Annotation: Due to the rapid growth of digital technologies, the way people receive information, communicate, and form political and social opinions is undergoing significant changes. This article also provides recommendations on the proper use of social media during the digital transformation of society.
Keywords: social media, digital society, information security, youth awareness, fake news, virtual communication, digital culture, internet psychology, media literacy, online environment.
In the 21st century, where digital technologies are rapidly advancing, social media has become an integral part of human life. It serves not only as a means of communication but also as a source of information, education, business development, participation in political processes, and personal branding. Today, a large portion of the world’s population spends a considerable amount of time on social networks, and this significantly affects various layers of society.
Social media has become a primary platform for fast information exchange and global interaction. Through these platforms, people share their thoughts, stay updated on news, and form communities and groups. Among young people especially, social media has deeply penetrated everyday life and plays an important role in shaping identity and worldview. Additionally, social media is widely used in business and marketing. It offers great opportunities for small and medium enterprises to advertise, connect directly with consumers, and enter the market quickly.
Social media provides instant access to news and events. People follow global developments, scientific discoveries, and economic changes primarily through these platforms. Many educational platforms, blogs, video lessons, and online courses spread through social networks, providing students, learners, and professionals with opportunities to improve their skills. Social media also contributes to the development of open dialogue, diversity of opinions, and a culture of free discussion within society. Various social initiatives, environmental campaigns, and charity activities reach large audiences through social media, and they play a role in uniting people.
However, due to its open structure, misinformation spreads quickly on social media. This may negatively influence public opinion and lead to incorrect social decisions. The excessive attractiveness of virtual life can cause young people to waste time unproductively, experience psychological pressure, or develop complexes due to comparing themselves with others. Personal information shared by users can be exploited by fraudsters. Constant dependence on likes and comments may also lead to psychological addiction.
Checking information sources, relying on trustworthy platforms, and avoiding the spread of fake news are essential rules of digital culture. At the same time, parents and educators must focus on developing correct social media usage skills among young people.
In conclusion, social media plays an important role in the development of modern society. It simplifies education, business, communication, and information exchange. However, improper use can lead to negative consequences. The main task of society is to use social media effectively and safely, promote media culture among the youth, and improve information literacy. Only then can social media become a powerful tool that contributes to social progress.
Rakhmataliyeva Navruza Umidjon qizi was born on March 21, 2005, in Pop district of Namangan region. She completed her studies at School No. 32 in her district and is currently a 3rd-year student at Namangan State Pedagogical Institute.
Since childhood, Navruza has been passionate about literature and poetry. In addition, she is a five-time Champion of Uzbekistan in rhythmic gymnastics. She has actively participated in events organized by the Youth Affairs Agency, as well as in Zakovat intellectual competitions, and has earned several certificates.
FORMATION OF PERSONALITY DEVELOPMENT BASED ON THE TURKIC CLASSICAL LITERARY HERITAGE: A PEDAGOGICAL MODEL ON THE EXAMPLE OF THE DIDACTIC VIEWS OF HAFIZ KHOREZMII
Kurbanova Shukurjon Yeldashbayevna
Independent researcher at Urgench State Pedagogical Institute, Uzbekistan
shukurjonyeldashbayevna@gmail.com
ORCID: 0009-0006-3301-0776
Abstract: This article analyzes the educational and spiritual essence of Hafiz Khorezmii’s work, in particular the role of the poet’s philosophy of love and didactic views in the formation of personality development. The study highlights the theoretical foundations of the integration of the Turkic classical literary heritage into the modern educational process and reveals the conceptual principles of the pedagogical model that ensures the spiritual, spiritual and intellectual development of the individual. Based on the continents of Hafiz Khorezmii, the mechanisms of internal change of the individual, reflexive thinking, moral and ethical choices, processes of mental stability and constructive use of suffering are analyzed from a scientific point of view.
The results of the research determine the possibilities of using the didactic heritage of Hafiz Khorezmii in modern pedagogical practice and put forward proposals and recommendations that will have an effective impact on the formation of personality development. The results of the article strengthen the scientific and methodological foundations aimed at spiritual enrichment of the educational process, improving personal education and using the Turkic classical heritage as a practical pedagogical resource.
