The last day that I saw Debbie Hatcher, she was just 15 years old. Slender and pretty and dressed in a skirt that hugged her hips, she was cute as a button. She had shoulder length light brown hair and a gold herringbone locket she’d received for her fifteenth birthday. She wore it literally everywhere; she was so proud of being in love with a boy who would bestow such a precious gift on her.
We were standing in the school library, in the Ds, somewhere between Durant and Dante, searching for a likely subject for a book report, when, madly impulsive, I approached her as if in a dream and kissed her lips. She was startled at first, but when the shock had disappeared, she let her guard down and kissed me back. I had known Deb since grade school, but only fantasized about her as a sort of forbidden treasure, lovely to admire from a distance, but strictly unapproachable.
Here I was, Tim Meese, not yet 16, and kissing a girl for the first time. And what a girl! I silently congratulated myself for starting at the very top of the social pyramid. She leaned into me and I into her, until we were both quite lost. At length, old, old Mrs. Kroger — she must have been at least 50 — the school librarian, sneaked down the aisle and coughed peremptorily. We instantly separated, embarrassed to have been found out. Although this was my initial foray into kissing, it was clearly not the frist time that Deb had been kissed. She was far too expert at it to be a novice.
We glanced at Mrs. Kroger, to assess the level of trouble we were in, but she smiled her secret smile and withdrew. I felt supercharged, and Deb seemed similarly affected. She leaned close and whispered to meet her after school at her house; I hastily agreed. And what of the necklace-giving boyfriend? It turned out that his family had moved to the coast two weeks before and so at least he was no longer in contention for Deb’s affections. But I didn’t know this yet.
After lunch, I spied Deb in the corridor between classes, walking with her friends. I smiled at her, but she looked right through me. I blinked. Weren’t we inexorably linked forever, having tasted one another’s lips and even shared a breath? Had I only imagined our reconnoitering in the library? I shook my head and proceeded on to class.
After school let out, I anxiously plodded the three blocks to Maple Street, where Deb’s house stood. When I arrived, I knocked at the door and Mrs. Hatcher, a stay-at-home mom, which nearly all moms were back in the day, invited me in to wait for her daughter. We engaged in small talk and she plied me with pretzels, chips and Pepsis. Gazing about the living room, I spotted a photo of Deb and Jason, the boy who’d given her the locket. I didn’t know him well and stared at him disconsolately, enviously.
Mrs. Hatcher went on to tell me that Jason’s father had taken a job with an aircraft manufacturer in Los Angeles, and so that was the last they would see of Jason. She didn’t seem at all unhappy at the prospect, condemning him as “too progressive,” whatever that meant. Mrs. Hatcher remembered me from second grade, when her daughter and I had been matched up to perform the minuet in some stale elementary school production of a 200-year-old play. She inquired politely how my dancing was commencing. I told her that I was more into The Twist and The Mashed Potato these days, and she sniffed.
After quite a long time, the telephone jangled off the hook and Mrs. Hatcher snatched it up. She listened for some time, drew a sharp breath and said, “I’ll be there.” She looked stricken, and then stared off into space for an interminable moment, and finally turned to me and said, in a choked voice, “You’d better go home, Tim,” and she disappeared into another room. I quietly let myself out.
The telephone call and Mrs. Hatcher’s behavior were a mystery to me, and I didn’t know what to think. It wasn’t until the next day at school, when word leaked out. Deb Hatcher was dead. She had copped a ride on an upperclassman’s motorcycle and there had been an accident. Deb, unlike the driver, didn’t have a helmet and had suffered terminal injuries when she fell from the bike and struck her head on the pavement. The driver suffered only minor injuries.
It gave me a weird, eerie, ghostly feeling to know that I was the last boy to ever kiss Deb Hatcher. She’d had her whole life before her: additional boyfriends, a husband, children of her own, a career, perhaps. She was smart; no telling how far she might have gone. And, just maybe, she would have gone there with me. They offered a sort of rudimentary grief counseling at the school and they dedicated the yearbook to Deb and one other boy, who’d died from leukemia. I didn’t see the grief counselor and I didn’t buy the yearbook. I didn’t need the glossy photo to remember Deb. I attended the funeral. They had a closed casket.
In my living room, books and paintings, masks and gems,
Just keep still… All around the silence reigns over.
