprets upbringing not only as a personal matter but as a factor determining the fate of the nation.

In his works, he divides upbringing into four main directions:
The timing of upbringing – education must begin from early childhood;
Physical upbringing – a healthy mind is formed through a healthy body;
Intellectual upbringing – developing intelligence, striving for knowledge, and cultivating thinking;

Moral upbringing – instilling virtues such as honesty,
conscience, patience, and compassion.
Avloni’s pedagogical views were considered innovative approaches in his time. He regarded education and upbringing as inseparable concepts “like body and soul,” emphasizing that teaching and moral education complement one another.

The thinker viewed morality as the highest human virtue. In “Turkiy Guliston or Morality,” he divided human behavior into two categories: good morals and bad morals. Good morals include patriotism, cleanliness, courage, conscience, patience, and kindness, while bad morals include ignorance, anger, laziness, lying, and greed. Avloni supported these ideas with verses from the Qur’an, hadiths, and
the wisdom of thinkers such as Socrates, Aristotle, Ibn Sina (Avicenna), Sa‘di, and Bedil.

As an educator, Avloni sought to cultivate love for the mother tongue, respect for knowledge, diligence, and loyalty to the homeland among the younger generation. His poems and fables written for children possess strong educational value, fostering love for books, labor, and nature. In his poems about the Motherland, the poet depicts the homeland as a beautiful, generous, and prosperous land, instilling
a sense of pride and honor in children.

Avloni’s work “A Brief History of the Prophets and the History of Islam” was written in a religious-enlightenment direction, aiming to acquaint the younger generation with Islamic history and enrich their spiritual world. This work was widely used as a textbook for primary schools in its time. The thinker was not only a writer but also an active practical educator. During the 1920s and 1930s, Abdulla Avloni taught at the Teachers’ Seminary in Tashkent, the Faculty of Pedagogy, and the Central Asian University, where he trained many
young teachers. During these years, he compiled the textbook “Literature Chrestomathy,” thereby laying the foundation for the methodology of teaching Uzbek literature in schools.

Throughout his life, Avloni devoted himself wholeheartedly to the enlightenment of the nation. In recognition of his services, he was awarded the honorary title “Hero of Labor” in 1927 and “Shock Worker of Public Education of Uzbekistan” in 1930. His name is still remembered with great respect in the history of the Uzbek education system. Today, schools, streets, scientific centers, and a museum
at the Institute for Advanced Training of Teachers in Tashkent bear the name of Abdulla Avloni, honoring his invaluable contribution to education and enlightenment.

Abdulla Avloni regarded education as a powerful force leading the people toward freedom, culture, and progress. He emphasized the irreplaceable role of the teacher’s personality in educating the younger generation as well-rounded individuals. Therefore, Avloni can be regarded not only as a great figure of his own time, but also as one of the founders of the entire history of Uzbek pedagogy.

In conclusion, Abdulla Avloni is a great educator, poet, and enlightener who left an indelible mark on the spiritual and educational life of the Uzbek people. His views remain highly relevant not only for his own era, but also for the modern education system today. In his pedagogical activity, Avloni placed upbringing at the center of
human life, interpreting it as the most important factor in the nation’s prosperity and the development of society.

His work “Turkiy Guliston or Morality” is a masterpiece of Uzbek pedagogical thought. It addresses the issues of educating a well-rounded generation based on values such as moral integrity, aspiration for knowledge, patriotism, compassion, and humaneness. For Avloni, education and upbringing were inseparable concepts;
he highly valued the teacher as the most important figure shaping the future of the nation.

Even today, the ideas put forward by Avloni—humanism, moral education, loyalty to national values, love of knowledge, and the cultivation of independent thinking—are fully aligned with the main directions of modern education.

Therefore, the legacy of Abdulla Avloni stands as the foundation of Uzbek pedagogy and an inexhaustible spiritual source in the upbringing of the younger generation.

References
Zunnunov, A. (2004). History of Pedagogy. Tashkent.
Dolimov, U. Abdulla Avloni as the Founder of Uzbek Pedagogy of the National Awakening Period.
Ziyouz. (n.d.). Retrieved from www.ziyouz.com

Daminova Sevinch Tuychi qizi
Daminova Sevinch Tuychi qizi was born in 2006 in Shahrisabz district, Kashkadarya region, Uzbekistan. She graduated successfully from Secondary School No. 72 in Shahrisabz district, Kashkadarya region. Since 2023, she has been a student of the present-day National Pedagogical University of Uzbekistan.

During her academic journey, she has distinguished herself through her high level of activity, strong interest in science, and initiative. She has carried out volunteer activities at the Pinnacle Science Republican Scientific Center, contributing to the promotion of scientific research among young people.

