A Simple Girl One day, a girl was born. She was an ordinary person. Like everyone else. Years passed. She grew up. She was lost in her dreams. She said, “I can’t do anything. I can’t do anything. I’m not good at anything. I’m on the screen. I’m famous. I want to be. But how can I do it? I don’t have any knowledge. I’m not even good-looking. I can’t do it. My parents aren’t rich. ” My father may be dead My mother is sick And I am injured Crying and sobbing She walked One day in the newspaper She read a sentence: “ACT DON’T GIVE UP IF IT’S DONE TO YOU THIS JOB SHOULD BE YOURS” The girl was inspired by this A feeling that she could succeed Woke up in her Despite her age, she kept studying Even if her peers Even if they gossiped The neighborhood Even if her father Stood up and stood up She kept studying without paying attention She learned a language Wrote poems For the first time The poem she published
The people liked She had many professions She had Many professions The guy who humiliated her yesterday Today asked for help came I’m sorry He begged the girl Many Rich men Standing for her Yesterday I’m not beautiful The girl who said I can’t do it Today was completely different YOU CAN DO IT TO TAKE ACTION SHOW TO THOSE WHO SAY YOU CAN’T DO IT.!!!
Fazilat Khudoyberdiyeva. Born on September 2, 2013. She is in the 6th grade of secondary school No. 6 in Kokdala district, Kashkadarya region, Republic of Uzbekistan. She is interested in English, chemistry, and biology. Her hobbies are drawing, dancing, and singing.
“Windmills are killing all of our beautiful Bald Eagles.” — Trump’s Truth Social post 12/30/25
Windmills are evil. Our goal: replace all wind power with coal. Send men fit and fine back into the mine.
Black lung and black air? Profit’s toll. This photo proves eagles get hurt. It shows one dead bird in the dirt. A falcon, it’s true—
From Israel’s news… Trump sounds an off-target alert.
Copyright 12/2025 Patricia Doyne
WHILE FOUNDERS WATCH
Our Founding Fathers have been keeping watch
as 13 colonies transformed to states—
with standing armies, income tax, and parks,
OSHA, public schools, and Medicare…
They watch big bucks turn news to entertainment.
Now who will challenge power with the truth?
Our Founders watch the Constitution twisted—
Watch elections undermined by lies.
Watch a mob attack the Capitol—
then watch as insurrectionists are pardoned.
Watch a rich, convicted felon seize
another term, fill offices with minions.
It took 250 years to build
this country– torn apart in six short months.
Here’s wish list for our country’s health–
a starting point if Congress grows a spine,
resists what Project 2025
is smashing to smithereens with its blunt axe.
1st wish—dismantle ICE and all its tactics.
Lawless private troops with masks and guns
are hallmarks of a dictator. Those seized
deserve due process. Charges must be proved.
A brown face isn’t grounds for deportation.
No one thrives when everyone’s afraid.
Wish 2—throw out those trappings of Versailles:
walls polka-dotted with gold curlicues,
golden garlands, gewgaws, bric-a-brac–
conspicuous consumption at cringe-level.
The White House wasn’t meant to be a palace;
the President wasn’t meant to be king.
3rd wish—send Putin packing; he’s no friend.
But Trump admires dictators, sees strength
where others see a predatory weasel.
So Putin plays Trump like a violin,
might let him build a Trump Tower in Moscow.
And Ukraine’s now a fighter on the ropes.
4th wish—stop branding everything. He’s named
warships, web sites, programs for himself.
“The Trump Peace Center” whitewashes the fact
that Netanyahu dines at Mar-a-Lago,
and Presidential whims spur acts of war.
He seeks more worlds to conquer, and re-name.
This wish list could go on and on and on.
Our Founders’ overriding wish is this:
refocus government so people’s needs
matter more than making rich folks richer:
Of the people, by the people, for the people.