Classical Eastern literature is a major spiritual phenomenon that has made a huge contribution to the formation and improvement of human thought, moral values, and artistic and aesthetic taste over the centuries. In particular, the literary heritage created by the Turkic peoples has a unique artistic and philosophical system, in which language, thought, and education form a common whole, inseparable from each other. One of the creators who vividly demonstrated this harmony is Hafiz Khorezmii, a representative of the poetry of the XIV-XV centuries, whose personality and legacy remained unknown to the scientific community for a long time, but who was included in the scientific community as a result of the consistent research of Professor Hamid Sulaymon in the second half of the 20th century [H.Sulaymon, 1976: 34–43].
Hafiz Khorezm’s artistic heritage today retains its significance not only as a historical and literary phenomenon, but also as a source of moral and aesthetic values that can satisfy the spiritual needs of modern society. The poet’s poetic examples, which glorify human virtues, encourage spiritual and moral purification, and awaken thought, emphasize the principles of education, justice, perfection, and philosophy of life.
Literature review.
The poetry of Hafiz Khorezmii is considered to be a work that created a unique school in classical Turkic literature with its didactic orientation, strict systematization of moral views, and harmony with social consciousness. These aspects have been scientifically covered by researchers who have studied the poet’s artistic thinking, aesthetic views, and didactic concept. In particular, M.Sulaymonov in his articles “Hofiz Khorezmi’s didactic views” [M.Sulaymonov, 1992: 20–22], “Didactic views in the poetry of Hafiz Khorezmii” [M.Sulaymonov, 2016: 144–148], and Sh.Kurbanova in her methodological manual “Hofiz Khorezmi’s didactic views and their pedagogical significance” [Sh.Ye.Kurbanova, 2025: 9-13] analyze the spiritual and moral concept of the creator, his educational ideas, and the poetic means in which they are embodied.
It is noteworthy that in recent decades, interest in the heritage of Hafiz Khorezmii has been growing not only in the local scientific environment, but also internationally. In particular, the poet’s work is being formed as a separate scientific direction in literary schools of Turkic-speaking peoples. The research of Turkish researchers R.Toparli [Recep Toparlı, 1997: 511-524], A.Ustuner [Ahat Üstüner, 2014: 1107-1116], A.Karahan [Karahan Akarturk, 2020: 244-248] and other scholars makes it possible to study the poetics of Hafez Khwarizmii from a new theoretical perspective and reassess his place in Turkic literature.
Research Methodology.
The methodology of this study is aimed at identifying the educational potential of the Turkic classical literary heritage, in particular, the possibilities of applying Hafiz Khorezm’s didactic views on personal development in the modern educational process, and in this process it is considered appropriate to conduct research based on cultural-historical, pedagogical anthropology, competency-based and integrative approaches. This methodological platform allows for a deep study of the conditions of the formation of the poet’s work, the educational essence of his moral and philosophical ideas, and the degree of harmony of this heritage with current pedagogical practice.
It is appropriate to use scientific methods such as historical-logical analysis, source and textual research, comparative analysis, content analysis, pedagogical modeling, expert evaluation in the research, which create a great opportunity to identify the main semantic layers of the concept of perfection in the lyrics of Hafiz Khorezmii, to determine the pedagogical interpretation of such categories as moral maturity, spiritual purification, moral standards and social responsibility.
This set of methodological approaches helps to establish on a scientific basis the ways of effective use of the didactic heritage of Hafiz Khorezmii and to create a conceptual framework that serves to apply it to the education of a modern person.
Analysis and results.
Hafiz Khorezmi’s poetic views, formed around the theme of love, embody a complex spiritual and moral system serving the perfection of the individual. In the poet’s philosophy of love, aesthetic pleasure, spiritual suffering, contemplation, moral maturity and the pursuit of perfection are manifested as complementary didactic principles. In this regard, the issue of love in Hafiz Khorezmi’s lyrics is not only an emotional experience, but also a philosophical and didactic concept that embodies the stages of the spiritual development of the individual. The following verse of the poet serves as an important scientific source in illuminating the main semantic layers of this concept:
Dard-i jondin dam urma, ey Hofiz,
Chun jahon ichra yo‘q turur hamdam.
