Yesterday, your smile still moved through the air.
Now the room a quiet of unfinished sentences, glances that stopped halfway.
On the side table, a glass of tea gone cold. Your room, refusing time, keeps a trace of your warmth.
I wish you a heaven, mother.
Let the earth be light above you. Let the wind pass without knowing you.
Mountains should remain untouched. The sky, unbroken. The sea free of all urgency.
At night, may moonlight find your pages.
Let there be no distance between you and the names you carried.
Let longing lose its language.
And happiness no longer a thing that must survive.May your tea never grow cold
The Sign
By Barbaros İrdelmen
Ah, how long I have been waiting for a sign from those alluring, colorful eyes!
If only it came…
Ah, then would crumble, collapse into dust, all the civilizations that have ever been.
A Conversation with Yesterday
By Dr. Barbaros İrdelmen
When our eyes first met we fell in love.
What day was it when we were married? You haven’t forgotten, have you?
The children— their graduations, their going off to the army, their weddings…
Then the grandchildren.
“Can such things ever be forgotten?” we had laughed the day I retired.
That grandchild in high school now— when was he born?
Tell me, do you remember all of it?
Or was all of this just yesterday, truly?
Dr. Barbaros İrdelmen is a Turkish poet, writer, translator, and retired specialist in internal medicine and nephrology, lives in Istanbul. With 19 published poetry collections to date, his works have been included in numerous national and international anthologies, poetry festivals, and selected literary compilations. Currently a poetry columnist for Edebiyat Magazin Newspaper and TV, also contributes actively to prominent literary journals such as Pazartesi14 NEYYA Edebiyat, Kirpi Edebiyat ve Düşünce Dergisi, writer for the Papirus Magazine, Literature House writer. As a member of the Writers Syndicate of Turkey, he is not only known for his original poetry but also as a leading figure in the translation of world poetry written in English into Turkish. He is also a member of the poetry translators community, part of the ITHACA Foundation (Spain), building cultural and literary bridges across borders through the power of poetry.
The urge to salvage something I suppose of my losses inspired a good deal of the poetry in this book. That is the oddity of memory: we never really lose anything we cherish. For me, there is an almost invisible essence to each thing we love, each moment, as particular and invisible as the scent of mint in the sauce of a good meal. So part of the inspiration to write the poems was also finding or coming up with the disguises that would conceal those dear ones, moments and things while they held the place of identities and kept the reader (in me) on the appreciative hunt, searching them out anew. An indispensable element of joy is in the pursuit and discovery of it.
Your poems often explore themes of nostalgia and reflection. Can you talk about the role of memory in your work?
To add to the partial answer to this question found in my first response: History contains a key in my way of thinking about my own past. It is collective memory, and it’s a vital key in knowing who we are, who we choose to be rightfully from our journey across time and distances. The fact for most of us is that we have many homes and a large and very diverse family. Going to be with one means leaving and for the time losing the other. I grew up watching the spirited Sand Hill Cranes on the Nebraska-Platte River stop of their migrations from South America to Canada each spring. They’ve flown the same migratory path since the age of the dinosaurs. A simple clue to the nearly perpetual mechanism of nostalgia and desire in me comes by way of the salient ironies of missing America most when I was living in France, and then missing life in France now that I’m living in America. That can be true of the different places I’ve lived here in the States too, living in Boston and missing Oklahoma or Tennessee. I have a joke about a partner who insists she stays with her guy mostly only to avoid falling into the gross error of having to miss him if she were to leave him!
These poems touch on the intersection of personal and historical events. How do you balance these two aspects of your poetry?
Some time back after I’d finished my Masters degree in England, I moved to Normandy in France. To my surprise I was very much appreciated – The American! – by people there. They kept insisting on thanking me for helping liberate them from the Nazis in WWII. I kept thanking them for the wine and fine meals they prepared for me, while insisting I hadn’t even been born yet in 1944. I grew up vaguely aware of a great-uncle, my mother’s uncle Jack, who did participate in the Battle of Normandy, but it took me awhile to connect those dots. In fact, particular interest in WWII came back powerfully to me as a way of finding a language to help me write about those 10 years in France. The end of the long poem in this book alludes to that uncle. Two more long narrative poems were written about the family French-American connection and the days of WWII in rural America and in Occupied France. I met so many people there who had lived under the Nazi Occupation, each with their memorable story to tell. Eventually I’d like to publish the three narratives together as a trilogy.