While Founders watch, a revolution simmers…
Copyright 1/2026 Patricia Doyne
DOMESTIC TERRORISM
One campaign promise haunts us these dark days: deport immigrant killers, rapists, thieves— a lofty goal, that ICE somehow achieves at schools, Home Depot parking lots. Displays of gangland tactics—masks, guns, unmarked cars— help ICE kidnap, get rid of hapless prey, with VISAs or without. Wimp laws delay slamming brown-skinned quotas behind bars. You arm a bunch of thugs—above the law, and Feds, so they outrank the local cops— and someone soon will do something so raw it sparks a backlash. Video footage pops: white citizen, unarmed, shot in the face. So who’s the terrorist? A clear-cut case.
After all the fairytales, I want the language of the world to change.
Let the crow caw with the sound of good news, Let there be well-wishes in the cat’s voice. May the barks of dogs become melodious songs, Let the lonely Shakil find his tribe again…
Let the pitch-black roads become Mountain streams, flowing as waterfalls. Let the humans turn into fish, Or, let them fly as honeybees. May the language of sparrows become universal, Let flocks of parrots be seen In the morning, noon, and evening.
Let the airplanes, like white gulls, Build their nests on Sumatra Island. Let there be friendship between stone and rain, Let them promise each other—no more hailstorms. Let butterflies see the moon in the land of ice. From the body of the wolf or the desert bear, Let the fragrance of heaven drift. Let the tiger’s roar be like the hum of a bee— Fearless, ageless, and spontaneous.
After all the fairytales… Let the world belong to the bees or the fish alone.
WRITTEN BY THE LEBANESE-BRAZILIAN POET AND TRANSLATOR TAGHRID BOU MERHI
Laughter is a human phenomenon that transcends cultures and eras, almost a shared language among all people regardless of race, beliefs, or experience. No society can detach itself from this energy triggered by paradox, surprise, or repetition. It is a mirror of human consciousness and a reflection of its interaction with the external world. Since ancient times, laughter has preoccupied philosophers and thinkers—not because it is merely a fleeting act of entertainment, but because it carries deep social, psychological, ethical, and philosophical dimensions. It is at once amusement and pleasure, a tool of criticism and mockery, a weapon that can wound, and a means that can repair and correct.
Aristotle viewed laughter as a uniquely human trait—man alone is capable of laughing. This definition opens the door to understanding laughter as a distinguishing feature in the human existential journey. In his writing on poetry and comedy, he defined laughter as the consequence of perceiving deficiency or ugliness in people’s acts or characteristics—yet a deficiency that falls short of inflicting pain or physical harm, remaining within the realm of play and delight. Here the dual nature of laughter emerges: it can offer sharp criticism of wrongful behavior while still being a source of pleasure.
The French philosopher Henri Bergson examined laughter in his famous book Laughter, defining it as the result of life’s rigidity. We laugh, he argued, when we encounter the mechanical in human behavior—when a person repeats gestures or words automatically without awareness or vitality. For Bergson, laughter is a social punishment applied by society to those who behave mechanically or stray from the vibrancy of human life. Thus laughter is far from random—it becomes a corrective force compelling individuals to align their behavior harmoniously with their surroundings.
Thomas Hobbes approached laughter from another angle, linking it to feelings of superiority. According to Hobbes, we laugh when we suddenly perceive the weakness or inadequacy of others, which sparks a sense of superiority within us. This interpretation exposes the hostile dimension of laughter, when it transforms into a means of asserting dominance or belittling others. The danger of such laughter lies in its sharp sarcasm, leading to hostility or reinforcing exclusion.
Sigmund Freud approached laughter from the lens of psychoanalysis: a release of repressed energy or suppressed desire. The joke or the comic moment allows the individual to express what could not be expressed openly. Thus laughter for Freud is not a simple reflex; it is liberation and release—reducing tension and restoring psychological balance.
In everyday life, laughter arises through specific patterns. Repetition itself becomes a source of laughter, as when two people repeat the same gesture or word simultaneously. The laughter does not stem from the action itself, but from the surprising pattern that repetition creates.
Likewise, when a predicted event occurs at just the right moment, laughter erupts from the unexpected alignment of expectation and reality. These moments reveal that laughter is a response linked to awareness, anticipation, and imagination—not a mere physical reflex.
Satire is perhaps the most controversial form of laughter. It merges humor with criticism, and often exceeds the bounds of playful wit to become scathing ridicule. Political comedy and caricature, for example, do more than amuse—they expose corruption, injustice, and the misuse of power. Yet satire carries another face—its reformative power.
