Excerpted from the book Decoding Dongba Culture by Lan Xin (Lan Xin Samei)

Wan Yilong: Practicing Great Love with High-Dimensional Wisdom

Casting the Soul for the Inheritance of Dongba Culture

By Lan Xin (Lanxin Samei)

Mr. Wan Yilong is an outstanding master of traditional Chinese culture, a high-dimensional wisdom mentor, spiritual practitioner, poet, and philanthropist. He is also the founder of the Nine Dragons Realm, Dean of the High-Dimensional Wisdom Academy, Dean of the Dongba Culture Academy, and a rare Han Chinese inheritor of Dongba Culture.

Born in Anyang, Henan, the hometown of China’s oracle bone inscriptions, he has been deeply nourished by 5,000 years of Chinese civilization since childhood. Proficient in I Ching at a young age, he devoted himself to Confucianism, Buddhism, and Taoism, integrating ancient Eastern philosophy with spiritual wisdom. He enlightens hearts with wisdom and expresses the soul with poetry, spreading Eastern high-dimensional wisdom and great love to the world.

He is a true man of action who “does more than he speaks.” In daily life, he lives simply and frugally, with no pursuit of luxury or fame. Yet in charity and cultural inheritance, he gives his all without reservation. He has quietly helped countless strangers, never seeking recognition or reward, embodying great love through deeds and fulfilling his mission with a devout heart.

My encounter with Mr. Wan Yilong was legendary and destined. In a spiritual workshop with many fellow practitioners, I stood quietly and independently in the crowd, with a unique and serene aura. Though surrounded by many admirers for his “Third Eye” that perceives the truth of life, he noticed me at first sight among all those people.

He walked toward me gently, with firm and sincere eyes, and whispered: “We have met before.”

At the moment our eyes met, a familiar feeling across time and space arose naturally. With his high-dimensional perception, he clearly saw my form in multi-dimensional space and revealed the deepest imprints and mission of my soul. I was deeply shocked and convinced that this meeting was divinely destined. Since then, we have become closest partners, awakening the wisdom of countless lifetimes together, and guarding the inheritance of Eastern civilization hand in hand.

Over the years, Mr. Wan and I have worked together to protect and inherit Dongba Culture, a precious World Memory Heritage. We co-founded the public-welfare Dongba Culture Academy. Introduced by me, he became one of the very few Han Chinese inheritors of Dongba Culture. Together with Elder Aheng Dongta, he has devoted himself to sustaining this thousand-year-old cultural lineage. With profound cultural knowledge and high-dimensional insight, he helped me awaken the hidden wisdom of sacred mantras, rituals, and life energy, allowing the ancient civilization to shine anew in the modern era.

Deeply moved by the crisis facing Dongba Culture — few inheritors, most of them elderly and struggling to make a living — he made the rescue and inheritance of Dongba Culture his lifelong mission. Together, we restored an ancient thousand-year-old temple into the now-renowned Yulong Wenbi Dongba Culture Academy, creating a sacred home for Dongba inheritors to practice, research, and pass on their heritage.

Mr. Wan upholds the philanthropic philosophy of “teaching people to fish rather than giving them fish.” He provides not only material support but also platforms for cultural exchange, ancient scripture research, traditional ceremonies, and public education in the most dignified way for Dongba masters. This enables them to gain stable livelihoods and social respect while preserving their culture. He has traveled many times to remote mountainous areas such as Shangri-La and Muli in Sichuan to visit, comfort, and support the elder Dongba masters guarding the cultural roots, warming hearts with sincere and practical love.

As an extraordinary high-dimensional wisdom mentor and spiritual practitioner, Mr. Wan integrates the essence of wisdom from Buddhism, Taoism, Christianity, and Dongba Culture. He perceives the karmic roots of life through the “Third Eye,” explores the mysteries of the multi-dimensional universe via astral travel, and chants cosmic sounds from high-dimensional realms with pure intention. This energetic frequency helps people break through physical limitations, connect with ancestral wisdom, awaken their soul guardians, resolve life confusion, and find their ultimate life purpose.