Your poems often have a strong sense of place. How do you think your surroundings influence your writing, and what do you hope readers take away from your descriptions of specific locations?
Writing about the particulars of a place marks a positive act of writing, of witnessing, but also appreciation. It is like complimenting another for the care and work they put into what they do—gardening, dressing fashionably, fixing a meal. The particular language of love waters the plant we are. When we don’t receive any recognition for our efforts we wilt. Same for place. We need, on a larger scale, to put more into the infrastructure of our country. When I first moved into the Boston area and was teaching, it disheartened me to hear students from Japan and Canada, polite and quiet as they meant to be, lament the shabby conditions of our roads, airports and trains!
In several pieces you write about accepting things you can’t change (death, war, office politics, WWII history). How do you think this relates to your broader themes of identity, mortality, and the human condition?
Acceptance is an abiding wisdom that runs the American in me deeply at odds. Because, I suppose as an American, I do believe humanity can live better – that we have, at periods in history, lived in fact better than in this age of great access to convenience, communication and travel. We are emphatically out of balance with nature, especially its pace and patience, and terribly imprudent in how we consume our resources. That is what the upcoming generations have to struggle for. But it helps me to see that by and large they are becoming lucid to the challenge and I believe they will by numbers overcome the harmful ways our super-tech and voracious society lurches about as though to saw off the branch we’re all sitting on, so to speak.
Your poetry often has a reflective, introspective tone. What do you hope readers take away from your work, and how do you think it can relate to their own experiences?
I try to be very careful about broadcasting any demagogical intention in my writing. I would hope the introspective element would inspire readers to be themselves generous with quiet time, turn off all the media and music, not all the time, not in any strict sense, but to cultivate an appreciation for the sifting ruminative processes of reflection. Great insights do come, but only of themselves with a sort of natural, unforced, even wary way of approaching them. Almost like deer in the wild. Voluminous wide access to all the facts doesn’t really help us put those facts together. On a small very intense scale, that’s an important lesson creative writing teaches us. Beyond what, the how!
Vocabulary knowledge is a fundamental component of language proficiency and academic success. Traditional rote memorization methods often fail to engage students or promote long-term retention. This research focuses on the problem of lack of vocabulary among 9th-grade students. The aim of this study is to identify and implement effective teaching methods to improve students’ vocabulary knowledge. The study was conducted over four weeks with twenty students in a public school in Uzbekistan. At the beginning of the four-week period, a pre-test was used to establish students’ vocabulary knowledge. The initial results indicated 62,5 percentage of students struggling to remember new words. Survey was distributed to students to gather data on their learning preferences and perceptions. The survey results showed that students found traditional memorization difficult and preferred visual aids and game-based learning. After four-week intervention, a post-test was conducted to measure the effectiveness of the new teaching plan. Following the use of interactive methods, 75 percentage of students achieved excellent levels in vocabulary retention. In conclusion, this research shows that vocabulary is a major challenge for students. However, the four-week study proved that when students learn words through short stories and interactive games, they remember them much better.
Vocabulary is widely regarded as one of the most critical components of language proficiency. Without a rich and functional vocabulary, learners find it difficult to comprehend texts, communicate effectively, or engage meaningfully with academic content. As Nation (2001) asserts, vocabulary knowledge underpins all four language skills — reading, writing, listening, and speaking — and its development is therefore central to language education. Despite its recognized importance, vocabulary instruction has often been reduced to decontextualized memorization of word lists — an approach that yields limited results in terms of long-term retention and active use. Learners may be able to recognize a word in isolation yet fail to deploy it appropriately in context. This disconnect between recognition and productive knowledge underscores the need for more dynamic, learner-centered approaches to vocabulary instruction. Interactive activities offer a promising alternative. By engaging learners in meaningful communication, collaboration, and problem-solving, these activities create conditions conducive to deeper vocabulary processing and durable retention. The present article reviews the theoretical basis for interactive vocabulary instruction, surveys relevant empirical studies, and proposes practical strategies applicable to university-level EFL/ESL settings.The case for interactive vocabulary learning is grounded in several well-established theories of language acquisition and cognitive psychology. Understanding these frameworks helps explain why interactive activities are more effective than passive approaches.Craik and Lockhart’s (1972) depth of processing framework proposes that the more deeply a learner processes information, the more durable the resulting memory trace. Interactive activities require learners to analyze, evaluate, and use words in context — all of which constitute deeper processing than simple repetition.