It not only reveals error, but compels reflection, self-awareness, and change. Satirical laughter is indeed a sharp blade, but it can illuminate contradictions and place them under scrutiny. For this reason, tyrants throughout history have feared comedians and satirists, recognizing that a single honest laugh at an absurd scene may topple illusions far more effectively than solemn speeches.
Socially, laughter is a vital form of communication—an unspoken universal language that dissolves barriers. Collective laughter generates emotional unity, shrinks distance, and fosters belonging. It temporarily erases class, ethnic, or religious distinctions, allowing the purest human connection to emerge. Yet the risk arises when collective laughter turns into exclusion—when directed against the “other,” becoming bullying or communal mockery. Here laughter destroys rather than unites.
Ancient philosophies explored laughter from moral and educational perspectives. In Islamic thought, prophetic teachings encourage smiling as an act of charity, emphasizing its ability to bring joy and harmony. Yet Islam cautions against excessive laughter, warning that it deadens the heart and diminishes dignity. This balance reveals a nuanced understanding: laughter as blessing and grace on one hand, but also a potential descent into frivolity when detached from restraint.
Christian heritage similarly acknowledges innocent laughter as a reflection of spiritual joy, while condemning scornful laughter rooted in pride or contempt. In Buddhism, laughter is viewed as liberation from attachment and ego, reminding us of the world’s fragility and the impermanence of suffering. In this sense, laughter in some Buddhist traditions becomes a form of enlightenment—a reminder of life’s lightness.
In literature, laughter has always occupied a central place—from ancient Greek comedy that fused humor with social critique to modern theatre and cinema. Shakespeare’s plays wield laughter to expose moral and political contradictions. In Arabic literature, Al-Jahiz brilliantly combined humor and wisdom, using comic narrative as a tool of education and social criticism. More recently, political satire and editorial cartoons have become powerful weapons against authoritarianism—sometimes shaking the foundations of entire regimes.
Modern psychology recognizes the healing power of laughter. “Laughter Therapy” has shown that laughter reduces stress hormones, boosts immunity, and enhances emotional well-being. It becomes a therapeutic instrument bridging body, mind, and spirit.
Politically, laughter becomes the voice of the people. Black comedy does not amuse because it is light—it amuses because it tells painful truths in a way we cannot deny. We laugh at the absurdity of our realities—yet beneath the laughter lies pain, and within that pain the first spark of awakening.
Thus the relationship between laughter and reform is dialectical: laughter can wound and exclude, yet it can build and transform. It restores humanity, reminds us we are not machines, and helps us confront tragedy with a smile that softens suffering. Throughout history, oppressed societies held onto humor as their last refuge—a spiritual resistance against fear.
Viewed existentially, laughter becomes defiance—an act of rebellion against despair and mortality. To laugh in the face of tragedy is to assert life. Philosophers have therefore regarded laughter as a form of wisdom deep enough to free us from the world’s heaviness.
Anthropological studies trace laughter back thousands of years—not as a solitary act, but as a communal ritual embedded in celebrations, songs, and sacred gatherings. Laughter was, at its origin, a collective rite weaving human bonds—perhaps explaining the contagious power of laughter.
In conclusion, laughter is multifaceted: personal pleasure, psychological healing, social language, political tool, and humanitarian message. Its power lies in its dual capacity for destruction and renewal, for critique and restoration. It gathers opposites and reveals the depth of human experience.
We are left with lingering philosophical questions: Is laughter escape or confrontation? Relief from pain or higher wisdom? Perhaps it is both. At its core, laughter is creative resistance—a mirror reflecting humanity as it swings between fragility and greatness, between satire and reform—not a mere involuntary reaction.
In Uzbekistan, various reforms are being implemented in the field of education. Just as every country pays special attention to education, Uzbekistan is no exception. Our President, Shavkat Mirziyoyev Miromonovich, is creating favorable conditions, opportunities, and facilities for the development of education.