Mahrame izdar ersang o‘zunga,
Dard-i jonso‘z erur sanga mahram.
So‘z-i jonning so‘zinikim yozdim
Kuydiyu yondi kog‘az ila qalam.
G‘am taqi ne’mate erur haqdin
Ne’matin yeyu ayla shukr-i niam.
Hamdame chunki yo‘q bu olamda,
Izdayu bo‘lmag‘il nadim-i nadam.[ Devon. Book II, 1981: 292]
The analysis of this verse shows that Hafiz Khorezmii interprets love as a process of spiritual and logical transformation of the individual, self-perception and achievement of inner perfection. The verse “Dard-i jondin dam urma” indicates that delaying personal development, avoiding internal suffering, and suppressing mental processes are contrary to human development. This idea is consistent with the principles of modern developmental psychology such as “cognitive-emotional integration” and “management of internal experiences” and confirms that emotional maturity is one of the important pillars of personal development.
We can see how these aspects play a role in personal development in the research of F. Abdug‘opirova [F.A. Abdug‘opirova, 2022: 58-76], M. Badritdinova [M.B. Badritdinova, 2022: 78-92], L. Eshonkulov [L.N. Eshonkulov, 2022: 85-97], E. Kurbanov [E.E. Kurbanov, 2022. 62-66] and other studies. Thus, in the poet’s didactics, suffering is interpreted not as a destructive, but as a transformative force – that is, as an internal spiritual force of personal growth.
The verses “jahon ichra yo‘q turur hamdam” and “ Dard-i jonso‘z erur sanga mahram” in the stanza emphasize the necessity of the process of spiritual isolation, self-awareness, and metaphysical thinking that occurs when a person is left alone with himself. From a didactic point of view, this serves as the basis for the formation of a person’s metacognitive competencies, the development of independent thinking, and internal reflection. This process, present in the poetic discourse of Hafiz Khorezmii, is in harmony with mystical concepts and is interpreted as an important stage in achieving perfection. At the same time, this idea is consistent with pedagogical and psychological concepts such as “internal dialogue” and “reflective practice” used in modern personally oriented education.
The verse “So‘z-i jonning so‘zinikim yozdim
Kuydiyu yondi kog‘az ila qalam” reflects the process of transforming internal experience into external expression in the poetics of Hafiz Khorezmii. This process can be noted as a necessary mechanism for the formation of expressive competence, the ability of a person to express his thoughts and feelings from a psychological and pedagogical point of view. A person who is able to express himself is more active in understanding his identity, which is one of the main indicators of personal maturity.
The poet’s idea “G’am taqi ne’mate erur haqdin” reveals the positive, educational essence of grief and suffering. This idea didactically corresponds numerically to the “growth through adversity” model. Experiencing difficulties, demonstrating acceptance and patience towards them strengthens a person’s mental resilience, the formation of volitional qualities, and willpower. For Hafiz Khwarizmii, grief is not a sign of spiritual weakness, but a divine test that shapes the qualities of a perfect person.
The final lines of the stanza, exclaiming, “Hamdame chunki yo‘q bu olamda
Izdayu bo‘lmag‘il nadim-i nadam” emphasize independence, inner freedom, and at the same time honesty and loyalty to one’s own identity as the highest stage of personal perfection. This idea is consistent with the principle of moral education and autonomy in personal development. According to modern educational theory, moral education and autonomy are the ability of a person to make independent decisions, feel responsible for his actions, and live based on his inner beliefs and values. Hafiz Khwarizmii, expressing this principle through poetic symbols, connects personal perfection with divine logic and spiritual strength.
According to the results of the above analysis, Hafiz Al-Khwarizmi’s philosophy of love forms three main components for the didactic model presented in Figure 1.