When students discuss, debate, or creatively deploy new vocabulary, they form richer mental representations that are more resistant to forgetting.Schmidt (1990) argued that conscious attention to linguistic form — ‘noticing’ — is a prerequisite for acquisition. Interactive tasks, particularly those involving meaning negotiation, naturally direct learners’ attention to vocabulary gaps and unfamiliar forms, thereby facilitating the noticing necessary for uptake.Vygotsky’s (1978) sociocultural theory emphasizes the role of social interaction in cognitive development. Learning, including vocabulary acquisition, occurs first on the social plane before being internalized. Collaborative activities — such as group discussions, peer teaching, and cooperative games — provide scaffolded environments where learners co-construct meaning, enabling them to acquire vocabulary that might be beyond their current individual capability.Krashen’s Input Hypothesis (1985) and Swain’s Output Hypothesis (1995) together provide a compelling rationale for interactive vocabulary instruction. Comprehensible input exposes learners to new words in context, while the push to produce output forces learners to activate receptive vocabulary, notice gaps, and consolidate their knowledge through use.
Literature Review
The effectiveness of interactive vocabulary instruction is supported by a substantial body of empirical research. Several key studies merit particular attention.
Nation and Newton (1997) investigated the relationship between vocabulary and task design in communicative language teaching. Their findings confirmed that tasks requiring learners to use new words in meaningful contexts produced significantly higher retention rates than decontextualized study. Similarly, Joe (1998) demonstrated that creative retelling of texts — a highly interactive activity — led to greater vocabulary acquisition than simple reading.
A meta-analysis by Elley (1991) on vocabulary learning through listening to stories found that interactive read-alouds, in which teachers pause to discuss and elaborate on word meanings, produced substantial vocabulary gains. This finding was later extended to adult learners in EFL contexts by Horst, Cobb, and Meara (1998), who showed that even incidental exposure to words in rich interactive contexts contributes meaningfully to lexical growth.More recently, studies examining technology-enhanced interactive learning have produced encouraging results. Mayer’s (2009) research on multimedia learning principles supports the use of digital interactive tools, arguing that combining verbal and visual information in interactive formats engages multiple cognitive channels and enhances retention. Studies on gamified vocabulary platforms (e.g., Sung, Chang & Liu, 2016) have reported significant gains in both vocabulary size and learner motivation.
The study was guided by the following three research questions:
1) Why do students have difficulty remembering new English vocabulary?
2) How does regular vocabulary practice influence students’ speaking skills?
3) Do interactive classroom activities help students use new vocabulary more confidently?
Despite the abundance of studies on vocabulary instruction, there is a notable research gap regarding the combined effectiveness of visual aids and gamified learning (such as Quizlet and matching games) in secondary school settings. While most literature focuses on either traditional rote memorization or purely digital platforms, the synergy between physical-visual tools and interactive classroom activities remains under-explored.
Taken together, this body of research makes a compelling case that interactive vocabulary instruction is not merely more engaging than traditional methods — it is demonstrably more effective at producing lasting vocabulary knowledge.
Methodology
The present study was conducted at Secondary School in Uzbekistan, with a 9th-grade class of 20 students (7 boys and 13 girls) at the B1 proficiency level. The intervention lasted four weeks.
Data were collected through multiple instruments: pre-tests and post-tests to measure vocabulary knowledge before and after the intervention; classroom observations to monitor students’ participation and word usage; questionnaires to gather students’ opinions about the activities; and analysis of students’ written work, including compositions and sentences.
The four-week intervention followed a structured plan: Week 1 involved a vocabulary pre-test and needs analysis to identify gaps in students’ existing knowledge; Week 2 focused on teaching vocabulary through short texts and visuals; Week 3 introduced vocabulary games including matching activities and Quizlet; and Week 4 concluded with a post-test, student questionnaire, and reflection session.
In the first week, 10 pre-tests(questionnaire) were taken to identify students` knowledge. Classroom observation was conducted to study students` problems in the lesson. In the second week, words were taught through short stories and visual materials. In the third week, lessons were taught through interactive games like matching words, quizlet. This was interesting and understandable for the students. And last week, a post-test was taken to determine the students’ learning progress. The results have changed significantly.
Types of Interactive Activities for Vocabulary Enhancement
A broad range of interactive activities has been proposed and studied in the vocabulary acquisition literature. The following categories represent the most widely researched and pedagogically robust approaches.