The education system in Uzbekistan is compulsory and continuous. The main components of the education system are as follows:
Preschool education: Preparing children for school
General secondary and secondary specialized education: A compulsory stage, after which students may proceed to professional education
Higher education: Universities and institutes
Postgraduate education: Master’s and doctoral studies
Retraining and professional development: Continuous professional growth
Extracurricular education: Clubs and courses
General secondary education (Grades I–XI) consists of the following stages:
Primary education (Grades I–IV);
Basic secondary education (Grades V–IX);
Upper secondary education (Grades X–XI).
Children are admitted to the first grade of general secondary education institutions in the year they reach the age of seven.
It is worth noting that over the past five years, 47 new higher education institutions have been established in our country, including branches of foreign universities, increasing the total number of higher education institutions to 125.
In particular, one of the most important documents adopted in the education system is the new edition of the Law “On Education.” According to this law, the fundamental principles of education, as well as the system, types, and forms of education, have been clearly defined.
The changes in the education sector not only bring joy but also strongly motivate us, young teachers, to dedicate all our potential to serving our country and providing high-quality education to the younger generation.
My name is Aziza Joʻrayeva. I was born on March 26, 2000, in Uzbekistan. I graduated from Kokand University in 2023 with a degree in Primary Education. I was a recipient of the iBook.uz scholarship in 2022. In 2022, I was included in the Almanac of Uzbekistan’s Top 100 Student Leaders.
MUSTAQIL TA’LIM METODLARINING O’QUV MOTIVATSIYASIGA TA’SIRI
To’ychiyeva Madinaxon Sherquzi qizi O’zbekiston davlat jahon tillari universiteti talabasi
ANNOTATSIYA Mazkur ilmiy maqolada mustaqil ta’lim metodlarining talabalarning o‘quv motivatsiyasiga ta’siri empirik va nazariy jihatdan tahlil qilinadi.Tadqiqot oliy ta’lim muassasasi talabalari ishtirokida olib borilib, tajriba va nazorat guruhlari asosida amalga oshirildi. Tadqiqot davomida mustaqil ta’lim metodlarining qo‘llanilishi talabalarda ichki motivatsiyani kuchaytirishi, o‘quv faoliyatiga bo‘lgan qiziqishni oshirishi hamda o‘z-o‘zini boshqarish ko‘nikmalarini rivojlantirishi aniqlandi. Olingan natijalar zamonaviy ta’lim tizimida mustaqil ta’lim metodlarini joriy etish zarurligini ilmiy asoslab beradi.
ABSTRACT This scientific article analyzes the impact of independent learning methods on students’ learning motivation from both theoretical and empirical perspectives. The study examines the effectiveness of student-centered learning approaches based on independent learning principles in higher education. The research was conducted among university students using experimental and control groups. The findings indicate that independent learning methods significantly enhance students’ intrinsic motivation, increase their interest in learning, and improve self-regulated learning skills. The results of this study provide a scientific basis for the systematic implementation of independent learning methods in modern education systems.
KALIT SO’ZLAR Mustaqil talim, o’quv motivatsiyasiga, ichki motivatsiya, ta’lim samaradorligi, talaba faolligi.
KIRISH Bugungi globallashuv va raqamlashtirish sharoitida ta’lim tizimi oldiga yuqori malakali, mustaqil fikrlay oladigan, o‘z bilimini doimiy ravishda rivojlantirib borishga qodir shaxsni shakllantirish vazifasi qo‘yilmoqda. Ushbu jarayonda an’anaviy o‘qitish usullari bilan bir qatorda, alabaning faolligiga asoslangan mustaqil ta’lim metodlari alohida ahamiyat kasb etmoqda.
Mustaqil ta’lim talabaning bilim olish jarayonida tashabbuskorlik ko‘rsatishi, axborotni mustaqil izlab topishi, tahlil qilishi va xulosa chiqarishiga asoslanadi. Bu jarayon o‘z navbatida talabaning o‘quv motivatsiyasini shakllantirishda muhim omil hisoblanadi. O‘quv motivatsiyasi esa ta’lim jarayonining samaradorligini belgilovchi asosiy psixologik-pedagogik omillardan biridir. Shu nuqtai nazardan, mustaqil ta’lim metodlarining o‘quv motivatsiyasiga ta’sirini o‘rganish dolzarb ilmiy muammo bo‘lib, ushbu tadqiqotning asosiy maqsadi ham aynan ushbu masalani tahlil qilishdan iborat.