Figure 1. Didactic model of Hafiz Khorezm’s philosophy of love.
The results show that this model, aimed at the formation of personality development, using the didactic views of Hafiz Khorezmii, is significant in all respects. It sees personality development in spiritual and intellectual harmony, interprets personality development as a process of internal changes, spiritual searches, overcoming difficulties and self-awareness. This shows that the possibilities of using Turkish classical literature in the modern educational process are extremely wide.
Conclusion/Recommendations.
This study has shown that the philosophy of love and affection in the works of Hafiz Khorezmii constitutes a complex system that has not only aesthetic, but also pedagogical and didactic significance in the formation of personal perfection. After all, the use of the philosophy of love and didactic views of Hafiz Khorezmii allows enriching the inner world of a person, strengthening moral values, developing the ability to make independent and responsible decisions, as well as educating a mentally stable and intellectually mature person.
In order to effectively use the criteria for personal education and achieving moral perfection in the works of Hafiz Khorezmii in pedagogical activities, it is appropriate to put forward the following scientifically based proposals:
1. Special educational modules aimed at the formation of personal perfection should be developed in schools and higher educational institutions based on the Turkic classical literary heritage and the didactic views of Hafiz Khorezmii.
2. Interactive methods based on Hafiz Khorezm’s continents and philosophy of love, namely reflexive writing, group discussions and spiritual self-awareness exercises, should be widely implemented in pedagogical practice.
3. It is recommended to develop a system of indicators based on the didactic heritage of Hafiz Khorezmii in assessing personal development and spiritual education, and to monitor the moral and intellectual development of students.
To achieve these goals, we offer the following recommendations:
a) Develop methodological manuals on personal development in the process of studying classical Turkic literature and Hafiz Khorezm’s lyrics and organize trainings for teachers;
b) Based on the results of the research, it is recommended to integrate Hafiz Khorezm’s philosophy of love and didactic views into school and university programs as a pedagogical model.
As a final thought, it can be said that the work of Hafez Khwarizmii and the classical Turkic literary heritage can be widely used in the modern educational process as a practical and theoretical basis for enriching personal education, developing spiritual and intellectual potential, and forming moral maturity.
References.
1. Abdugupirova F.A. Didactic system of preparing preschool children for school through the development of cognitive activity: Doctor of Philosophy (PhD) in Ped. science … diss. – Namangan, 2022. – p. 153.
2. Badritdinova M. B. Psychological features of the development of the cognitive style in adolescents: Doctor of Philosophy (PhD) in Psychology … diss. – Tashkent, 2022. – p 147.
3. Eshonkulov L. N. Cognitive significance of humor in the formation of aesthetic thinking of youth: Doctor of Philosophy (PhD) in Philosophy … diss. – Samarkand, 2022. – p.153.
4. Hafiz Khorezmiy. Devon. 2 vol. 2-book. – T.: UzKPMK, 1981. – p. 312.
5. Karahan Akarturk. Hafiz-i Harizmi // Muslims in History No. 5, 2020, Ankara. – pp. 244-248.
6. Kurbanov E.E. Cognitive-pragmatic features of speech influence Philol. science. Doctor of Philosophy (PhD) … diss. – Andijan, 2022. – p. 142.
7. Kurbanova Sh.Ye. Didactic views of Hafiz Khorezmi and its pedagogical significance. Methodical guide. – Urganch: Kuvanchbek-Mashkhura, 2025. – p. 36
9. Sulayman H. Uzbek poet Hafiz Khorezmi and his divan found in Hyderabad. // Literary heritage. – T., 1976. No. 6, – pp. 34-43.
10. Sulaymonov M. Didactic Views in the Lyrics of Hafiz Khorezmi. // Issues of Language and Literature, Book 3. Collection of scientific articles by professors and teachers of higher educational institutions of the republic dedicated to the 80th anniversary of the birth of Doctor of Philology, Professor Begmatov Ernst Azimovich. – Namangan.: 2016. – pp. 144-148.