1. Word Games and Competitions. Games such as word bingo, crossword puzzles, vocabulary relay races, and word association competitions introduce an element of play that reduces anxiety and increases motivation. Deesri (2002) found that games used in language classrooms not only increased students’ participation but also improved vocabulary recall compared to conventional instruction. The competitive or playful element encourages multiple encounters with target words — a key condition for retention — while keeping learners emotionally engaged.
2. Role-Plays and Simulations. Authentic, contextualized language use is a hallmark of communicative language teaching. Role-plays and simulations require students to use target vocabulary in scenarios that mirror real-world communication, strengthening the link between form and meaning. Nunan (2004) emphasizes that tasks which replicate genuine communicative demands produce more durable learning outcomes than those focused solely on form.
3. Collaborative Word-Mapping and Concept Tasks. Semantic mapping, word webs, and Frayer models encourage students to explore relationships between words — their synonyms, antonyms, collocations, and conceptual associations. When completed collaboratively, these activities promote discussion and negotiation of meaning, deepening knowledge of individual words and broadening the network of lexical associations.
4. Digital and Technology-Mediated Activities. Digital tools have dramatically expanded the repertoire of interactive vocabulary activities available to educators. Platforms such as Quizlet, Kahoot!, and Wordwall allow teachers to create custom vocabulary games and quizzes that provide immediate feedback and can be revisited for spaced practice. Research by Schmitt (2010) highlights the value of spaced repetition in vocabulary learning, and digital platforms are particularly well-suited to implementing this evidence-based strategy at scale.
5. Task-Based Language Activities. Task-based activities — such as information gap exercises, jigsaw readings, and problem-solving tasks — create a communicative need that drives vocabulary use. Because students require specific vocabulary to complete the task, they are motivated to acquire and deploy it actively. Ellis (2003) argues that such tasks create optimal conditions for incidental vocabulary learning while preserving focus on meaningful communication.
Result
The findings from the four-week classroom intervention at School Number 9 yielded four notable results. At the beginning of the four-week period, a pre-test was used to establish students’ vocabulary knowledge. The initial results indicated 62,5 percentage of students struggling to remember new words. Survey was distributed to students to gather data on their learning preferences and perceptions. The survey results showed that students found traditional memorization difficult and preferred visual aids and game-based learning.
In the Figure1, pie charts show the exact percentage of the survey` result. A survey was conducted among students to find out whether the visual materials were useful to them, and the results were as follows, f1. Second, speaking activities increased students’ confidence; learners who participated in interactive oral tasks demonstrated greater willingness to use new vocabulary in communication. Third, students became more motivated and participated more actively once game-based and collaborative tasks were introduced in Weeks 2 and 3. After four-week intervention, a post-test was conducted to measure the effectiveness of using short stories. Following the use of matching games, 75 percentage of students achieved excellent levels in vocabulary retention.
Figure 1.
Discussion
Vocabulary knowledge is indispensable to language proficiency, yet traditional instructional approaches have often failed to foster the deep, productive knowledge that learners need. Interactive activities — grounded in depth of processing, sociocultural, and communicative language teaching frameworks — offer a pedagogically sound and empirically validated alternative.
The activities reviewed in this article, ranging from word games and role-plays to collaborative mapping tasks and digital platforms, share a common feature: they require learners to engage with words actively, meaningfully, and repeatedly. The research evidence strongly supports the conclusion that such engagement produces superior retention and more flexible, generative vocabulary knowledge.
For EFL educators at the university level, the practical message is clear: vocabulary instruction should be designed around interaction, not memorization. By embedding target vocabulary in rich communicative activities and providing the multiple exposures that acquisition requires, teachers can equip students with the lexical resources they need to succeed academically and professionally. Future research should continue to investigate which specific activity types, delivered in which sequences and contexts, produce the most durable gains for learners at different proficiency levels.
References
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684.
Deesri, A. (2002). Games in the ESL and EFL class. The Internet TESL Journal, 8(9).
Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41(3), 375–411.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Horst, M., Cobb, T., & Meara, P. (1998). Beyond a clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11(2), 207–223.
Joe, A. (1998). What effects do text-based tasks promoting generation have on incidental vocabulary acquisition? Applied Linguistics, 19(3), 357–377.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Nation, I. S. P., & Newton, J. (1997). Teaching vocabulary. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 238–254). Cambridge University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan.
Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275.
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics (pp. 125–144). Oxford University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Kokand State University, Faculty of Primary and Technological Education,
Primary Education, group 03/25 student Qurbana Mubinakhon Umidjon qizi
METHODOLOGY FOR DEVELOPING NATIONAL VALUES IN STUDENTS BASED ON FAMILY AND SCHOOL COOPERATION
Mubina Kurbanova Student of Kokand State University
Scientific supervisor: Normatova Madinakhan
Abstract. This scientific article explores the theoretical and practical aspects of developing national values in students based on the cooperation between family and school. The study analyzes the essence of national values, their role in the upbringing of the younger generation, and the importance of effective collaboration between families and educational institutions. Additionally, effective pedagogical methods and practical recommendations for fostering national values in students are proposed.
In today’s conditions of accelerating globalization processes, educating the younger generation in the spirit of national values is becoming one of the urgent issues. In particular, modern information flows, the interaction of different cultures and changes in the social environment directly affect the spiritual world of students. Therefore, a systematic, coherent and scientifically based approach is necessary in the formation of national values in students, in which the cooperation of the family and school is an important factor. The family is the most important social institution of society, in which the initial worldview, moral norms and values of a person are formed. It is in the family that a child receives his first education, and this process creates a solid foundation for his future life.
At the same time, the school is an important educational institution that systematically continues and develops this process. Therefore, the cooperation of the family and school is an important condition for the effective formation of national values in students. Nowadays, the education system pays special attention not only to imparting knowledge, but also to the upbringing of a well-rounded personality. In this regard, national values are an important social phenomenon formed on the basis of the historical experience, customs, traditions, spiritual heritage and culture of the people, which play an important role in educating the younger generation in the spirit of patriotism, humanity and spiritual maturity. However, practice shows that in some cases, due to insufficient cooperation between the family and the school, the process of forming national values in students does not give the expected results. This creates the need to develop effective pedagogical methods in this area, improve cooperation mechanisms and put them into practice.
LITERATURE ANALYSIS
The issue of forming national values in students has been studied by many scientists, and the importance of family and school cooperation in this area is emphasized. In particular, I.A. Karimov, in his work “High spirituality is an invincible force”, emphasizes that spiritual education is an important factor in the development of society, noting the need for close cooperation between the family and educational institutions in educating the younger generation in the spirit of national values. According to the author, the process of forming a spiritually mature person is continuous, it begins in the family and is improved through the education system [1].
Also, M. Tokhtakhodjaeva, in her work “Social foundations of education”, considers the process of education in close connection with the social environment. According to her, the family, as the primary educational environment, forms the value system of the individual, and the school develops this process on a scientific and pedagogical basis. The author emphasizes that by strengthening cooperation between the family and the school, national values can be more effectively instilled in students [2]. In the work “Theory of Pedagogy” by pedagogical scientists Sh. Kurbonov and Q. Abdurakhmonov, the issues of systematization and continuity of the educational process are widely covered. In their research, they substantiate that the school alone is not enough to form moral and spiritual qualities in students, but that activities carried out in cooperation with the family lead to high efficiency. In their opinion, the principle of cooperation occupies one of the main places in the pedagogical process [3]. A. Kholikov, in his work “Pedagogical Skills”, analyzes the professional competence of the teacher and his place in educational activities. The author emphasizes that the teacher is not only a provider of knowledge, but also a leading figure who forms national values in students. At the same time, he notes the need for teachers to establish effective communication and cooperation with parents [4]
One of the foreign researchers, J. Epstein, in his scientific works on family and school cooperation (in particular, in the concept of “School, Family, and Community Partnerships”) substantiates that increasing parental participation in the educational process has a positive effect not only on the academic, but also on the social and spiritual development of students. His model shows several levels of cooperation between family and school, through which it is proven that different value systems can be formed in students [5].
The analysis of the above scientific sources shows that family and school cooperation is an important pedagogical factor in the formation of national values in students. However, in order to effectively organize this process, it is necessary to develop modern pedagogical methods and approaches and put them into practice.
RESEARCH METHODOLOGY
This article used a systematic and comprehensive approach to studying the process of forming national values in students. The research process used pedagogical observation, comparative analysis, and questionnaire-survey methods. In order to determine the effectiveness of family and school cooperation, practical experiments and analytical generalization methods were used. Also, qualitative and quantitative analysis methods were used in combination to evaluate the results obtained.