Sevinch Daminova is the author of scientific articles published in prestigious journals of countries such as the United States, Singapore, and Russia, which reflects her recognition at the international level as a young researcher. She is the holder of more than 50 diplomas and certificates and has actively participated in
numerous national and international competitions.

In 2025, she became the recipient of the “Future Star” Statuette, organized on the scale of the Commonwealth of Independent States. She has also been awarded the “Advanced Generation” badge and the “Devoted to High Science” badge. In the “Mosaic of Nations” competition organized by the Jadids International Scientific
Research Association, she won first place and was awarded the “Friendship” badge.

She is the author of a number of poems and international scientific articles, successfully combining creativity and scientific research. She is a determined and ambitious young scholar who aims to contribute to the development and prosperity of her country in the future.

I SHOULD LOVE YOU 

©2026 by Sheryl J. Bize-Boutte

We are all planted like the trees

On this rolling chip of water and rock

Precariously suspended 

Dressed in costumes of choice or assignment

In skins of no-fault origin and accident

Drowning in murky oceans of difference

Our feet slipping in blood

Our eyes no longer focused

Our heads no longer raised 

To stargaze at the wonder

To absorb the miracles of being

Our arms no longer reaching

To hold on to each other

To keep from floating away

We avoid the profound and unshakeable truth

That we are fitfully and purposely connected 

Even in our separate nights 

And as we sleep beneath the same moon

Even in our divided mornings

As we awake under the same sun

Whispering the dream in their glow

You should love me

I should love you

THIS IS AN EXCERPT FROM “THE BURDEN KEEPER’S REPORTS” A SPECULATIVE FICTION NOVELLA ©2025 BY SHERYL J. BIZE-BOUTTE

THE BRIDGE
© 2025 BY SHERYL J. BIZE-BOUTTE

He lowered himself slowly into one of the old wooden rocking chairs on the porch. It was one of two identical chairs put in place several years ago back when there was something to look at out there. Now, it sat idle and still, caked with dust and the remains of the occasional dead insect.

He rocked himself slowly so he wouldn’t feel his lightness of being, his drained and feathery non-man body, the emptiness of his core. Yesterday he had rocked himself a bit too hard and thought he felt his empty stomach touch his spine.

He almost ended it right then and there.

No telling what he would look like when they eventually found him if he gave in to that. Still prideful, he was not about to leave an unsightly and unattractive mess for all to see.

After all, he reasoned with himself, if he still had enough strength left to rock himself gently, he was not quite done. And if he was not quite done, he would just be damned if he would lower himself to ask for another piece of low-paid work, a chunk of bread for lunch, or an onion for the now gourmet one-potato soup. He would just be damned.

Two and a half long years into the Great Depression and he had had it with the begging. He was a man after all, a strapping, strong provider, not a hand-out man, not a mislaid flop of skin.

He’d run the tobacco and sugar cane farm the same as his father and his father before him. Until now. Now it was all windborne dusty brown earth and weeds, with the occasional mass of hot dung dropped by his only remaining cow. He couldn’t decide whether to slaughter the cow for the meat or keep her for the milk, although at this point the milk was scarce, and the body was mostly bone. Even so, Vandelay was like family. He just couldn’t kill her. Not yet.

He, his wife and his young son were already on the brink of starvation before he sent the two of them to live with her mother in another state. At least she had chickens and small stream on her land full of catfish. It had been for the best. Especially after he had caught his wife levelling his shotgun at Vandelay. So, he sent them away. It had been a year, and he hadn’t heard anything from them, so he supposed they were still surviving. At least if things went wrong where they were now and they died hungry he wouldn’t have to watch it. The state he had been in for the last few years had made him ok with them not being alive as long as he didn’t have to be there when it happened. That way, whatever happened to them wasn’t on him.

The banging on the frail wooden front door startled him. And then the yelling of his name, “Henry, Henry! Open up, Henry!”

He recognized the voice right away. It was his closest neighbor down the road, Eisel. They had bonded over their poverty and stark desperation and kept each other afloat sharing whatever they had or managed to get. He sure hoped Eisel wasn’t there to borrow anything. Today, he had nothing but well water and a bit of sugar.

“Open up, Henry!” Eisel continued to yell.

“What Eisel, what?” Henry asked as he opened the door.

Eisel held out a piece of winkled paper. A flyer of some kind.

“Read this Henry!’ Eisel exclaimed. “Read this and let’s go!”

It was only then that Henry looked down at the rotting word porch and saw Eisel’s small suitcase.

“Read it, man!” Eisel insisted. “Then grab whatever you want to remember from this barren pile of rocks and dirt, stuff it in my suitcase if you want, and let’s go!”

