The Importance of Critical Thinking in 21st-Century Education

Zamira Moldiyeva Bahodirovna,

Student of English Filology faculty, UZSWLU.

Email: zamiramoldiyeva219@gmail.com

Abstract: In the 21st century, education has shifted from rote memorization to the development of higher-order cognitive skills. Among these, critical thinking is recognized as one of the most essential competencies for modern learners. Critical thinking involves the ability to analyze, evaluate, and interpret information logically and independently (Facione, 2013). This article examines the role of critical thinking in contemporary education, its relationship with higher-order thinking skills, problem-solving, and digital literacy, and explores effective pedagogical strategies for fostering critical thinking. The study argues that integrating critical thinking into educational systems is crucial for academic success, professional development, and responsible citizenship in a rapidly changing world.

Keywords: critical thinking, 21st-century skills, higher-order thinking, problem-based learning, digital literacy, education.

Introduction

Modern education systems operate in a rapidly evolving environment shaped by globalization, technological advancement, and the exponential growth of information. Traditional teaching approaches that emphasize memorization are increasingly inadequate for preparing students to navigate complex academic and social challenges. As a result, critical thinking has become a central objective of educational reform worldwide (OECD, 2019).

Critical thinking is defined as purposeful, self-regulatory judgment involving interpretation, analysis, evaluation, and inference (Facione, 2013). These abilities are closely related to higher-order cognitive processes described in Bloom’s revised taxonomy, such as analyzing, evaluating, and creating (Anderson & Krathwohl, 2001). Therefore, developing critical thinking is essential for equipping students with the skills needed for lifelong learning and adaptation in the modern world.

Literature Review

Concept of Critical Thinking

Critical thinking has been extensively studied in educational research. Ennis (2011) defines critical thinking as reasonable and reflective thinking focused on deciding what to believe or do. Similarly, Paul and Elder (2006) emphasize that critical thinking involves analyzing and evaluating one’s thinking in order to improve it. These definitions highlight that critical thinking encompasses both cognitive skills and metacognitive awareness.

Higher-order thinking skills (HOTS) serve as the foundation of critical thinking. Bloom’s revised taxonomy illustrates how learning progresses from lower-order skills, such as remembering and understanding, to higher-order skills, such as analysis and evaluation (Anderson & Krathwohl, 2001). Research shows that students who engage in higher-order thinking demonstrate deeper understanding and improved problem-solving abilities.

Role of Critical Thinking in Learning

Empirical studies indicate that critical thinking significantly contributes to academic achievement and cognitive development. Hattie (2009) found that teaching strategies promoting deep learning and critical engagement have a strong impact on student performance. Furthermore, Fisher and Scriven (1997) argue that critical thinking enhances students’ ability to interpret information, construct logical arguments, and make informed decisions.

In the digital era, critical thinking is closely connected to digital literacy. Buckingham (2007) notes that learners must critically evaluate online information, distinguish reliable sources from misinformation, and engage responsibly with digital media. Thus, critical thinking is essential not only for academic success but also for navigating the digital information landscape.

Discussion

Critical Thinking as a Core 21st-Century Skill

The rapid development of artificial intelligence, automation, and global communication networks has transformed the nature of work and learning. Employers increasingly value skills such as critical thinking, creativity, collaboration, and adaptability (OECD, 2019).

Students equipped with critical thinking skills are better prepared to handle uncertainty, evaluate complex information, and develop innovative solutions.

Moreover, critical thinking is essential for global citizenship and democratic participation. It enables individuals to make informed judgments, resist misinformation, and engage constructively in social and political discourse.

Pedagogical Strategies for Developing Critical Thinking

Problem-Based Learning

Problem-based learning (PBL) encourages students to engage with real-world problems and develop solutions through inquiry and collaboration. Hmelo-Silver (2004) demonstrates that PBL enhances analytical reasoning and problem-solving skills by immersing students in authentic learning contexts.

Collaborative Learning

Collaborative learning environments promote interaction, dialogue, and shared problem-solving. Johnson and Johnson (2009) argue that cooperative learning fosters critical thinking by encouraging students to articulate ideas, evaluate alternative perspectives, and construct knowledge collectively.