Blessed be, o Lord ! Thy peace, granted to a poor boy,
Came with the faculty to work, and learn your books…
I can pray now Thy love, in this shrine full of joy,
Rich refuge for my life, which I am glad none took.
There are the jewelry, tailored clothes, lithographs,
Sea shells and silver lamps, ivories, or gold rings…
All reminding of past battles. – My humble being.
Then I will read the Psalms, the Gospels and some Saints !
Before writing a stance, a try, until I faint…
To express gratitude ! As for an epitaph.
*****
A Christian poem.
When I pray Thee o Lord, my voice, humble but proud,
Raise inner, for Thou knows everything of me,
Then I try to write down, speak up, but never loud,
No for we are not much. Before Thy great army.
We are children to Thee, though. Salt grains for the Earth…
We are friends to the birds, colorful like flowers…
We can be good workers, until the last hour,
We can be good servants if we know what we’re worth.
The paradise immense, where will live forever,
Those amongst us who choose to be His believers,
Is like the treasure a peasant finds in a field…
Soon this field acquired, then the riches revealed,
Everyone will think this person has been wise.
Be pious, be gentle, love, hope… – Jesus advises.
*****
The poet plans for work.
You see me now, well quiet, at my library desk !
Director here. Further, I hear cars passing by,
Further, I see grey clouds… The silence is at stake,
Calm, as I read Plato : moments some wish could buy.
Then I take my pen on : I will write for Roma,
For the woman I love, her lips, their aroma…
I will write for Paris, for London, for Madrid,
For a farm in the snow, then for my youth in need.
I want to write again ! For a trip to Jersey,
On a boat, whilst a storm was raging the Channel,
I want to write about hiking, and this tunnel…
In Geneva when I questioned my survival.
I will write about my past girlfriends – when opals,
Drizzled from their glances on our soft Odyssey !
*****
Timothee Bordenave is a French author, a poet, novelist and essayist. He has published many books both in French and English. A part of his writings has been translated to various languages and published internationally.
He is also a visual artist as a photographer and a painter, whose works have also been widely shown, in France like in many other countries around the world.
Born in Paris, France, in 1984, he still lives in France today, partaking his days between the capital town and countryside properties. He first worked as a library director, before shifting to be a fulltime author and artist.
His interest to culture and creativity has brought him to be very active in the local French art community, involving himself notably in the organization of art events for his friends.
Nothing is changed until you are changed. Many people spend their lives waiting for tomorrow, believing that time itself will improve their situation. They think that one day everything will become better without taking any real action. However, time alone does not create change; only personal effort does.
Imagine that you do nothing except sit in your chair for one hour. What has changed? Almost nothing. You may feel relaxed, but your life remains the same. Now imagine sitting in the same chair for two hours or even longer. Instead of improvement, your body becomes tired, and you may struggle just to stand up. This simple example shows an important truth: doing nothing does not move us forward. In fact, it can slowly harm us. Progress requires action, even if that action is small.
Real change begins when a person decides to act. Every small step taken today shapes the future. Waiting for the “right time” often becomes an excuse for fear or laziness. Time helps only those who move with it, not those who wait for it to pass. If someone wants a different result, they must become a different version of themselves through discipline, effort, and consistency.
In conclusion, life should be lived in the present, not postponed to tomorrow. Understanding that today is the only moment we truly control is the key to success and happiness. Change your actions, and your life will change with them.
Chatgpt also helped me.
I am Ozodbek Yarashov and I live in republic of Karakalpakistan, Turtkul district. I am a young curious person and I am interested in English (in fact, my English is almost C1), and math. In the future, I am going to be a developer, not just a developer, but a developer who changes the world! I always believe in myself. I recommend to everyone, change your thoughts, change yourself!
A thatched cottage to shield from wind, cold, heat and damp,
Why would I squeeze into the steel and concrete jungle?
No matter how large a house can be measured,
The human heart remains unfathomable.
The fragrance of wildflowers along the path is natural and pure.
Even amidst thousands of houses and lanes, a single glance is enough.
If the heart is filled with light, brightness will abound everywhere.
Lights shine on faces, affairs cater to the powerful and rich.
I’ve wasted my prosperous days in vain,
Touched by the vastness of this worldly way.
I yearn to move to an isolated island,
Watching over the empty wilderness on all sides.
A single ladle of water, a single drink,
Are enough to make my heart turn toward the light.