INTRODUCTION In the context of globalization and rapid technological development, modern education systems face the challenge of preparing individuals who are capable of independent thinking, continuous self-development, and effective decision-making. Higher education institutions are increasingly shifting from teacher-centered instructional models toward student-centered approaches that emphasize learners’ autonomy and responsibility in the learning process.
Independent learning methods play a crucial role in this transformation. These methods encourage students to take initiative, engage in self-directed knowledge acquisition, and actively participate in their educational development. As a result, independent learning contributes significantly to the formation of learning motivation, which is one of the key determinants of academic success.
Learning motivation is defined as a combination of internal and external factors that stimulate students’ desire to acquire knowledge and achieve academic goals. Research in educational psychology has shown that intrinsically motivated students demonstrate higher levels of engagement, persistence, and academic achievement. The main purpose of this research is to examine the impact of independent learning methods on students’ learning motivation and to identify their pedagogical effectiveness in higher education.
METODLAR Tadqiqot pedagogik tajriba-sinov usulida olib borildi. Unda oliy ta’lim muassasasining 1–2-bosqichida tahsil olayotgan 60 nafar talaba ishtirok etdi. Talabalar tasodifiy tanlash asosida tajriba guruhi va nazorat guruhiga ajratildi.
Tajriba guruhida quyidagi mustaqil ta’lim metodlari qo‘llanildi: loyiha asosida o‘qitish; muammoli vaziyatlar asosida topshiriqlar; mustaqil izlanish va taqdimotlar; elektron ta’lim resurslaridan foydalanish; reflektiv tahlil.
Nazorat guruhida esa asosan an’anaviy ma’ruza va tushuntirish metodlari saqlab qolindi. O‘quv motivatsiyasi darajasi tadqiqot boshida va oxirida maxsus so‘rovnoma orqali aniqlanib, statistik jihatdan solishtirildi.
METHODS This study employed a mixed-method research design combining both quantitative and qualitative approaches. The research was conducted among 60 undergraduate students enrolled in a higher education institution. Participants were randomly divided into two groups: an experimental group and a control group.
The experimental group was taught using independent learning methods, including: project-based learning; problem-based learning tasks; independent research assignments; use of digital and electronic learning resources; reflective analysis and self-assessment activities.
The control group continued learning through traditional teaching methods such as lectures and teacher-led instruction. Learning motivation levels were measured at the beginning and end of the study using a structured motivation questionnaire adapted for academic contexts. The collected data were analyzed using comparative and descriptive statistical methods to evaluate changes in students’ motivation levels.
NATIJALAR Tadqiqot natijalari shuni ko‘rsatdiki, tajriba guruhida o‘quv motivatsiyasi darajasi sezilarli darajada oshgan. Talabalarning aksariyati mustaqil topshiriqlar ularning bilimga bo‘lgan qiziqishini kuchaytirganini ta’kidladilar.
So‘rovnoma natijalariga ko‘ra:tajriba guruhida ichki motivatsiya ko‘rsatkichlari yuqori bo‘ldi;talabalar o‘z bilimini mustaqil boshqarishga o‘rgandi;o‘quv faoliyatiga nisbatan mas’uliyat hissi kuchaydi. Nazorat guruhida esa motivatsiya ko‘rsatkichlarida sezilarli o‘zgarish kuzatilmadi.
RESULTS The results of the study revealed a significant increase in learning motivation among students in the experimental group. Students who participated in independent learning activities demonstrated higher levels of intrinsic motivation, greater responsibility for their learning outcomes, and stronger engagement in academic tasks.
Survey results indicated that: students developed a stronger interest in learning activities; self-regulated learning skills improved noticeably; students became more confident in making independent academic decisions.
In contrast, the control group showed no significant improvement in motivation levels. These findings confirm the effectiveness of independent learning methods in enhancing students’ motivation.