He never boasts of his extraordinary abilities or pursues personal gain, always guiding and healing all beings with compassion. For those trapped in confusion and suffering, he illuminates their path with high-dimensional wisdom and liberates them from karmic obstacles through spiritual practices. He heals both physical pain and spiritual wounds, helping countless people regain light and hope from hardship. For him, spirituality is not abstract theory, but a way of living integrated into every word, every deed, and every ordinary moment — seeing the sacred in the mundane, realizing the Tao in daily life.

At the Dongba Culture Academy, Mr. Wan is one of the core spiritual guiding forces. People from all over the world come seeking help with health, relationships, career, and spiritual struggles. With his ability to “see through karma,” he accurately identifies the root of their difficulties. Combining Eastern spiritual wisdom and ancient Dongba rituals, he has helped countless people experience life transformation: infertile couples welcoming children, critically ill patients recovering, lost souls finding direction, and suffering beings regaining peace. These real transformations are the best proof of his high-dimensional wisdom and boundless love.

Mr. Wan Yilong lights the path of cultural inheritance with high-dimensional wisdom, walks the way with selfless love, and guards the roots of civilization with poetic spirit and devotion.

He is a practitioner of Eastern high-dimensional wisdom, a distinguished Chinese poet on the international stage, a humble and profound philanthropist, a soul-builder for Dongba cultural inheritance, and a guide who transforms lives through life.

He shows the world the vision and dignity of a true Chinese spiritual practitioner. With perseverance, he revives the thousand-year-old culture; with compassion, he shines like starlight, illuminating countless lost souls.

He lives by this truth:

True high-dimensional wisdom begins with awakening and belongs to great love.

True spirituality and charity lie not in words, but in devoted action.

O woman, you are sleeping in the body of Jochna

O woman, you are sleeping 

in the body of Jochna. 

Today you have not woken up and seen

the call of the sun on the tip of the grass. 

You have not searched for

the words of nectar in your thirsty chest. 

Have you ever heard in your ears 

the cry of beggarly love. 

Have you seen 

countless stars in the sky falling down due to a cruel blow. 

You have been sleeping, year after year 

You have not woken up even today, you have not seen, you have not heard 

the tears of countless fallen leaves 

that have been burned in the Chaitra fire, 

silently falling. 

You are sleeping on the green carpet of the mountains

Wrapped in a white sheet, in the beautiful song of the fountain, in the heart of the earth

sheltered during the electrical storm
by my grandmother's freckled arm


          *


ignoring the elaborate directions
my brother the technopath


          *


zooming-in on the shoe in the street


          *


the stalled industry of clover crowns


          *


sea voyage atop the Crimson King maple


          *


the green undertow of my dysfunctional family


          *


you're a white cloud when nobody waits for your return


          *


she told the store detective the sweater wasn't even her style


          *


please continue, as long as you're not counting on being understood


          *


she knows all the birthdays of the dead


          *


the opulent life of the former bedwetter's
full underwear drawer

“Kamilah the Miracle Filly,” by Angela Alioto, wins the Courage for Freedom Film Award

San Francisco. The “Courage for Freedom Film Award” has been awarded to Angela Alioto’s film “Kamilah the Miracle Filly” narrated excellently by Joe Mantegna, winner of a Tony Award, multiple Emmy nominations, and honored with a star on the Hollywood Walk of Fame. 

The coveted award was presented to Angela Alioto last week by Count Federico di Wardal.

The citation is: “for creating a work of high cinematic value based on saving a life through courage and faith, with unparalleled determination “

Angela Alioto, politician, president of the Knights of St. Francis, and one of the most esteemed lawyers in the United States, has taken actions considered of historic importance for human and civil rights and for peace, upholding the creed of St. Francis of Assisi of universal love, which is the goal of SF founded by the Franciscan missions.

Alioto gave also a strong contribution to San Francisco concerning cinema.

The SF Film Commission is attributed specifically to her legislative initiative as its creator.

But let’s get back to the film “Kamilah, the Miracle Filly”. 

It is the true story of the filly Kamilah that doctors had decided to put down, refusing to operate on her legs. 

The story captivated California, spread throughout the USA, landing in Europe, where Angela Alioto is known too, and in the rest of the world, via social media. 

Through UC Davis, Alioto operated on Kamilah, saving her life, during months of tribulation. 