“Go where?” Henry asked with a slight chuckle.

“Read the damn paper, Henry!” said a now testy Eisel.

“Ok, Ok!” Henry replied as he held the paper in front of his face.

LOOKING FOR STEADY EMPLOYMENT? GOOD WAGES? LEARNING NEW SKILLS?

COME AND JOIN US IN BUILDING THE WATER BRIDGE!

ASSEMBLE AT:
THE UNION HALL
123 TOMMY PLACE
SAN FRANCISCO, CALIFORNIA
WE ARE LOOKING FOR:
IRON WORKERS
CARPENTERS
GENERAL TRADES
TRAINING AVAILABLE

All he had to do was look out of one of his dust-covered windows at the barren expanse it displayed to know there was nothing to think about or consider. This was the lifeline he needed.

“Just one problem, Eisel. How will we eat and how will we get there?”

“I got that all figured out, Henry. I do have a car after all, my good man. We can do odd jobs along the way. We know how to do a lot of things. We can work for food, we can work for shelter, we can work for money. When we run out of gas, we will hitch a ride. But Henry, we have got to go!”

Henry gathered his meager belongings and ignoring Eisel’s suitcase offer, placed them in a paper sack. He grabbed the shotgun as he walked out of the front door. He dropped the sack on the ground, pointed the shotgun at Vandelay and fired. To his relief, she dropped with a noiseless grace.

At least she wouldn’t be alone he thought.

He put the shotgun on the backseat floor and his sack of belongings on the rear seat. Then he climbed into the passenger seat of Eisel’s now rusting 1921 Ford Model T, bought when he was in his heyday supplying sugar cane produced moonshine and raking in vast profits. Eisel hadn’t saved a damn dime and now that he really needed it, had little but that car to show for all the money he had made.

“Wait a minute, Eisel. I forgot something,” Henry said before Eisel drove off.

Henry ran from the car and back into the house. Shortly, he reappeared. As he walked toward the car, Eisel saw he had a mason jar with the lid screwed on tightly to avoid spillage of the precious
liquid inside.

Well water with sugar.

Who knows how they did it, but they did. Along the way, most people were polite and generous with what little they had, sometimes almost eager to share as if it would bring them more or at least the comfort that they were not alone. Henry and Eisel slept in the car until the engine caught fire a third of the way to California in a little town in Oklahoma. From there they hitched rides in cars, on the backs of trucks, wagons and the occasional baggage car, but mostly they
walked. The routes they travelled were always dictated by the conveyance they could find going westward.

They slept in parks and one time the woods. Sometimes homeowners would wake up to find them sleeping on their porches and shoo them away, but they learned quickly that if they stuck to
porches of elderly folks, there was always a chore or two that could be exchanged for a hot meal.

One arthritic couple simply could no longer reach the cans of beans, preserves and flour they had stored on a high shelf and credited Eisel and Henry with saving their lives, along with a feast of biscuits, plum preserves and meatless chili. Sometimes a bath was offered and one time they were invited into a crumbling mansion and got to sleep in real beds.

They never had enough money for a hotel. Lucked up in Carson City and did three days’ worth of clean-up work for a used-to be rich furniture store owner who was trying to save his business after a severe rainstorm and a leaky roof. That payment allowed them to eat fairly well for the rest of the trip. Not one ounce of real trouble. There were so many like them at the time it was a normal thing to see people out of place.

After three weeks of slow travel, they found themselves at the door of 123 Tommy Place.

They were both hired right away as general laborers, Henry signing up to be trained as an iron worker, Eisel, a carpenter.

At the job site, the men were leaving for the day. Wives and children were waiting for them at the base of the elaborate expanse of scaffolding that seemed to float above the bay waters.
Neither Henry nor Eisel could figure out how this bridge over all this water could be built, but it was happening, and they would be a part of history.

Still in awe of it all, Henry’s attention was broken when among the families beginning their walks to the cars and buses that would take them home, he thought he heard a familiar voice.

He turned in time to see young iron worker bend to kiss his wife and hug his young son in a way that seemed as natural for them as it was familiar to him.

He briefly thought this could have been his life if he had been put in another place at another time, but he quickly dismissed the notion as a wasteful musing.

That night, as he and Eisel settled into the boarding house provided by the union, he couldn’t stop thinking about them.

It would turn out that he would see them often, almost every day at quitting time when the wife and son would show up to greet the young man named Vincent, a journeyman ironworker.
Vincent was experienced enough to have his own section of the bridge near the top of the scaffold away from other workers. Henry worked closely with Vincent during his first six months of training and Vincent was generous in showing him all the basic skills and nuances of the trade as well as how to safely climb and descend the scaffolding which had already taken several lives.