11. Sulaymonov M. Didactic Views of Hafiz Khorezmi // Public Education, jur. – T..: 1992. No. 10-12. – pp. 20-22.
12. Toparli, Recep. Hafiz-ı Harezmî’s eulogy on Sultan Ibrahim’s death // Marmara. Journal of Turkish Studies, 8, 1997, – pp. 511-524.
13. Üstüner, Ahat. “The Turkish Name in the Divan of Khârezmli Hâfız // Turkish Studies 9(6), 2014. Ankara. – pp. 1107-1116.
You know, in every person’s life there are people they look up to, value, and also love — their heroes. I have such people in my life too, and they are my father and mother. Yes, you read that right: my parents are my heroes.
You may ask how. I don’t really know myself, but whenever someone asks me, “Who are your heroes?”, they are the first people who come to my mind.
In general, everyone in my family — my grandfather, grandmother, parents, and my younger sister — are my heroes. Why? Because I take them as role models, I learn from them, and I try to act like them, but I do not repeat their mistakes (everyone who breathes makes mistakes).
You might think, “Are only your family members your heroes?” My answer is no. Because every person I am interested in, every person whose information I collect and carefully write down in my notebook — all of them are my HEROES!
Mutaliyeva Umriniso was born on 14.01.2011 and is currently studying in the 9th grade at one of the model schools in Uzbekistan. She is interested in English, Russian and mathematics, so she attends extra classes in these subjects. Umriniso is interested in volleyball, basketball and chess, as well as art. Her articles and poems have been published through Lulu.
Sultonova Durdona Tursunboy qizi, 2nd-year Master’s Student, Uzbek Language and Literature, Namangan State Pedagogical Institute
ANNOTATION
This article examines the psycholinguistic foundations of developing linguistic competence in language education from scientific and theoretical perspectives. It analyzes the phonetic-phonological, lexical-semantic, grammatical, pragmatic, and discursive components of linguistic competence and highlights the role of psycholinguistic mechanisms—such as auditory perception, memory, attention, and associative thinking—in their development. The motivational, planning, articulatory, and perceptual stages of speech activity are explained in relation to their influence on the learning process. The psycholinguistic bases of communicative, cognitive, and interactive approaches are also presented, emphasizing their significance in facilitating natural language acquisition. The findings hold practical value for language teachers, methodologists, and researchers in linguistics.
Keywords: linguistic competence, psycholinguistics, speech activity, cognitive processes, communicative approach, language education.
ABSTRACT
This article explores the psycholinguistic foundations of developing linguistic competence in language education. It provides an analysis of the phonetic-phonological, lexical-semantic, grammatical, pragmatic, and discursive components of linguistic competence and explains the role played by psycholinguistic mechanisms such as auditory perception, memory, attention, and associative thinking in their formation. The stages of speech activity—motivational, planning, articulatory, and perceptual—are examined regarding their influence on language learning processes. The psycholinguistic basis of communicative, cognitive, and interactive approaches is discussed, with emphasis on their importance in activating natural language acquisition mechanisms. The results demonstrate the practical benefits of integrating psycholinguistic principles into language teaching and can serve as a valuable resource for teachers, methodologists, and scholars in linguistics and psycholinguistics.
Introduction
In modern language education, expanding learners’ communicative abilities and developing their skills in consciously and purposefully using linguistic means are among the key tasks. This goal is achieved through the development of linguistic competence, which encompasses knowledge of the language system and the mechanisms of its use in speech. The effectiveness of this process is closely linked to psycholinguistic principles, namely the relationship between language and thinking, the mechanisms underlying speech activity, and the psychological processes involved in language learning. Therefore, examining the development of linguistic competence from a psycholinguistic perspective and defining its theoretical and practical foundations is of significant scholarly and practical importance.
The Concept of Linguistic Competence and Its Components
Linguistic competence refers to the conscious acquisition of the language system, the functions of linguistic units, their rules of use, and structural organization. It includes several components:
1. Phonetic-Phonological Competence – understanding the sound system, phonemes, their distinctive features, and achieving correct pronunciation.