At that point she committed to making the film “Kamilah the miracle filly” selected in 2025 at the LA Tribune IFF, chaired by Moe Rock and Emily Letran and winner at the SF New Concept IFF chaired by Joanna Zhang and at the Vesuvius FF, in Pompeii (Italy) chaired by Giovanna D’Amodio. 

Alioto, as well as the Count Federico Wardal, was friend of the film legend Federico Fellini and she always was involving in an international film entourage. 

At the same time, Francesco Garibaldi Hibbert, a descendant of the hero of two worlds Giuseppe Garibaldi, and his friend Count Federico di Wardal met in LA last summer and decided to found the “Courage for Freedom Film Award” and “Courage for Freedom” and to create the film “Anita,” with music by Andrea Ceccomori, centered on a touching poem of the highest artistic value by the hero Garibaldi on the agony and death of his young Brazilian wife Anita. 

For this, an unusual aspect emerges for a hero: being also a poet and poetry is close to the border with cinema. 

Here’s what the coveted award is: The “Courage for Freedom Film Award” is issued by the “National Giuseppe Garibaldi Association” to honor excellence in films that exalt the universal values ​​that inspired the revolutionary Hero of Two Worlds, Giuseppe Garibaldi, in his quest for freedom, equality, and justice for oppressed peoples.

The award immediately became one of the most coveted internationally, supported by institutions for peace, the protection of human rights, the environment, and film festivals with these missions. 

Congratulations again to Angela Alioto and a call to everyone to cultivate a profound awareness of inner peace.

Introduction

Inflation is one of the most important economic indicators in modern economies. It refers to the general increase in the prices of goods and services over time. When inflation rises rapidly, the purchasing power of money decreases, which means people need more money to buy the same products. High inflation can create economic instability, reduce living standards, and increase uncertainty in the market.

However, when inflation begins to decrease, the situation may improve. The decrease of inflation, also known as disinflation, means that prices are still rising, but at a slower rate than before. This process is often seen as a positive sign because it shows that economic policies are working and price growth is becoming more stable.

This paper discusses the concept of inflation, the reasons for its decrease, the role of monetary and fiscal policies, and the positive and negative effects of lower inflation on households, businesses, and the national economy.

Understanding Inflation

Inflation occurs when the overall price level of goods and services increases over a period of time. It is usually measured annually using economic indicators such as the Consumer Price Index (CPI).

For example, if a basket of goods costs $100 this year and $110 next year, the inflation rate is 10%. This means that money has lost part of its value.

Moderate inflation is considered normal in many countries. Central banks often aim for inflation around 2–3% per year. This level encourages spending and investment while keeping prices stable.

However, when inflation becomes too high, it creates serious problems:

Decreased purchasing power

Higher cost of living

Reduced savings value

Economic uncertainty

Types of Inflation

Inflation can be classified into several types based on its causes.

1. Demand-Pull Inflation

This happens when demand for goods and services exceeds supply. When consumers spend more money, businesses increase prices.

2. Cost-Push Inflation

This occurs when production costs increase. For example, higher wages or energy prices force companies to raise product prices.

3. Built-In Inflation

This type is caused by expectations. If people expect prices to rise, they demand higher wages. Businesses then raise prices, creating a cycle.

Understanding these types helps policymakers control inflation effectively.

What Does a Decrease in Inflation Mean?

A decrease in inflation does not mean that prices are falling. It simply means that prices are rising more slowly.

For example:

Year 1: Inflation = 12%

Year 2: Inflation = 7%

In this case, inflation has decreased, but prices are still increasing.

This process is called disinflation. It is different from deflation, which means a general decrease in prices.

Causes of Decreasing Inflation

There are several reasons why inflation may decrease.

1. Monetary Policy

Central banks use interest rates to control inflation. When inflation is high, they increase interest rates. Higher interest rates make borrowing more expensive, which reduces spending and demand.

As demand decreases, price growth slows down.

2. Fiscal Policy

Governments can reduce inflation by controlling public spending and reducing budget deficits. Responsible fiscal management helps maintain economic balance.

3. Improved Supply Conditions

When supply chains recover and production increases, shortages decrease. As a result, prices stabilize.

