A thatched cottage to shield from wind, cold, heat and damp,
Why would I squeeze into the steel and concrete jungle?
No matter how large a house can be measured,
The human heart remains unfathomable.
The fragrance of wildflowers along the path is natural and pure.
Even amidst thousands of houses and lanes, a single glance is enough.
If the heart is filled with light, brightness will abound everywhere.
Lights shine on faces, affairs cater to the powerful and rich.
I’ve wasted my prosperous days in vain,
Touched by the vastness of this worldly way.
I yearn to move to an isolated island,
Watching over the empty wilderness on all sides.
A single ladle of water, a single drink,
Are enough to make my heart turn toward the light.
January 2, 2026, 08:51
Comment: A Search for a Pure Land amidst the Hustle and Bustle
Anna Keiko’s “My Spiritual Home” is like a clear spring, flowing with a deep longing for a pure spiritual world amidst the hustle and bustle of the mundane world, touching and inspiring readers’ hearts.
The imagery in the poem is ingeniously used with strong contrasts. The “acre of fertile land” and the “thatched cottage” form a sharp contrast with the world built of “steel and concrete”. The former is simple and rustic, an ideal haven of peace and freedom; while the latter, though its space can be measured, has an unfathomable human heart, revealing the spiritual emptiness behind material prosperity. The natural fragrance of the “wildflower path” and the worldly disturbances of the “thousands of houses and lanes” further highlight the poet’s yearning for nature and authenticity, as well as her alienation from the utilitarian and mundane.
The emotional expression is sincere and profound. The poet directly conveys her inner belief: “If the heart is filled with light, brightness will abound everywhere”, spreading a positive and uplifting energy and making people believe that inner light can dispel all darkness. Regarding worldly prosperity, the poet laments in无奈 (helplessness), “I’ve wasted my prosperous days in vain, Touched by the vastness of this worldly way.” In a reality where power and wealth reign supreme, her loneliness and confusion are evident, and this emotion can easily resonate with readers.
The artistic conception is profound and full of philosophy. The “yearning to move to an isolated island” is not an escape from reality but a pursuit of inner peace. In the empty wilderness, she can blend with nature and find her true self. “A single ladle of water, a single drink, Are enough to make my heart turn toward the light” reveals that happiness does not lie in material abundance but in inner fulfillment and tranquility, containing profound life wisdom.
The language is simple yet full of charm, without the embellishment of flowery words, yet it can accurately convey emotions and thoughts. “If I had an acre of fertile land, A thatched cottage to shield from wind, cold, heat and damp” is simple and plain but creates a sense of peace and serenity. The rhythm is also natural and harmonious, forming a rhythm through word combinations and sentence patterns, enhancing the poem’s appeal.
“My Spiritual Home” is an excellent work that leads us to stop in the hustle and bustle, examine our inner selves, and pursue that piece of peace and light that belongs to us.
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.
“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.
What Happens to the Brain When We Stop Asking Questions
Questions are the engine of thought. Long before formal education, before language becomes refined, the human brain develops through inquiry. A child’s first intellectual act is not knowing but asking. Every “why” reshapes neural pathways, stretching the mind toward understanding. When questions disappear, the brain does not simply become quiet. It changes.
The Neurological Silence Cognitive research suggests that curiosity activates multiple regions of the brain simultaneously, particularly those associated with memory formation and long-term learning. When questioning stops, these networks weaken. The brain shifts from exploration to maintenance. This transition is subtle. There is no sudden loss of intelligence. Instead, thinking becomes economical. The mind favors familiar patterns, pre-existing explanations, and mental shortcuts. Efficiency replaces depth. Over time, this efficiency hardens into rigidity.
From Curiosity to Certainty Certainty is often celebrated as intellectual maturity. In reality, premature certainty is frequently a sign of cognitive closure. When individuals believe they already know enough, the brain reduces its tolerance for ambiguity. Questions feel unnecessary, even threatening. This state is psychologically comfortable. It reduces mental effort and emotional tension. But comfort comes at a cost: the gradual erosion of adaptability. Without questions, the brain stops rehearsing alternative perspectives. It no longer simulates possibilities. It merely confirms itself.
The Educational Effect Many educational systems unintentionally accelerate this process. Students are trained to ask questions that lead to answers, not questions that challenge assumptions. Over time, inquiry becomes transactional: a means to a grade, not a tool for understanding. Once formal education ends, questioning often ends with it. The brain, no longer required to explore, defaults to repetition. Ideas become recycled rather than re-examined. Intellectual growth slows—not because capacity is lost, but because it is no longer exercised.