January 2, 2026, 08:51
Comment: A Search for a Pure Land amidst the Hustle and Bustle
Anna Keiko’s “My Spiritual Home” is like a clear spring, flowing with a deep longing for a pure spiritual world amidst the hustle and bustle of the mundane world, touching and inspiring readers’ hearts.
The imagery in the poem is ingeniously used with strong contrasts. The “acre of fertile land” and the “thatched cottage” form a sharp contrast with the world built of “steel and concrete”. The former is simple and rustic, an ideal haven of peace and freedom; while the latter, though its space can be measured, has an unfathomable human heart, revealing the spiritual emptiness behind material prosperity. The natural fragrance of the “wildflower path” and the worldly disturbances of the “thousands of houses and lanes” further highlight the poet’s yearning for nature and authenticity, as well as her alienation from the utilitarian and mundane.
The emotional expression is sincere and profound. The poet directly conveys her inner belief: “If the heart is filled with light, brightness will abound everywhere”, spreading a positive and uplifting energy and making people believe that inner light can dispel all darkness. Regarding worldly prosperity, the poet laments in无奈 (helplessness), “I’ve wasted my prosperous days in vain, Touched by the vastness of this worldly way.” In a reality where power and wealth reign supreme, her loneliness and confusion are evident, and this emotion can easily resonate with readers.
The artistic conception is profound and full of philosophy. The “yearning to move to an isolated island” is not an escape from reality but a pursuit of inner peace. In the empty wilderness, she can blend with nature and find her true self. “A single ladle of water, a single drink, Are enough to make my heart turn toward the light” reveals that happiness does not lie in material abundance but in inner fulfillment and tranquility, containing profound life wisdom.
The language is simple yet full of charm, without the embellishment of flowery words, yet it can accurately convey emotions and thoughts. “If I had an acre of fertile land, A thatched cottage to shield from wind, cold, heat and damp” is simple and plain but creates a sense of peace and serenity. The rhythm is also natural and harmonious, forming a rhythm through word combinations and sentence patterns, enhancing the poem’s appeal.
“My Spiritual Home” is an excellent work that leads us to stop in the hustle and bustle, examine our inner selves, and pursue that piece of peace and light that belongs to us.
MUSTAQIL TA’LIM METODLARINING O’QUV MOTIVATSIYASIGA TA’SIRI
To’ychiyeva Madinaxon Sherquzi qizi O’zbekiston davlat jahon tillari universiteti talabasi
ANNOTATSIYA Mazkur ilmiy maqolada mustaqil ta’lim metodlarining talabalarning o‘quv motivatsiyasiga ta’siri empirik va nazariy jihatdan tahlil qilinadi.Tadqiqot oliy ta’lim muassasasi talabalari ishtirokida olib borilib, tajriba va nazorat guruhlari asosida amalga oshirildi. Tadqiqot davomida mustaqil ta’lim metodlarining qo‘llanilishi talabalarda ichki motivatsiyani kuchaytirishi, o‘quv faoliyatiga bo‘lgan qiziqishni oshirishi hamda o‘z-o‘zini boshqarish ko‘nikmalarini rivojlantirishi aniqlandi. Olingan natijalar zamonaviy ta’lim tizimida mustaqil ta’lim metodlarini joriy etish zarurligini ilmiy asoslab beradi.
ABSTRACT This scientific article analyzes the impact of independent learning methods on students’ learning motivation from both theoretical and empirical perspectives. The study examines the effectiveness of student-centered learning approaches based on independent learning principles in higher education. The research was conducted among university students using experimental and control groups. The findings indicate that independent learning methods significantly enhance students’ intrinsic motivation, increase their interest in learning, and improve self-regulated learning skills. The results of this study provide a scientific basis for the systematic implementation of independent learning methods in modern education systems.
KALIT SO’ZLAR Mustaqil talim, o’quv motivatsiyasiga, ichki motivatsiya, ta’lim samaradorligi, talaba faolligi.
KIRISH Bugungi globallashuv va raqamlashtirish sharoitida ta’lim tizimi oldiga yuqori malakali, mustaqil fikrlay oladigan, o‘z bilimini doimiy ravishda rivojlantirib borishga qodir shaxsni shakllantirish vazifasi qo‘yilmoqda. Ushbu jarayonda an’anaviy o‘qitish usullari bilan bir qatorda, alabaning faolligiga asoslangan mustaqil ta’lim metodlari alohida ahamiyat kasb etmoqda.