4. Lower Energy and Commodity Prices

Energy plays a key role in production. If oil and gas prices fall, transportation and production costs decrease. This reduces pressure on prices.

5. Decreased Consumer Demand

If consumers reduce spending due to uncertainty or high interest rates, demand decreases, and inflation slows.

Positive Effects of Decreasing Inflation

Lower inflation has several important benefits.

1. Increased Purchasing Power

When inflation slows, people can buy more goods and services with the same income.

2. Economic Stability

Stable prices create a predictable business environment. Companies can plan investments more effectively.

3. Protection of Savings

Lower inflation protects the real value of savings. High inflation reduces the value of money saved in banks.

4. Improved Investment Climate

Investors prefer stable economies. Lower inflation increases confidence and attracts foreign investment.

5. Long-Term Economic Growth

Controlled inflation supports sustainable development and economic progress.

Negative Effects and Risks

Although decreasing inflation is usually positive, there are risks.

1. Economic Slowdown

Inflation may decrease because of weak demand and slow economic growth. In such cases, lower inflation is not a positive signal.

2. Higher Unemployment

When central banks raise interest rates, companies may reduce investment and employment.

3. Risk of Deflation

If inflation decreases too much, it may turn into deflation. Deflation can reduce spending and slow economic activity.

The Role of Central Banks

Central banks are responsible for maintaining price stability.

Their main tools include:

Interest rate adjustments

Controlling money supply

Regulating banking systems

Effective monetary policy helps achieve balanced economic growth.

Impact on Businesses

Businesses benefit from stable and lower inflation because:

Costs are predictable

Planning becomes easier

Investment risks decrease

However, high interest rates may increase borrowing costs.

Impact on Households

Lower inflation helps households by:

Reducing the cost of living growth

Protecting income value

Supporting financial planning

But if inflation decreases due to economic crisis, unemployment may increase.

Global Perspective

Inflation is influenced by global factors such as:

Oil prices

International trade

Exchange rates

Global crises

When major economies reduce inflation, it positively affects global markets.

Historical Examples

Many countries have experienced high inflation followed by disinflation.

Successful strategies included:

Strict monetary policy

Fiscal discipline

Structural reforms

These experiences show that reducing inflation requires careful planning.

Inflation and Employment

There is often a trade-off between inflation and unemployment. Reducing inflation too quickly may increase unemployment.

Policymakers must balance these factors.

Social Impact

High inflation increases inequality because low-income families suffer more.

Lower inflation improves social stability and reduces financial stress.

Long-Term Economic Benefits

Stable inflation leads to:

Sustainable growth

Stronger currency

Higher productivity

Increased foreign investment

Policy Recommendations

To maintain stable inflation, governments should:

Strengthen monetary policy

Maintain fiscal discipline

Improve supply chains

Support domestic production

Increase economic transparency

Conclusion

The decrease of inflation is an important economic process that contributes to stability and sustainable growth. It indicates that price growth is slowing and economic policies are effective.

Lower inflation increases purchasing power, protects savings, and supports investment. However, policymakers must ensure that inflation decreases gradually and does not lead to economic recession or deflation.

A balanced and well-managed economy requires moderate and stable inflation. When governments and central banks work together, they can create a strong economic environment that benefits businesses, households, and the entire society.

My name is Shonazarov Shohjaxon, born on January 17, 2008. I am currently a first-year Economics student at Tashkent State Geological University. I chose this field because I am highly interested in financial systems and economic development.

Somewhere

He’s walking

Back to his apartment 

And he senses 

That something is

Behind him

And before he can

Fully turn around

He notices a bird

And then he reverses course

And just keeps walking 

And then he feels something

Poke his right shoulder

And he turns around

And realizes that it’s that bird

That bird that’s now flying away

There’s a metaphor there somewhere.

Taylor Dibbert is a poet in Washington, DC. He’s the author of, most recently, “On the Rocks.”