ANALYSIS AND RESULTS
Within the framework of this article, experimental work was conducted to determine the level of formation of national values in students based on family and school cooperation. Students of grades 7-9 of general secondary schools, their parents, and teachers participated in the study. During the analysis, students’ knowledge, attitude, and practical behavior regarding national values were studied. At the initial stage, it was found that students’ concepts of national values were not sufficiently systematized, and in most of them these concepts were formed only at the theoretical level.
This situation is explained by the weak cooperation between the family and the school, the lack of continuity of educational work. As noted in the studies of the pedagogical scientist Sh. Kurbonov and K. Abdurakhmonov, if the educational process is not systematic and continuous, it will be difficult to achieve the expected result. After that, a special methodological program was developed within the framework of experimental work to strengthen family and school cooperation. Within the framework of this program, roundtable discussions with parents, spiritual and educational events, cooperation projects based on the “family-school-student” triad were organized. Also, interactive methods, problem situations and real-life examples were widely used to form students’ attitudes towards national values. In this regard, the model of family and school cooperation put forward by J. Epstein is scientifically proven to give effective results [2].
The results of the research are reflected in the table below:
Indicators
Before experience (%)
After experience (%)
High level
18
42
Medium level
46
44
Low level
36
14
As can be seen from the table, as a result of the experimental work, the level of formation of national values in students has significantly increased. In particular, the high-level indicator has increased from 18 percent to 42 percent, while the low-level indicator has decreased from 36 percent to 14 percent. This indicates the effectiveness of the pedagogical process organized on the basis of family and school cooperation. These results once again confirm the scientific views put forward by M. Tokhtakhodjaeva that “education is inextricably linked with the social environment”. That is, the joint influence of the environment – family and school – is of decisive importance in the formation of a student’s value system [3]. Also, during the study, it was found that regular cooperation between teachers and parents, taking their opinions into account when planning educational work, leads to positive results for students. According to A. Kholikov, as the organizer of the pedagogical process, the teacher must establish effective cooperation not only with students, but also with parents [4]. In general, the conducted analyses show that the educational process organized on the basis of cooperation between family and school is highly effective in forming national values in students. This approach serves to develop not only the level of knowledge of students, but also their spiritual and moral qualities.
CONCLUSION
In conclusion, the process of forming national values in students requires continuous, systematic and goal-oriented pedagogical activity. In this process, family and school cooperation is a decisive factor, and their harmonious and consistent activity serves to form stable spiritual and moral qualities in the student. The results of the research showed that a methodological approach based on family and school cooperation develops a conscious attitude towards national values in students, increases their social activity and significantly increases the level of spiritual maturity. In particular, effective communication between parents and teachers, joint planning and implementation of educational work are of great importance in achieving high results. It was also found that the use of modern pedagogical technologies, interactive methods and forms of education based on life approaches is important in instilling national values in students. This allows further improving the educational process and increasing its effectiveness. In general, the educational process organized on the basis of family and school cooperation serves as an effective mechanism for the formation of national values in students and is of significant scientific and practical importance in raising a well-rounded, spiritually mature, and socially active individual.
LIST OF REFERENCES
1.Karimov Islam Abduganievich. High spirituality is an invincible force. – Tashkent: “Ma’naviyat” publishing house, 2008. – 176 pages. 2.Tokhtakhodjaeva Mavluda. Social foundations of education. – Tashkent: “O’qituvati” publishing house, 2010. – 256 pages.
Since the beginning of time, men have always sought for power, an ability to make other men do things with or without their will power. To induce submission and perhaps loyalty, to bend others to their will. Kings and emperors in ancient times lived in power, a dynasty of strong people. This power was the very fuel that ignited their dominance. The strong preyed on the weak, who wouldn’t wish to be the former. The struggle for power has pushed men into condemnation, its pursuit has been characterized with murder, lies, cowardice and deception. Power has been the line that divides the society, the origin of class and hierarchy. Whoever possessed power was feared or respected and in rare cases, they had both.
It is important to pinpoint a fact, from whatever any angle your view emanates from, all would agree that all fingers are not the same, some are short while others are long. This is the same with humans and humanity as a whole. Some possessed or were blessed more than others. Some were born with a deformity, however humanity has put us all in the same world and has interconnected us with a fabric of similarities so that no matter how powerful or strong you are, at the tail end you were human liable to death, sickness, thirst and starvation.