2. Lexical-Semantic Competence – knowing word meanings, understanding semantic relations, and choosing appropriate vocabulary in context.
3. Grammatical Competence – mastering morphological and syntactic rules and correctly applying grammatical forms in speech.
4. Pragmatic Competence – selecting appropriate linguistic means based on the communicative situation and socio-cultural norms.
5. Discursive Competence – ensuring logical coherence, unity of text, proper use of cohesive devices, and applying relevant speech strategies.
Psycholinguistics clarifies how these components are formed, how linguistic knowledge is stored in the mind, and how it becomes activated during speech.
Psycholinguistic Foundations of Linguistic Competence
1. The Relationship Between Language and Thinking
Psycholinguistics views language as the main tool of human cognition and the organizational mechanism of cognitive processes. The development of linguistic competence is greatly influenced by learners’ mental abilities such as classification, generalization, and abstract thinking, as language acquisition occurs through cognitive processes. According to Vygotsky, language operates through the interaction of inner and outer speech, and linguistic competence is strengthened through the development of inner speech. Activating learners’ thinking processes during instruction promotes deeper mastery of linguistic knowledge.
2. The Structure of Speech Activity
Psycholinguistics studies speech activity through the following stages:
Motivational stage – forming the intention to speak.
Planning stage – selecting linguistic units and constructing grammatical structures.
Articulatory stage – producing speech.
Perceptual stage – receiving and processing auditory input.
Linguistic competence develops through the coordinated functioning of these stages. Teaching methods must support each stage of speech activity.
3. Formation of Speech Mechanisms
Several psychological mechanisms participate in language acquisition:
Memory – retaining words and grammatical patterns.
Attention – selecting relevant linguistic units during speech.
Associative thinking – strengthening links between words and concepts.
The more developed these mechanisms are, the faster learners acquire linguistic competence. Therefore, a psycholinguistic approach emphasizes understanding individual learning styles and psychological characteristics.
The Importance of Psycholinguistic Approaches in Language Education
1. Psycholinguistic Basis of the Communicative Approach
The communicative method treats speech as a natural process and focuses on developing the learner as an active participant. Drawing on psycholinguistic theory, it:
creates real communicative situations,
stimulates natural communicative needs,
facilitates the automatization of linguistic knowledge.
As a result, learners use grammatical patterns automatically during speech rather than merely memorizing them.
2. Cognitive Approach
The cognitive approach emphasizes conscious language learning. Learners:
become aware of linguistic rules,
analyze and generalize them,
develop logical understanding of language structure.
Activating cognitive processes strengthens grammatical and semantic components of linguistic competence.
3. Interactive Approach
Interactive methods (dialogues, role plays, debates) psycholinguistically activate speech reflexes. Psycholinguistic research confirms that speech develops more effectively in interactive contexts. Furthermore, emotional engagement, motivation, and communication needs intensify in interactive environments, accelerating the development of speech activity.
Psycholinguistic Methods Used to Develop Linguistic Competence
Psycholinguistics suggests employing several methodological tools:
1. Auditory–perceptual exercises:
sound discrimination,
mastering intonation,
forming phonetic stereotypes,
which contribute to developing phonetic competence.
2. Memory-based exercises:
categorizing vocabulary,
using associative cards,
creating semantic maps,
which strengthen lexical-semantic competence.
3. Exercises for automatizing grammatical structures:
transformation drills,
modeling,
sentence reconstruction,
which develop the psychomotor mechanisms required for grammatical competence.
4. Dialogue and monologue practice:
Psycholinguistically, forming and refining ideas through consecutive expression fosters rapid development of the speech system; thus, communicative practice is key to developing discursive and pragmatic competence.
Conclusion
Developing linguistic competence in language education must be based on psycholinguistic principles, as language acquisition depends not only on linguistic knowledge but also on psychological processes such as auditory perception, memory, attention, thinking, and motivation. The development of grammatical, phonetic, lexical, and pragmatic components of linguistic competence is closely tied to the proper functioning of psycholinguistic mechanisms. The use of communicative, cognitive, and interactive approaches enhances speech activity and promotes natural formation of speech mechanisms. Therefore, integrating psycholinguistics with language education enriches teaching methodology with modern scientific foundations and contributes to the robust development of learners’ linguistic competence.