UDC. 371.38

THE USE OF INTERACTIVE METHODS IN TEACHING STUDENTS WITH AND WITHOUT SPECIAL NEEDS IN INCLUSIVE PRIMARY EDUCATION

Dilnoza Khabibullo qizi
Akhmedova Kokand University, Andijan
Branch

Oygul Shuhratbek qizi
Abdullayeva

Student, “Primary Education”

Department, 2nd stage
Kokand University, Andijan
Branch

Annotation. This article provides an in-depth analysis of the role of interactive methods in ensuring high-quality and effective education for both students in need of inclusive education and healthy students in primary grades. The theoretical foundations of inclusive education, the pedagogical competencies of teachers in its practical implementation, as well as psychological-pedagogical approaches and methodological aspects, are scientifically substantiated. The article also reveals the mechanisms for applying interactive methods in primary grades and their role in supporting the individual development of students with diverse needs.

Keywords: inclusive education, primary grade, interactive
method, pedagogical cooperation, differentiated approach, students with special educational needs, competence, educational technologies, adaptive environment, pedagogical innovation.

INTRODUCTION.

One of the most important tasks facing the education system in today’s globalization process is to create equal opportunities for all
children, including providing quality education in the same classroom for students with special needs and healthy students. The inclusive education model is a practical expression of democratic values in world pedagogy and has been developing rapidly in the educational system of Uzbekistan in recent years. The Law of the Republic of Uzbekistan “On Education” also guarantees equal educational opportunities for all children [1].

According to UNESCO’s definition, inclusive education is “a system
that enables full participation in the educational process by creating equal opportunities for all children, including those with special needs” [2].

Primary education is the foundation of this process, where students’ personality formation, social communication skills, and motivation for learning develop. Therefore, the quality of education in an inclusive classroom, the correct choice of pedagogical approach, and the
use of interactive methods are of particular importance.

Pedagogical research shows that interactive methods — technologies such as “Brainstorming, ” “Blitz Questions, ” “Know-Want to Know-Learned (KWL) Chart, ” “Pair Work, ” “Role-Playing, ” “Circle Time” — are effective tools that unite students with different
needs and encourage their activity [3].

This article covers the scientific and methodological foundations
of improving the quality of inclusive education in primary grades using interactive methods, the results of experiments, and practical
recommendations.

LITERATURE REVIEW.

Scientific approaches to inclusive education are based on several
paradigms:

According to the “Social Model” put forward by M. Oliver,
disability is interpreted not as an individual defect or biological
limitation of a person, but as a result of an unadapted, barrier-
filled environment of society. This model views disability not as
a problem, but as a consequence of insufficiently inclusive environments and social structures. Therefore, it is considered wrong to segregate children with disabilities from society or evaluate them solely from the perspective of personal shortcomings. The main focus should be on adapting society itself — educational institutions,
infrastructure, methodology, and communication culture [3].

In the context of inclusive education, this approach is even
more significant. Oliver’s social model demonstrates the need to
create equal opportunities for students with special needs by removing psychological, pedagogical, physical, or communicative barriers in the educational process. That is, interpreting disability not as a “defect in the person” but as “the educational environment not
being sufficiently comfortable and adapted” encourages educators to create a supportive, adaptive, and discrimination-free environment for students. As a result, the educational process becomes open, fair, and inclusive for all children.

M. Ainscow’s “Pedagogical Integration Model” envisions creating a supportive educational environment and serves to enhance the individual capabilities of all students. This model ensures students’ full integration into the general education process by applying adaptive methods according to their needs and developmental
characteristics. Especially in inclusive education settings, the pedagogical integration model creates favorable conditions for
children with different needs to effectively integrate into the class community, participate in the learning process based on equal opportunities, and demonstrate their potential [2].

The main content of the model consists of adapting the educational process, individualizing the learning load, encouraging social cooperation among students, and ensuring psychological comfort. Through this, children with special pedagogical needs have the
opportunity to learn at their own pace, gradually master complex
tasks, and harmonize with the general educational environment. As a result, the educational process becomes not only effective but also fair and inclusive for all students.

Based on L. Vygotsky’s socio-cultural theory of learning, engaging students in cooperative learning significantly increases the effectiveness of the educational process. This approach is even more relevant in inclusive education settings. According to Vygotsky’s concept of the “zone of proximal development,” a student achieves higher results when engaging in cooperative activities with peers and adults in situations where it is difficult to acquire complex knowledge and skills independently. In this regard, cooperative learning methods in inclusive classrooms strengthen the social integration of students with special needs, develop their communication skills, and help them feel like full members of the class [6].