Mustaqil ta’lim talabaning bilim olish jarayonida tashabbuskorlik ko‘rsatishi, axborotni mustaqil izlab topishi, tahlil qilishi va xulosa chiqarishiga asoslanadi. Bu jarayon o‘z navbatida talabaning o‘quv motivatsiyasini shakllantirishda muhim omil hisoblanadi. O‘quv motivatsiyasi esa ta’lim jarayonining samaradorligini belgilovchi asosiy psixologik-pedagogik omillardan biridir. Shu nuqtai nazardan, mustaqil ta’lim metodlarining o‘quv motivatsiyasiga ta’sirini o‘rganish dolzarb ilmiy muammo bo‘lib, ushbu tadqiqotning asosiy maqsadi ham aynan ushbu masalani tahlil qilishdan iborat.
INTRODUCTION In the context of globalization and rapid technological development, modern education systems face the challenge of preparing individuals who are capable of independent thinking, continuous self-development, and effective decision-making. Higher education institutions are increasingly shifting from teacher-centered instructional models toward student-centered approaches that emphasize learners’ autonomy and responsibility in the learning process.
Independent learning methods play a crucial role in this transformation. These methods encourage students to take initiative, engage in self-directed knowledge acquisition, and actively participate in their educational development. As a result, independent learning contributes significantly to the formation of learning motivation, which is one of the key determinants of academic success.
Learning motivation is defined as a combination of internal and external factors that stimulate students’ desire to acquire knowledge and achieve academic goals. Research in educational psychology has shown that intrinsically motivated students demonstrate higher levels of engagement, persistence, and academic achievement. The main purpose of this research is to examine the impact of independent learning methods on students’ learning motivation and to identify their pedagogical effectiveness in higher education.
METODLAR Tadqiqot pedagogik tajriba-sinov usulida olib borildi. Unda oliy ta’lim muassasasining 1–2-bosqichida tahsil olayotgan 60 nafar talaba ishtirok etdi. Talabalar tasodifiy tanlash asosida tajriba guruhi va nazorat guruhiga ajratildi.
Tajriba guruhida quyidagi mustaqil ta’lim metodlari qo‘llanildi: loyiha asosida o‘qitish; muammoli vaziyatlar asosida topshiriqlar; mustaqil izlanish va taqdimotlar; elektron ta’lim resurslaridan foydalanish; reflektiv tahlil.
Nazorat guruhida esa asosan an’anaviy ma’ruza va tushuntirish metodlari saqlab qolindi. O‘quv motivatsiyasi darajasi tadqiqot boshida va oxirida maxsus so‘rovnoma orqali aniqlanib, statistik jihatdan solishtirildi.
METHODS This study employed a mixed-method research design combining both quantitative and qualitative approaches. The research was conducted among 60 undergraduate students enrolled in a higher education institution. Participants were randomly divided into two groups: an experimental group and a control group.
The experimental group was taught using independent learning methods, including: project-based learning; problem-based learning tasks; independent research assignments; use of digital and electronic learning resources; reflective analysis and self-assessment activities.
The control group continued learning through traditional teaching methods such as lectures and teacher-led instruction. Learning motivation levels were measured at the beginning and end of the study using a structured motivation questionnaire adapted for academic contexts. The collected data were analyzed using comparative and descriptive statistical methods to evaluate changes in students’ motivation levels.
NATIJALAR Tadqiqot natijalari shuni ko‘rsatdiki, tajriba guruhida o‘quv motivatsiyasi darajasi sezilarli darajada oshgan. Talabalarning aksariyati mustaqil topshiriqlar ularning bilimga bo‘lgan qiziqishini kuchaytirganini ta’kidladilar.
So‘rovnoma natijalariga ko‘ra:tajriba guruhida ichki motivatsiya ko‘rsatkichlari yuqori bo‘ldi;talabalar o‘z bilimini mustaqil boshqarishga o‘rgandi;o‘quv faoliyatiga nisbatan mas’uliyat hissi kuchaydi. Nazorat guruhida esa motivatsiya ko‘rsatkichlarida sezilarli o‘zgarish kuzatilmadi.
RESULTS The results of the study revealed a significant increase in learning motivation among students in the experimental group. Students who participated in independent learning activities demonstrated higher levels of intrinsic motivation, greater responsibility for their learning outcomes, and stronger engagement in academic tasks.
Survey results indicated that: students developed a stronger interest in learning activities; self-regulated learning skills improved noticeably; students became more confident in making independent academic decisions.