Power is said to be like alcohol, or a drug of some sort so that it changes people. Men who have been used to power react differently as opposed to men who were recently introduced to power. Like a slave who became king, and a king who came from a long line of kings (dynasty), there is always a visible difference. Naturally, all men are greedy, power is the blood that runs through the veins of this greediness. A man who was just introduced into power tends to be, for a lack of a better word mad or drunk. He tends to show qualities and behaviors that even he himself did not know he had inside him. An illustration would suffice, therefore picture this scenario.
In a company or a household, MR A used to be gatekeeper, while MR B was the owner of the estate, MR B displayed pride, bending MR A to his will with a confident minded willpower that MR A would not be able to do otherwise even if he wanted to. MR A possessed a sort of wittiness and envied MR B for the power he possessed, all of a sudden, either by the work of providence or metaphysics, MR A becomes the new estate owner, another side of his personality would be born, he has acquired the silk from India. For the first few weeks, MR A would display cockiness at an extreme capacity while exhibiting his newfound power.
The principle of Dominance Dominance has been in existence along with humanity since Cain killed Abel, stronger cities conquered weaker ones and annexed them while enforcing taxes and coercing their women and children into slavery. Anyone who toples or conquers a strong principality replaced it. Men ignorantly sought power, without a proper understanding of how dominance works. It is one thing to be powerful and it is another thing to remain in power so that if you kill Goliath, you become the new Goliath. You need to understand this principle if you want to understand how power and dominance works.
I am from a country called Nigeria, during my National youth service at the Keffi orientation camp Nasarawa state, i understood how shallow men can be while searching for power, like a slave that became king, they lacked a knowledge of the principle of dominance. My experience there showed me one thing, men are shallow, myopic and stupid if i was to add. The quest to dominate one another pushed them into a stupendous cycle that projected their ignorance at the highest height. The principle of dominance is the territory no one shows you on your quest for power.
Conclusion Power and dominance goes hand in hand, like the two sides of a coin, one can not exist without the other. Dominance is the after product or the result of expressing or exhibiting power, not just an expression but a successful expression of power. One must possesse the ability to be champion and to stay the champion.
AI in the Classroom: Educational Revolution or Intellectual Laziness?
It’s hard to ignore how much AI has crept into our daily lives lately, and education is probably where we see it most. Whether it’s students looking for a quick explanation or teachers trying to organize their week, everyone seems to be using it. While some people are excited about how much time it saves, others are honestly a bit worried about where this is all heading.
One of the coolest things about AI is how it treats every student as an individual. Let’s face it: no two people learn at the exact same speed. AI tools can actually track how you’re doing and suggest materials that fit your specific level. For instance, a lot of people nowadays use AI to polish their English or get ready for the IELTS. It lets you skip the stuff you already know and focus on your weak points, which makes the whole process much faster.
Plus, it just makes learning less of a chore. Instead of staring at a dry textbook for hours, you’ve got interactive apps and smart systems that keep things interesting. It also takes a huge load off teachers’ shoulders. By letting AI handle the “boring” stuff—like grading repetitive homework or prepping basic handouts—teachers can actually spend more time talking to their students and tackling the tough topics together.
But, it’s not all perfect. There are some real red flags we shouldn’t ignore. The biggest concern is that students might start leaning on AI a bit too much. If you let an app do all the thinking for you, even for the simple tasks, your own problem-solving skills are bound to get rusty. If we stop challenging ourselves, we aren’t really “learning”—we’re just outsourcing our brains.
There’s also the issue of fairness. Not everyone has a high-speed internet connection or a brand-new laptop. While some students are getting ahead with these fancy tools, others are being left behind just because they don’t have the access. This digital divide is a massive problem, especially in developing parts of the world.
In my view, AI is a fantastic tool, but only if you know how to use it without letting it take over. It should be there to support your learning, not replace your brainpower. At the end of the day, it’s all about finding that balance. If we use it wisely, AI could be the best thing that ever happened to education, but we have to stay in the driver’s seat.
Toshbotirov Bekjaxon Asliddin o‘g‘li was born on April 9, 2009, in Nurobod district of Samarkand region.
He studied at Secondary School No. 1 in Nurobod district from 2016 to 2025. Currently, he is studying at Nurobod District Technical College (Technical School).
Achievements: B2 Multilevel certificate, Ibrat Academy 2+6 program participant, certificate in Artificial Intelligence, member of the National Program.