From the beginning of the project, workers would slip and fall through the scaffold gaps or lose balance from high places and plummet to the bay waters below. There was only one who survived the fall and did not drown, but he eventually died in hospital of his many injuries.

Henry became obsessed with Vincent and his family, asking many questions which the proud family man Vincent was always willing to answer.

Henry came to know that Vincent had met his then wife-to-be and her boy on a train from Utah to California. It was love at first sight for all three of them he bragged joyfully. Said her ex-husband had been a cruel and evil man who loved his cow more than he loved his family and had died a few years back.

Henry knew then who the woman was.

Who the boy was.

At least in his mind, he did. It all fit, so it had to be.

Henry could not let it be.

As Vincent stood to stretch, Henry pushed him off the scaffolding. He pushed him so hard that Vincent was propelled several feet beyond the edges of the scaffolding and appeared to try to flap his arms and fly before he hit the waters below.

Although it happened quickly, Henry took it all in as an amused observer, laughing at Vincent’s hopeless attempts to save himself.

“Well, you may be a wife stealing son of a bitch, but you ain’t no bird!” Henry yelled as Vincent continued to flail.

Before Henry could yell for help and act as though another accidental tragedy had occurred, he felt a strong pull on his legs and arms. His limbs were being wrenched from his body. There was no blood, only a smattering of dust and dried remnants of what had been left of him so many years before. Then followed the rest as it was absorbed and disappeared into the keep.

Kament then completed the rest of his process. Destruction.

As Kament stood at a narrow corner of the now completed bridge, preparing to move on to his next, he looked up to see a glistening array of human forms floating upward from the bay. One by one, all of those lost to the building of the bridge were being rescued and rising to stardust.

He recognized Vincent right away and wondered why since recognition was not one of the things he was supposed to be able to do. His fading was beginning to become more pronounced.

But none of this up floating was his doing. He was not assigned to and had not prompted this rescue and knew it signaled a major shift in purpose and report.

He was weary. Weary enough to linger.

Transfixed and immobile he continued to gaze at the elegant rising forms. His shutdown was suddenly interrupted by a line of bright light appearing just below what they called their horizon, calling his name, calling him home.

Delirium of Love – Words of a Woman

Learn to read feelings before reading anything else,

for letters belong to everyone,

but feelings are understood only by those who possess a little sensitivity.

What still frightens me is that I continue to feel that I belong nowhere;

not to a place,

not to a person,

not to a pair of eyes,

nor to a shoulder to lean on.

The wild loneliness still accompanies me,

even sometimes upon my pillow.

Yet I find comfort in this self-sufficiency,

in distancing myself from everything that resembles me,

and in living my state with the one who lives within me.

But I always say to him:

I miss you with a longing that steals my breath

and ignites in my heart a fire that never fades.

Your absence hurts me,

and your memory fills every moment of my life.

I love you to the point of pain,

and I wait for you as if my life begins when I meet you.

O man,

for feelings to be sincere,

distance cannot defeat them.

True relationships do not need constant meetings,

and the bond between us is love,

and what ties this love together is eternal sincerity.

Do you know

that between you and me there is a conversation without sound?

Between us there is a soul that hovers around you like an angel with two wings.

Between us there is a heart that beats only for you,

as if you were created to live inside me forever,

an eternity without end.

I am a woman:

half of me is a butterfly,

and the other half is a flower.

And you…

half of you is a vintage perfume whose fragrance spreads in the air,

half of you is human,

and the other half is an angel.

Half of you is a song,

and the rest of you is a beautiful melody woven from the charms of your being.

O soul,

go to him,

embrace him without my veins knowing.

Quench the thirst of your breath in his presence,

place a kiss upon his forehead,

and whisper softly to him

that I am dying of longing for him,

that he never leaves my thoughts,

and that he is the flame of my feelings.

She asked me once:

What is love to you?

I told her:

Love is a bright and beautiful garment carried by a woman.

She walks with it until she meets her other half,

then she lays it upon him,

and suddenly he appears the most handsome of men.

She believes he is the one whose image she saw in the openings of dreams

and in the folds of wishes.

And it is also a lamp in the hand of a man,

guiding him to the first woman he meets.

He sees her face shining among women whose faces do not shine,

and he believes she was created from light.

Yet he does not realize

that it was he who illuminated her face

with the lamp of his love.

It is one of life’s subtle tricks,

hidden from all lovers

since the time of Adam

until this very day.

This is the truth of love…

so do not listen too much

to the delirium of the mad lover

.

Written by / Dr. Ahmed Al-Qaisi