Inquiry-Based Learning

Inquiry-based and inductive teaching methods stimulate higher-order thinking by encouraging students to actively construct knowledge rather than passively receive information. Prince and Felder (2006) highlight that inquiry-based approaches improve students’ conceptual understanding and critical reasoning skills.

Reflective Practice

Reflection is a key component of critical thinking. Schön (1983) suggests that reflective practice enables learners to examine their cognitive processes and improve their reasoning abilities. Tools such as journals, self-assessment tasks, and reflective discussions are effective in promoting metacognitive awareness.

Benefits of Critical Thinking

For students, critical thinking enhances academic performance, creativity, and decision-making abilities. Students who develop critical thinking skills are better equipped to evaluate information, solve complex problems, and adapt to new learning contexts.

For education systems, prioritizing critical thinking leads to deeper learning, increased student engagement, and innovation in teaching practices. Integrating critical thinking into curricula also aligns education with global standards and labor market demands.

For society, critical thinking contributes to informed citizenship, resistance to misinformation, and constructive social dialogue. It enables individuals to participate responsibly in democratic processes and contribute to social and technological progress.

Conclusion

Critical thinking is a fundamental competence for success in modern education and society. It enables learners to analyze information, solve problems, and make informed decisions in complex environments. The literature reviewed in this article demonstrates that critical thinking is closely linked to higher-order thinking skills, digital literacy, and lifelong learning.

Effective pedagogical approaches such as problem-based learning, collaborative learning, inquiry-based instruction, and reflective practice play a crucial role in developing critical thinking. Therefore, educational institutions must move beyond traditional memorization-based teaching and adopt innovative, student-centered approaches that foster critical reasoning and lifelong learning. Ultimately, cultivating critical thinking is essential for preparing students to navigate the challenges of a rapidly changing world.

References:

1.Anderson, L. W., & Krathwohl, D. R. (2001).

A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives.

Link: https://books.google.com/books?id=jpV0AwAAQBAJ

2.Facione, P. A. (2013).

Critical Thinking: What It Is and Why It Counts.

Link (PDF): https://www.insightassessment.com/wp-content/uploads/ia/pdf/whatwhy.pdf

3.Ennis, R. H. (2011).

The nature of critical thinking.

Link: https://link.springer.com/chapter/10.1007/978-94-007-1356-5_2

4.Paul, R., & Elder, L. (2006).

The miniature guide to critical thinking.

Link: https://www.taylorfrancis.com/books/mono/10.4324/9781315630524

5.Hattie, J. (2009).

Visible Learning.

Link: https://www.routledge.com/Visible-Learning-A-Synthesis-of-Over-800-Meta-Analyses-Relating-to-Achievement/Hattie/p/book/9780415476188

6.Buckingham, D. (2007).

Digital media literacies.

Link: https://www.tandfonline.com/doi/abs/10.1080/17439880701343029

7.OECD (2019).

Future of Education and Skills 2030.

Link: https://www.oecd.org/education/2030-project/

8.Hmelo-Silver, C. E. (2004).

Problem-based learning.

Link: https://link.springer.com/article/10.1023/B:EDPR.0000034022.16470.f3

9.Johnson, D. W., & Johnson, R. T. (2009).

Cooperative learning.

Link: https://psycnet.apa.org/record/2009-15215-001

10.Prince, M., & Felder, R. (2006).

Inductive teaching and learning methods.

Link: https://onlinelibrary.wiley.com/doi/10.1002/j.2168-9830.2006.tb00884.x

11.Schön, D. A. (1983).

The reflective practitioner.

Link: https://www.routledge.com/The-Reflective-Practitioner-How-Professionals-Think-in-Action/Schon/p/book/9780465068784

Zamira Moldiyeva Bahodirovna was born on May 14, 2006, in Zomin district, Jizzakh region. From 2013 to 2024, she studied at School No. 47 named after Khayrulla Akhmedov in Zomin district. During her school years, a collection of poems titled “Qaldirg‘ochlar” (Swallows) was published with the participation of amateur student writers.