MUHOKAMA Olingan natijalar mustaqil ta’lim metodlarining o‘quv motivatsiyasini oshirishdagi muhim rolini ko‘rsatadi. Mustaqil ta’lim talabaning shaxsiy ehtiyojlari, qiziqishlari va imkoniyatlarini inobatga olgan holda tashkil etilishi sababli, u ichki motivatsiyani shakllantirishga xizmat qiladi.
Mazkur natijalar Deci va Ryan tomonidan ishlab chiqilgan ichki motivatsiya nazariyasi bilan uyg‘unlikda ekanligini ko‘rsatadi. Shuningdek, Zimmerman tomonidan ilgari surilgan o‘z-o‘zini boshqaruvchi ta’lim konsepsiyasi ham tadqiqot natijalari bilan tasdiqlandi.
DISCUSSION The findings of this study support the hypothesis that independent learning methods positively influence students’ learning motivation. By granting learners greater autonomy and responsibility, independent learning fosters intrinsic motivation and promotes deeper engagement in the learning process.
The results align with the Self-Determination Theory proposed by Deci and Ryan, which emphasizes autonomy as a core component of intrinsic motivation. Additionally, the outcomes correspond with Zimmerman’s theory of self-regulated learning, highlighting the importance of learner control and reflective practices.
Independent learning methods not only enhance motivation but also contribute to the development of critical thinking, problem-solving abilities, and lifelong learning skills. Therefore, these methods should be considered essential components of modern pedagogical practice.
XULOSA Xulosa qilib aytganda, mustaqil ta’lim metodlari zamonaviy ta’lim tizimida o‘quv motivatsiyasini oshirishning samarali vositasi hisoblanadi. Tadqiqot natijalari shuni ko‘rsatdiki, mustaqil ta’limga asoslangan yondashuv talabalarning bilim olishga bo‘lgan ichki ehtiyojini kuchaytiradi, ularning faolligi va mas’uliyatini oshiradi.
Mustaqil ta’lim metodlari orqali tashkil etilgan ta’lim jarayoni talabaning shaxsiy va kasbiy rivojlanishiga xizmat qiladi. Shu sababli oliy ta’lim muassasalarida mustaqil ta’lim metodlarini tizimli va bosqichma-bosqich joriy etish tavsiya etiladi.
Kelgusida olib boriladigan tadqiqotlar mustaqil ta’lim metodlarining turli fanlar va ta’lim bosqichlarida qo‘llanilishi, shuningdek, ularning uzoq muddatli pedagogik ta’sirini o‘rganishga qaratilishi lozim.
CONCLUSION In conclusion, independent learning methods represent an effective pedagogical approach for increasing students’ learning motivation in higher education. The study demonstrates that the systematic implementation of independent learning strategies enhances intrinsic motivation, encourages active participation, and strengthens students’ self-regulation skills.
Independent learning transforms students from passive recipients of knowledge into active participants in the educational process. This shift has significant implications for improving educational quality and preparing students for professional and lifelong learning challenges.
Future research should focus on examining the long-term effects of independent learning methods across different academic disciplines and educational levels. Further studies may also explore the integration of digital technologies with independent learning to maximize motivational outcomes.
FOYDALANILGAN ADABIYOTLAR
1. Azizxodjayeva N. Pedagogik texnologiyalar va pedagogik mahorat. – Toshkent, 2018. 2.Zunnunov A. Pedagogika nazariyasi va amaliyoti. – Toshkent: O‘qituvchi, 2020. 3.Deci E., Ryan R. Intrinsic Motivation and Self-Determination in Education. – New York, 2000.
4.Zimmerman B. Self-Regulated Learning and Academic Motivation. – Journal of Educational Psychology, 2002. 5.The Effect of Learning Independence and Motivation on Students’ Learning Outcomes when Implementing Distance Learning. Masofaviy ta’limda mustaqillik va motivatsiyaning o‘quv natijalariga ta’siri bo‘yicha ilmiy maqola.journal.unismuh.ac.id
6.Development of Students’ Independent Learning Activity: Analysis in the Context of the Cognitive‑Motivative Approach Mustaqil o‘qish faoliyatini kognitiv‑motivatsion yondashuv kontekstida tahlil qiladigan maqola.