In contrast, the control group showed no significant improvement in motivation levels. These findings confirm the effectiveness of independent learning methods in enhancing students’ motivation.
MUHOKAMA Olingan natijalar mustaqil ta’lim metodlarining o‘quv motivatsiyasini oshirishdagi muhim rolini ko‘rsatadi. Mustaqil ta’lim talabaning shaxsiy ehtiyojlari, qiziqishlari va imkoniyatlarini inobatga olgan holda tashkil etilishi sababli, u ichki motivatsiyani shakllantirishga xizmat qiladi.
Mazkur natijalar Deci va Ryan tomonidan ishlab chiqilgan ichki motivatsiya nazariyasi bilan uyg‘unlikda ekanligini ko‘rsatadi. Shuningdek, Zimmerman tomonidan ilgari surilgan o‘z-o‘zini boshqaruvchi ta’lim konsepsiyasi ham tadqiqot natijalari bilan tasdiqlandi.
DISCUSSION The findings of this study support the hypothesis that independent learning methods positively influence students’ learning motivation. By granting learners greater autonomy and responsibility, independent learning fosters intrinsic motivation and promotes deeper engagement in the learning process.
The results align with the Self-Determination Theory proposed by Deci and Ryan, which emphasizes autonomy as a core component of intrinsic motivation. Additionally, the outcomes correspond with Zimmerman’s theory of self-regulated learning, highlighting the importance of learner control and reflective practices.
Independent learning methods not only enhance motivation but also contribute to the development of critical thinking, problem-solving abilities, and lifelong learning skills. Therefore, these methods should be considered essential components of modern pedagogical practice.
XULOSA Xulosa qilib aytganda, mustaqil ta’lim metodlari zamonaviy ta’lim tizimida o‘quv motivatsiyasini oshirishning samarali vositasi hisoblanadi. Tadqiqot natijalari shuni ko‘rsatdiki, mustaqil ta’limga asoslangan yondashuv talabalarning bilim olishga bo‘lgan ichki ehtiyojini kuchaytiradi, ularning faolligi va mas’uliyatini oshiradi.
Mustaqil ta’lim metodlari orqali tashkil etilgan ta’lim jarayoni talabaning shaxsiy va kasbiy rivojlanishiga xizmat qiladi. Shu sababli oliy ta’lim muassasalarida mustaqil ta’lim metodlarini tizimli va bosqichma-bosqich joriy etish tavsiya etiladi.
Kelgusida olib boriladigan tadqiqotlar mustaqil ta’lim metodlarining turli fanlar va ta’lim bosqichlarida qo‘llanilishi, shuningdek, ularning uzoq muddatli pedagogik ta’sirini o‘rganishga qaratilishi lozim.
CONCLUSION In conclusion, independent learning methods represent an effective pedagogical approach for increasing students’ learning motivation in higher education. The study demonstrates that the systematic implementation of independent learning strategies enhances intrinsic motivation, encourages active participation, and strengthens students’ self-regulation skills.
Independent learning transforms students from passive recipients of knowledge into active participants in the educational process. This shift has significant implications for improving educational quality and preparing students for professional and lifelong learning challenges.
Future research should focus on examining the long-term effects of independent learning methods across different academic disciplines and educational levels. Further studies may also explore the integration of digital technologies with independent learning to maximize motivational outcomes.
FOYDALANILGAN ADABIYOTLAR
1. Azizxodjayeva N. Pedagogik texnologiyalar va pedagogik mahorat. – Toshkent, 2018. 2.Zunnunov A. Pedagogika nazariyasi va amaliyoti. – Toshkent: O‘qituvchi, 2020. 3.Deci E., Ryan R. Intrinsic Motivation and Self-Determination in Education. – New York, 2000.
4.Zimmerman B. Self-Regulated Learning and Academic Motivation. – Journal of Educational Psychology, 2002. 5.The Effect of Learning Independence and Motivation on Students’ Learning Outcomes when Implementing Distance Learning. Masofaviy ta’limda mustaqillik va motivatsiyaning o‘quv natijalariga ta’siri bo‘yicha ilmiy maqola.journal.unismuh.ac.id
6.Development of Students’ Independent Learning Activity: Analysis in the Context of the Cognitive‑Motivative Approach Mustaqil o‘qish faoliyatini kognitiv‑motivatsion yondashuv kontekstida tahlil qiladigan maqola.