She is currently a second-year student at the Uzbekistan State World Languages University, Faculty of English Philology. She is a member of the “Aurora” volleyball team and a winner of several competitions. Zamira has been an active participant in projects such as “English Quest: Freshmen Edition,” “EmpowerHer: Republican Forum of Young Women Leaders,” and “Eco Marathon.” She has also taken part in various conferences and is the author of several articles.

GOSPEL OF SPRING

bears unhibernate

–christless– corpses of forest

resurrect anew

ETERNITY TREES

Enlightened

under a tree

he smiles his frown

at the world that is

as it dissipates

Tortured

on his tree

he frowns his smile

for a world to come

as it resurrects

FARM GALAXY FORMATION

Snowflakes star my glass

and constellation the fields

The moon is broken

MASA’S MASSES

This is how we all exist:

bloody fist or bleeding wrist.

If not: armed with David’s sling,

then: arms enslaved in slings.

Hawk or auk. Ram or lamb;

Pawns upon earth

or — its king

:this is how we all exist

CLIPED, BUT NOT CLIPPED AGAIN

The rose that winds:

Life is like four aces in a gambler’s hand,

the last oasis in a scrambled land.

Any dawn transforms a man (Amen)

from prime to corpse to youth again.

And all the women were virgins once

despite the destinies of their cunts.

We keep safecrackers in the keep

for the safekeeping of the crack ones (us),

while crack sellers keep safe

in the cracks of our cellars

because Judas hanged and gutted Jesus….

The goose is in the sage / the sage is in the goose.

But the hand that rocks the cradle cradles the rock:

Judas, hanged and gutted — Jesus!

The sly quicksilver alters to quicksand

And then there are no aces and a scrambled hand,

a lost oasis in a gambler’s land,

and the winds that rose.

CLEAVED AND HEWN, BOLTED, RAVELED, TRIMMED AND

WEATHERED, DUSTED, AND CLEAVED YET AGAIN

…

Uzbekistan’s Culture: A Journey Through History and Modernity

Uzbekistan, located in the heart of Central Asia, boasts a rich cultural heritage that blends ancient traditions with contemporary life. Its culture has been shaped over millennia by various civilizations, trade routes, and peoples, making it a unique mosaic of art, music, architecture, and literature. From the era of the Silk Road to modern times, Uzbekistan has been a crossroads of ideas, religions, and artistic expression, giving rise to a deeply layered cultural identity.

The cities of Samarkand, Bukhara, and Khiva stand as timeless symbols of Uzbekistan’s cultural richness. These cities, recognized as UNESCO World Heritage sites, are home to magnificent mosques, madrasahs, mausoleums, and palaces. Their intricate tile work, carvings, and decorative patterns reflect centuries of craftsmanship and artistic excellence. For example, the Registan in Samarkand, with its grand madrasa ensembles, showcases the architectural genius of the Timurid era. Similarly, Bukhara’s Ark Fortress and Kalon Minaret highlight the city’s historical significance as a center of learning and trade. These historical monuments not only tell stories of the past but also inspire modern architectural projects, blending classical designs with contemporary creativity.

Music and Performing Arts

Music is an integral part of Uzbek culture. Traditional forms such as Shashmaqam, a classical Central Asian music style, continue to be performed at cultural events and celebrations. Instruments like the dutar, tanbur, and doira carry the soul of Uzbek music, providing rhythms for both ceremonies and festive gatherings. Dance also plays a significant role, from ceremonial dances performed at weddings to lively performances at cultural festivals, expressing the joy, emotions, and identity of the Uzbek people.

Folklore and oral storytelling, often accompanied by music, preserve the values and wisdom of past generations, ensuring that cultural knowledge is passed down to youth. Uzbek literature has a rich history, with poets such as Alisher Navoi leaving a lasting legacy. Navoi’s works, written in Chagatai Turkish, are celebrated for their depth, wisdom, and lyrical beauty, addressing themes of love, morality, and human values. Modern Uzbek writers continue this tradition, addressing contemporary social issues while preserving national identity through their literary works. Language serves as a key carrier of culture, connecting generations and fostering a sense of unity. Uzbek proverbs, sayings, and oral poetry, still widely used, reflect the philosophical and moral outlook of the nation, linking everyday life to historical roots.