References
1. Vygotsky, L. S. Thinking and Speech. Moscow: Labirint, 2001.
2. Chomsky, N. Aspects of the Theory of Syntax. Moscow: Aspect Press, 2019.
3. Leontiev, A. A. Psycholinguistics. Moscow: Smysl, 2003.
4. Akhmanova, O. S. Dictionary of Linguistic Terms. Moscow: KomKniga, 2007.
5. Khomidov A., Abdulkhayev A. Theoretical Linguistics. Tashkent: Fan, 2015.
6. Yo‘ldosheva Sh., Mengliev B. Basics of Psycholinguistics. Tashkent: TDPU Publishing, 2020.
7. Richards, J., Rodgers, T. Approaches and Methods in Language Teaching. Cambridge: CUP, 2014.
Sultonova Durdona Tursunboy qizi was born on June 16, 2000, in Chust district of Namangan region. She completed her studies at Secondary School No. 54 in her district, after which she graduated from the Academic Lyceum under Namangan State University. She then continued her education at Fergana State University in the field of Philology and Language Teaching (Uzbek language).
Currently, she is a second-year Master’s student at the Namangan State Pedagogical Institute. She is diligently working on improving her professional skills with the aim of becoming a highly qualified specialist in her field. Her ultimate goal is to share the knowledge she has gained with future generations.
second smoke
a signal
of what's to come
overnight flood
what if our tarot reader
was right
storing
life's tragedies
frontal lobe
medical bill my designer stitches
her death a temporary absence
another day another court ruling
mashed potato mountain lightly salted
curled up in the tuba rattler
grand central thalamus
on my plate something absurd
in the buttery beveled eggs
fifth-generation funnel clown
dining table of contents
waiting
for the reply
that never comes
locked up in her mind
how to navigate
polar bears
In the brume, there is nothing to do, the fog shifts through the pockets of pine forests, as they come and sit next to me. The Local girls…huh…the other day I was walking down a hillside and a pahadi girl was walking up with her wicker load of substance, and the moment she looked at me, a cry of despair escaped her: ‘Quelle gueule?’ she said, not wanting to be impolite, but her maidenly forthrightness escaped the confines of her restraint.
Monkey girls come, and sit next to me. I know them by their tits. Monkey boys, never come, they are too proud. The other day a male monkey, came a little too close to me, and I unslotted the button of my umbrella, and it made a sword-sheatheing noise, and the Monkey just calmly looked at me, nodded his head, bossively and said: ‘Ça va pas? Je suis juste en train de chier…’.
Girls come, and sit next to me, unperturbed. I know Sandrine, because her left nipple is longer than her right one. She is the colour of a Bordeaux Clairet Rosé (C.R.) with a fine strawberry-tétin, jutting at the front. Claudette is older, she has sagging, paps but the nipples are still of fine provenance, un Jambon de Paris on dirait, but whether she has ever made a trip to the capital is anybody’s guess, her accent is certainly Provincial.
The Simian twins, Élodie and Lucidie are distinguished by the fact that for the younger sister the nipples become red in the summer and blonde in the winter, just like a fine blonde of Southern French provenance, while for Lucidie, a darker (brunette) nipple lends to auburn tints by the time of the solstice. Marie-France has the finest Bordeaux, she is convoitied by all the Bandariennes in the coin, she was the 2014 winner of the Miss Branch contest. Florence has cherry lips, laitières I mean, she resembles a Bourgogne in that sense.
These young girls come, and give the old man a company. I do not know what they find in me?
Sixteen short-stories of Kashmiri writer Arjun Razdan have been published in twenty-one literary journals in ten countries, equalling twenty-two publications. This former French Government scholar, started writing fiction in 2012 and was first published in 2016. He awaits the publication of his first roman The Gusts of Alien Wind