Furthermore, the cooperative learning process develops students’ social competencies such as mutual assistance, knowledge sharing, and supporting each other. As a result, favorable pedagogical conditions are created for children with different needs and abilities to participate in the general educational environment based on equal opportunities and fully realize their potential.

METHODOLOGY.

Our research was conducted in the following stages:

1. Diagnostic stage: The goal was to determine the students’
   developmental levels, the psychological profile of children
   with special needs, and the readiness indicators of teachers
   for inclusive education.
2. Experimental stage: Two parallel classes were selected: one taught with traditional methods, the other with interactive methods.

· Unique interactive methods (role-playing, small groups, visual
games) were applied.

3. Observation stage: Students’ activity, the strength of mutual
   communication, and the dynamics of task completion
   were studied.
4. Determination stage: Tests, interviews, and questionnaire
   methods were used. Interviews were conducted with students,
   teachers, and parents.

RESULTS.

The experimental process showed the following
results: In the class where interactive methods were used,
students’ active participation in the lesson increased from 28% to
70%. The level of communication between students with special
needs and their peers increased 2 times. In the interactive class,
the level of students giving independent answers to questions rose from 38% to 75%.

Indicators for written and oral literacy showed meaningful
growth: literacy: +20%, reading technique: +19%, mathematical
literacy: +25% (Figure 1).

[DISCUSSION. The obtained results show that using interactive
methods in primary inclusive classrooms significantly strengthens the differentiated approach in the learning process.

This creates an opportunity to give each student tasks tailored
to their individual abilities, capabilities, and needs. Students
with special needs feel the positive impact of the inclusive
environment by participating in the same activities and games as
their peers, without feeling excluded. At the same time, group-based games and activities unite all children, fostering solidarity, cooperation, and social connections among them.

The use of interactive methods builds students’ self-confidence, increases motivation, and encourages an active learning process. Students test their abilities by completing tasks at different levels and develop self- assessment skills through a sense of achievement. At the same time, the interactive approach expands opportunities
for teachers to implement inclusive pedagogy and adaptive technologies in practice. They can improve the quality of education
by creating an individual education plan for each child, determining their developmental pace, and adapting the necessary
pedagogical tools.

As a result, interactive methods serve as an important tool for
effectively organizing the pedagogical process in an inclusive classroom, positively influencing students’ mutual cooperation, personal development, and teachers’ professional competencies. This is a crucial factor in improving the overall quality of inclusive
education and creating equal opportunities for every student.

CONCLUSION.

The research results show that teaching students with special needs and healthy students in the same classroom using interactive methods is not only effective but also the most important condition for ensuring equal quality of education. Pedagogical approaches adapted to inclusive education develop students’ social integration, psychological adaptation, critical and creative thinking skills.

To ensure quality education in inclusive classrooms, it is
important to develop differentiated educational programs, improve the set of interactive methods, enhance teacher qualifications, establish systematic cooperation with parents, and strengthen the activities of psychological- pedagogical services.

Indeed, every child has the right to quality education. Educating
students with disabilities requires more effort and research from teachers. If lessons are approached more seriously and students are engaged using various interactive methods, change and growth in every child are inevitable. We believe that the methods analyzed above will certainly help in this process.

REFERENCES

1. Law of the Republic of Uzbekistan No. O’RQ-637 dated September 23, 2020 “On Education” / National Database of Legislation Information, 24.09.2020, No. 03/20/637/13-13.
2. Ainscow M. Understanding the Development of Inclusive Education. — London: Routledge 264 p.
3. Oliver M. The Social Model of Disability: An outdated ideology? — London: University College London Press, 1996. — 72 p.
4. UNESCO. Inclusive Education Guidelines. — Paris: UNESCO Publishing, 2009. — 52 p.
5. Vygotsky L.S. Pedagogical Psychology [Pedagogicheskaya psikhologiya]. — Moscow:
   Pedagogika, 1991. — 480 p.
6. Zaripova Sh., Abdullaev B. Theoretical Foundations of Inclusive Education [Inklyuziv
   ta’limning nazariy asoslari]. — Tashkent: Fan,