Traditional Crafts and Visual Arts

Uzbekistan is renowned for its traditional crafts. Silk weaving, pottery, embroidery, and miniature painting are not only artistic expressions but also symbols of cultural identity. The city of Margilan, for instance, is famous for its silk production, while Rishtan is known for its unique ceramics, with blue-and-white patterns that have been perfected over centuries. These crafts are often passed down through families, keeping ancient techniques alive while allowing room for modern innovation. Visual arts, including calligraphy and miniature painting, remain an important medium for storytelling and spiritual expression.

Modern Culture and Creativity

Uzbek culture is not limited to history; it thrives in modern creative expressions. Contemporary Uzbek cinema, theater, visual arts, and music are gaining international recognition. Young artists bring innovation to traditional forms, merging heritage with new ideas. Cultural festivals, art exhibitions, and international collaborations highlight Uzbekistan’s commitment to both preserving and evolving its cultural identity. The fusion of modern design with traditional patterns can be seen in fashion, architecture, and media, reflecting a dynamic and evolving cultural scene.

Tourism plays a vital role in promoting Uzbek culture globally. Visitors to Uzbekistan can experience ancient Silk Road cities, vibrant bazaars, and unique handicrafts firsthand. Traditional cuisine, such as plov, samsa, and shurpa, also provides a window into daily life and cultural practices. Cultural experiences, such as attending a Navruz festival or listening to live Shashmaqam performances, allow travelers to immerse themselves in Uzbekistan’s heritage. These experiences help the world understand Uzbekistan’s historical significance and contemporary vitality, fostering cross-cultural appreciation and exchange. Uzbekistan’s culture represents a remarkable blend of history and modernity. It preserves ancient traditions while embracing creativity and innovation. Every citizen is a custodian of this heritage, contributing to its ongoing story. Through its art, music, literature, architecture, and culinary traditions, Uzbekistan continues to share its rich culture with the world, bridging the past and the future. By valuing its history and supporting modern creativity, Uzbekistan ensures that its cultural identity remains vibrant and relevant for generations to come.

Xoʻjyozova Dildora, Uzbekistan 

MASOFAVIY TA’LIMNING PEDAGOGIK IMKONIYATLARI VA CHEKLOVLARI 

    O’ZBEKISTON DAVLAT JAHON TILLARI UNIVERSITETI TALABASI MADINAXON TO’YCHIYEVA 

    ILMIY RAHBAR: BEGMATOVA SOHIBA MUSTAFOYEVNA 

KIRISH 

So‘nggi yillarda raqamli texnologiyalarning jadal rivojlanishi ta’lim tizimida yangi yondashuvlar va innovatsion shakllarning paydo bo‘lishiga sabab bo‘ldi. Xususan, masofaviy ta’lim an’anaviy auditoriya mashg‘ulotlariga muqobil va qo‘shimcha ta’lim shakli sifatida keng qo‘llanila boshladi. Masofaviy ta’lim axborot-kommunikatsiya texnologiyalari asosida tashkil etilib, o‘qituvchi va ta’lim oluvchi o‘rtasidagi pedagogik muloqotni virtual muhitda amalga oshirish imkonini beradi.

Global miqyosda yuzaga kelgan pandemiya sharoitida masofaviy ta’lim uzluksiz ta’limni ta’minlashning asosiy vositasiga aylandi. Bu holat mazkur ta’lim shaklining pedagogik imkoniyatlari bilan bir qatorda, mavjud muammolari va cheklovlarini ham yuzaga chiqardi. Masofaviy ta’lim o‘quv jarayonini individuallashtirish, ta’lim resurslaridan samarali foydalanish va o‘quvchilarning mustaqil ta’lim olish ko‘nikmalarini rivojlantirishga xizmat qiladi.

Shu bilan birga, masofaviy ta’lim jarayonida o‘qituvchi va o‘quvchi o‘rtasidagi bevosita muloqotning kamayishi, texnik vositalarga bog‘liqlik, nazorat va baholash jarayonlarining murakkablashuvi kabi muammolar mavjud. Ushbu maqolaning maqsadi masofaviy ta’limning pedagogik imkoniyatlari va cheklovlarini ilmiy-nazariy jihatdan chuqur tahlil qilishdan iborat.