Cognitive Aging Without Age One of the most overlooked consequences of abandoning questions is premature cognitive aging. This is not a biological condition, but a mental posture. The brain begins to behave as though change is a threat rather than a resource. Learning becomes defensive. New information is evaluated not for truth, but for compatibility with existing beliefs. This is how intelligent minds become closed without realizing it. Not through ignorance—but through certainty.
Why Questions Matter More Than Answers Answers stabilize knowledge. Questions destabilize it. And destabilization is necessary for growth. Questions force the brain into active negotiation with reality. They reopen closed circuits, reintroduce uncertainty, and demand reinterpretation. In this sense, questioning is not a sign of weakness or indecision. It is a neurological act of resistance against stagnation.
Conclusion When we stop asking questions, the brain does not stop working—it stops evolving. Thought becomes predictable. Understanding becomes shallow. Intelligence turns inward and feeds on itself. The most dangerous moment in intellectual life is not when we do not know enough, but when we believe there is nothing left to ask.
Congratulations, poetess, for this meaningful poem. The poem “GOLDEN BRIDGES” carries a message of healing, protection, and collective empowerment born from empathy.
The speaker doesn’t just notice someone’s pain (“Because you were hurt”), they actively feel it (“As I felt your pain”). This deep empathy is the foundation for healing. The act of covering wounds “with silver” to make them “shine” suggests that scars and painful experiences can be transformed into sources of strength and beauty.
The poem moves from individual care to a grand, proactive mission. The “golden bridges” and “golden pillars” symbolize structures of safety, connection, and support that the speaker vows to build. This is a promise to create a world where the vulnerable—specifically children and women—are safe from harm.
The imagery evolves from healing wounds (silver) to radiant strength (diamonds) and finally to collective elevation (“We will Rise”). The poem promises not just recovery, but a rebirth into a better world”. The pain of the past becomes the foundation for a “peaceful future.”
In essence, the message is that by truly feeling and tending to each other’s wounds with love, we can transform individual pain into collective strength. We have both the responsibility and the power to build bridges of protection and safety, ensuring a future where everyone can shine and live in peace.
I heard somewhere the clear book title ‘Silas Marner’ and looked it up. It was a George Eliot book and reading the summary I knew I wanted to read her book someday. It looked like Silas had a difficult go of it but was deepened and maybe even somehow redeemed by his life experiences. I paused, breathed, and meditated, said a prayer of thanks and one of protection as I was travelling that day north.
The Journey to the Place by Winter Waters
I had cleaned off my vehicle and made sure I had washer fluid and gas. I would take my time and go through small towns after the highway, places where people and structures were more, well, few and far between. I knew those types of people, more rugged, honest, more ‘salt of the earth.’ I went and went and sometimes it was a struggle as other folks drive too fast or too slowly and there were transport trucks unintentionally throwing slush all over my own little truck. If I hadn’t filled the washer fluid I don’t know how I would have managed. I eventually I made it to the place by the waters, the place near the northern ferry and the white and grey-blueish ice, the view of the vast lake wind-swept and raw. I never knew if it was a friend or a foe, and maybe that’s because it was complex, and both.
The Lands Reinstated After Colonialism’s Avarice
Looking around, I remembered a place I used to know that had two willow trees and a fine balcony, and in the summer you could sit and hear the birds and view wonderful waters, waters that glistened a bit for the strong sun that travelled by the clear earth having gone through azure skies. But that place was not really any more for me, and I wasn’t there…geographically or in time. I looked around. Many souls seemed to know one another and have a task,- understanding the world and their place in it. Hmmm, I thought, I am a lost soul, like a piece of parchment paper upon the winds or a bird that has lost its flock,- like an outcast wolf, far away from a pack.
The Way Back to the Other Towns
Going back, I imagined aquamarine tropical seas but had to snap out of this and pay attention as the snowstorm had begun. I wanted away then from the rural and back to the south of there, and I went steadily along skipping coffee and food and only eating a cookie I had brought in case I got lightheaded. This all worked, this break in daydreaming and the cookie and the timing. I just made it back to the more populated towns and organized infrastructure before the roads became dangerous,- for when a big storm does descend, it really takes at least twenty-four hours before it’s sorted out again. That’s to allow plowing and salting and the clearing of air and all.
The Trees and Lees and What the Poet Sees
Back safely, I took a bit of a rest and went and got a coffee and bagel. Then I walked by large evergreens and in the snowy fields. I had made it back to where I sort of belonged and took deep breaths and thought of many things such as Silas Marner and George Eliot, of pancakes and diviners and even of Jesus and the Gospels. I walked for longer than I had to, enjoying the outward silence, the fresh air, and the robust and deeply verdant Evergreens…
Brian Michael Barbeito is a Canadian poet and photographer. His most recent work, The Book of Love and Mourning, is his third collection of prose poems and landscape photographs.