INTRODUCTION

In recent years, the rapid development of digital technologies has led to significant changes in the education system and the emergence of innovative teaching approaches. In particular, distance education has become widely used as an alternative and complementary form of traditional face-to-face learning. Distance education is organized on the basis of information and communication technologies and enables pedagogical interaction between teachers and learners in a virtual environment.

On a global scale, distance education became the primary means of ensuring continuity of education during the COVID-19 pandemic. This situation highlighted not only the pedagogical opportunities of distance education but also its existing challenges and limitations. Distance education promotes the individualization of learning, efficient use of educational resources, and the development of learners’ independent learning skills.At the same time, issues such as reduced direct interaction between teachers and learners, dependence on technical infrastructure, and difficulties in assessment and monitoring processes remain relevant. The purpose of this article is to provide a comprehensive scientific and theoretical analysis of the pedagogical opportunities and limitations of distance education.

METODLAR 

Mazkur tadqiqot nazariy-tahliliy xarakterga ega bo‘lib, unda pedagogika, didaktika va ta’lim texnologiyalariga oid ilmiy manbalar tahlil qilindi. Tadqiqot jarayonida quyidagi metodlardan foydalanildi:

Ilmiy adabiyotlarni tahlil qilish metodi – masofaviy ta’limga oid milliy va xorijiy tadqiqotlar o‘rganildi;Qiyosiy tahlil metodi – an’anaviy va masofaviy ta’lim shakllarining pedagogik jihatlari solishtirildi;

Umumlashtirish va tizimlashtirish metodlari – olingan ilmiy xulosalar tizimli tarzda bayon etildi;

Deduktiv va induktiv yondashuvlar – nazariy qarashlardan amaliy xulosalar chiqarildi.

Tadqiqot masofaviy ta’limning pedagogik samaradorligini aniqlash va uning cheklovlarini asoslab berishga qaratildi.

METHODS 

This study is theoretical and analytical in nature. Scientific literature related to pedagogy, didactics, and educational technologies was reviewed. The following research methods were applied:

Literature analysis – examination of national and international studies on distance education;

Comparative analysis – comparison of pedagogical features of traditional and distance learning formats;

Generalization and systematization – organization and synthesis of theoretical findings;

Inductive and deductive approaches – drawing practical conclusions from theoretical concepts.

The research focused on identifying the pedagogical effectiveness of distance education and substantiating its limitations.

NATIJALAR 

Tadqiqot natijalari masofaviy ta’limning bir qator muhim pedagogik imkoniyatlarga ega ekanligini ko‘rsatdi. Jumladan:

Birinchidan, masofaviy ta’lim ta’lim jarayonini individuallashtirish imkonini beradi. Har bir o‘quvchi o‘zining bilim darajasi, o‘rganish tezligi va qiziqishlariga mos ravishda ta’lim olishi mumkin.

Ikkinchidan, masofaviy ta’lim mustaqil ta’lim kompetensiyalarini rivojlantiradi. O‘quvchilar axborotni izlash, tahlil qilish va qayta ishlash ko‘nikmalarini egallaydi.

Uchinchidan, raqamli ta’lim resurslaridan foydalanish imkoniyati kengayadi. Video darslar, elektron darsliklar, interaktiv testlar va virtual laboratoriyalar ta’lim samaradorligini oshiradi.

To‘rtinchidan, masofaviy ta’lim vaqt va makon cheklovlarini bartaraf etadi, bu esa ta’lim olish imkoniyatlarini kengaytiradi.

Biroq, tadqiqot davomida masofaviy ta’limning quyidagi cheklovlari ham aniqlandi:

texnik vositalar va internet tarmog‘iga yuqori darajada bog‘liqlik;

pedagogik nazoratning murakkablashuvi;

o‘quvchilarning motivatsiyasi pasayishi ehtimoli;

ijtimoiylashuv va bevosita muloqotning yetishmasligi.

RESULTS 

The results of the study indicate that distance education has several significant pedagogical advantages.

First, distance education enables the individualization of the learning process. Learners can study according to their own pace, level of knowledge, and personal interests.

Second, it contributes to the development of independent learning competencies. Students acquire skills such as information searching, critical analysis, and self-regulation.

Third, the use of digital educational resources is expanded. Video lectures, electronic textbooks, interactive tests, and virtual laboratories enhance learning effectiveness.Fourth, distance education eliminates time and space constraints, thereby increasing access to education.

However, the study also identified several limitations of distance education, including:

high dependence on technical equipment and internet connectivity;

difficulties in ensuring effective pedagogical control and assessment;

potential decrease in learners’ motivation;

lack of direct social interaction and communication.

MUHOKAMA 

Olingan natijalar shuni ko‘rsatadiki, masofaviy ta’lim pedagogik jarayonni zamonaviy talablar asosida tashkil etishda muhim ahamiyat kasb etadi. Ushbu ta’lim shakli ta’lim oluvchilarning faolligini oshiradi va ularni o‘z ta’lim faoliyati uchun mas’ul bo‘lishga undaydi.

Biroq, masofaviy ta’limning samaradorligi ko‘p jihatdan pedagoglarning raqamli kompetensiyalariga, ta’lim platformalarining sifatiga va o‘quvchilarning ichki motivatsiyasiga bog‘liq. Shu sababli masofaviy ta’limni an’anaviy ta’lim bilan uyg‘unlashtirgan holda tashkil etish maqsadga muvofiq hisoblanadi.Aralash ta’lim modeli masofaviy ta’limning mavjud cheklovlarini kamaytirish va uning pedagogik imkoniyatlaridan to‘liq foydalanishga xizmat qiladi.

DISCUSSION 

The findings suggest that distance education plays an important role in modernizing the educational process in accordance with contemporary requirements. This form of education increases learner autonomy and encourages responsibility for one’s own learning activities.

Nevertheless, the effectiveness of distance education largely depends on teachers’ digital competencies, the quality of online learning platforms, and learners’ intrinsic motivation. Therefore, integrating distance education with traditional face-to-face instruction is considered an effective approach.The blended learning model helps reduce the limitations of distance education while maximizing its pedagogical benefits.

XULOSA 

Xulosa qilib aytganda, masofaviy ta’lim zamonaviy ta’lim tizimining muhim tarkibiy qismi bo‘lib, u pedagogik jihatdan katta imkoniyatlarga ega. Shu bilan birga, uning samaradorligini oshirish uchun texnik infratuzilmani rivojlantirish,pedagoglarning raqamli savodxonligini oshirish va o‘quvchilarning motivatsiyasini kuchaytirishga qaratilgan chora-tadbirlar zarur. Masofaviy ta’limni ilmiy asosda takomillashtirish ta’lim sifatini oshirishga xizmat qiladi.

CONCLUSION 

In conclusion, distance education is an essential component of the modern education system and offers substantial pedagogical opportunities. At the same time, improving technical infrastructure, enhancing teachers’ digital skills, and strengthening learners’ motivation are necessary to increase its effectiveness. Scientifically grounded development of distance education contributes to improving the overall quality of education. 

FOYDALANILGAN ADABIYOTLAR 

1.Moore, M. G., & Kearsley, G. (2012). 2.Distance Education: A Systems View of Online Learning.

3.Holmberg, B. (2005). The Evolution, Principles and Practices of Distance Education.

4.UNESCO. (2020). Distance learning strategies in response to COVID-19.

5.Anderson, T. (2008). The Theory and Practice of Online Learning. 

Poetess of the Heart — Zulfiya

Zulfiya’s poetry brings a sense of calm and peace to the human heart. In every line of her verses, love, loyalty, and a deep affection for life are embodied. Her poems reveal the delicate emotions of a woman’s soul and reflect the simple yet profoundly important truths of life.

The most common themes in Zulfiya’s works are love, devotion, love for the Motherland, and peace. While reading her poems, a person finds an opportunity to listen to their inner feelings and to better understand life and human emotions.

Zulfiya wrote many well-known poems. For example, the poem “My Son, There Must Be No War” expresses a mother’s inner pain, her fear for her child, and her longing for a peaceful life. Poems such as “Devotion” and “Spring in the Heart” call people toward kindness, patriotism, and faithfulness.

Zulfiya Isroilova is a poetess who brought light into the human soul through her poetry. Her works have not lost their significance even today. The poetess’s writings encourage young people to grow up kind, patriotic, and humane.

Isroilova is a unique poetess who illuminated hearts and awakened emotions with her words. While reading her lines, the reader not only gains information but also deeply feels the subtle aspects of life, human experiences, and valuable lessons. In my opinion, Zulfiya’s creativity encourages us to better understand ourselves and the world around us.

REBEL – THE POEM 

I have become the wretched of the earth 

Like frantz fanon, I am persecuted

A subject of intentional discrimination 

Judged by humans through the lenses of my creator 

I hide in between the bushes 

I seek asylum from Heaven 

But no one answers 

The sky watches, the earth witnesses 

How do I advance?

I see yet i am blind 

My intuition and wisdom is the strength 

The wind and the morning breeze scares me

Water becomes like Poison 

Food becomes like venomous 

My life is one big battle 

I have become a stepping stone 

I have become a test subject for hatred

I have become like a lab rat 

Like Hitler did Jews 

The earth kills me……….

THEY HAVE ENTERED OBA’S PALACE 

The revolution happened late at night 

The monarch laid in sleep

The unskilled gained access to the factories 

A great cry was heard as the place doors were broken 

A thief from the street has mobilized its kind 

The silk from India has become common 

Like Mensa Musa’s accumulated wealth 

The value of gold has dropped 

Easy…. it comes

The unskilled has besieged the gateway of luxury 

Everyone has a shot at the throne 

Unskilled and an opportunist 

The palace has been desecrated 

Centuries of legacy has been soiled 

The peek hole has become a full view 

The guard screams……

They have entered the Oba’s palace 

In Control

How far away can we be,

How remote, how little

Involved? At some point

Distance became an issue

And involvement followed.

I haven’t opened or closed

Our garage door in years. As

If the simple twist of a wrist

And a tug were things I gave

Up on purpose. I haven’t had

To stand by the TV to adjust it,

Change the station, volume or

Brightness. I start the car, hot

Days and cold, in the living room

No need to face the temperature.

The car can do that without me.

I have become more and more

Remote, the guy pushing buttons

And telling electronics what I want

“Play my playlist, ‘Opera’ Alexa”

And she does. “Pause.” “Order

This one, order that.” I’m becoming

A voice that speaks in an empty

Room to an electronic device, an

Inert being waiting for all these to

Act for me – my more and more

Remote self.

                       The List

Let’s see, there’s broccoli and carrots

On the list, along with celery and limes

And there’s grapes and lemons There’s

Potatoes, of course, russet it says, but to

Me they’re all the same or look the same.

I’ve spent too much time and money here

In the produce section and haven’t even

Got to the wine section or the rice section

Then the bread, then V8 and oh yes stuffing

And brown sugar. The list keeps me on the

Move getting in my steps, and I still have to

Get to the canned vegetables and frozen spinach.

The list reminds me of what we eat and how we

Eat – peel, chop up, mix, strain, put on the stove

Or in, and then we wait for it to be done and served.

There’s nothing left for me to imagine about all

This hum-drum part of my day, of my life – no

Hunting, no cleaning out and dragging, or dressing

Our kill. There are no fields to plant or tend, no

Harvest to bring in. No, I am a creature of habit

A creature following a cart up and down the aisles

A creature who follows a list as if his life, or at least

His dinner depended on it.

    A Poem

Wanted a poem

Got a paragraph.

It happens –

All those years

All those comp

Classes, classes

As far as the eye

Could see

At the time

And now

They haunt me

When I write

A poem and I’m

Thinking thesis

Statements, intros

Conclusions

Summing up

What was said

Nothing metaphoric

Nothing left to

Readers to get

Or add to.

Comp classes

We have to begin

Somewhere and

There we were

And now

Here I am

Stuck in freshman

Comp pretending

To be a poet.