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.

My country

You are my wealth, my dearest and unique,

And always because of you my speech is art.

Don’t let your peace be broken and bleak,

I will not let your candle in my heart depart.

Your presence means that my existence is true,

I have no happiness and joy apart from you

My nation, in my heart, pride I knew,    

For you are the light that illuminates my way anew.

Born on July 20, 2011 in Gallaorol district, Jizzakh region. Her creative works are indexed on Google. She has many international certificates

THE IMPACT OF BILINGUALISM ON INDIVIDUAL PERSONALITY

DEVELOPMENT

Nazarova Gulbaxor Azimjon qiz
UZSWLU, Associate Professor, PhD
Axramonova Laylo O‘ktam qizi
UzSWLU, Student
Uzbekistan, Tashkent
gaxramonovalaylo05@gmail.com

Abstract
Bilingualism has increasingly attracted scholarly attention as a significant factor influencing not only cognitive abilities but also individual personality development. Bilingualism is increasingly recognized as a factor that may influence individual personality development beyond linguistic competence. This article examines the impact of bilingualism on personality development by analyzing how the regular use of two languages relates to patterns of self-
expression, emotional regulation, and social interaction. Using a qualitative analytical approach, the article synthesizes recent empirical findings to identify consistent tendencies in personality variation among bilingual individuals. The analysis suggests that bilingualism is associated with greater flexibility in personality expression, particularly in traits such as openness, extraversion, and
emotional adaptability. These variations appear to be context-dependent, emerging in response to linguistic and cultural environments rather than representing fixed personality changes.

The findings support the view of personality as a dynamic
construct influenced by bilingual experience and contribute to a more nuanced understanding of the psychological dimensions of bilingualism.

Key words: bilingualism, personality development, personality traits, language context, psychological adaptability
Аннотация
Билингвизм все чаще рассматривается как фактор, влияющий на развитие личности, выходящий за рамки языковой компетенции. В данной работе

исследуется влияние билингвизма на развитие индивидуальной личности путем анализа связи между регулярным использованием двух языков и особенностями самовыражения, эмоциональной регуляции и социального взаимодействия. В исследовании применяется качественно-аналитический
подход, направленный на выявление устойчивых тенденций личностных изменений у билингвальных индивидов. Результаты анализа показывают, что билингвизм связан с большей гибкостью проявления личностных черт, особенно таких как открытость опыту, экстраверсия и эмоциональная адаптивность. Выявленные изменения носят контекстуальный характер и
зависят от языковой и культурной среды, а не от стабильной трансформации личности. Полученные выводы подтверждают представление о личности как динамической структуре, формирующейся под влиянием билингвального опыта.

Ключевые слова: билингвизм, развитие личности, личностные черты, языковой контекст, психологическая адаптивность

INTRODUCTION
Bilingualism has become an increasingly common phenomenon in today’s globalized world, where individuals are frequently exposed to more than one language through education, migration, and intercultural communication. Beyond its well-documented cognitive and linguistic benefits, bilingualism has attracted growing academic interest as a factor that may influence individual personality development. Personality, understood as a relatively stable set of traits shaping behavior, emotions, and social interaction, can be shaped by environmental and experiential factors, including language use.

In bilingual contexts, language is not merely a communication tool but also a carrier of cultural values, social norms, and patterns of interaction. Individuals who regularly use more than one language often navigate different cultural frameworks, which may lead to variations in self-expression, emotional responses, and interpersonal behavior. As a result, bilingual individuals may display different personality tendencies depending on the language and social context in which they operate. This dynamic interaction between language and personality challenges traditional views of personality as a fixed and uniform construct.

Despite the growing recognition of this relationship, research on
bilingualism has historically focused more on cognitive advantages and language proficiency than on personality-related outcomes. Consequently, the impact of bilingual experience on personality development remains underexplored, particularly in terms of how sustained bilingual language use contributes to flexibility in personality traits such as openness, sociability, and emotional
regulation. Addressing this gap is essential for developing a more comprehensive understanding of bilingualism as a multidimensional phenomenon.

In recent years, increased attention has been given to interdisciplinary approaches combining psychology, sociolinguistics, and applied linguistics to examine the relationship between bilingualism and personality. These perspectives emphasize that personality development is influenced by social interaction and
cultural engagement, both of which are closely linked to language use. Bilingual environments provide individuals with repeated opportunities to adapt their behavior and communication styles, potentially shaping personality development over time. Given the expanding role of bilingualism in modern societies, it is important to investigate how bilingual language experience affects individual
personality development.

Early research on bilingualism primarily focused on its cognitive
consequences; however, recent studies have expanded this focus to include personality-related outcomes. Empirical evidence suggests that bilingual experience is associated with measurable differences in personality traits when compared to monolingual populations. For instance, quantitative studies employing trait-based models have reported statistically significant variations in openness to experience and extraversion among bilingual individuals. In several large-scale
survey studies with sample sizes ranging from approximately 200 to over 1,000 participants, bilingual speakers consistently scored higher on openness-related dimensions than their monolingual counterparts.

Research grounded in the Big Five personality framework has provided further statistical support for the relationship between bilingualism and personality development. Studies using bilingual versions of standardized personality inventories have demonstrated that participants’ trait scores vary depending on the language of assessment. Reported mean differences in extraversion and emotional stability have reached statistically significant levels indicating that language context influences personality expression rather than measurement error alone.

These findings suggest that bilingualism contributes to context-dependent variability in personality traits.

The findings of this study align with recent research suggesting that
bilingualism is associated with measurable patterns of personality development. Specifically, variations in traits such as openness, extraversion, and emotional adaptability indicate that bilingual experience fosters flexible personality expression. As Chen (2025) observed, bilingual immigrants often adjust their personality-related behaviors depending on the linguistic and cultural context, highlighting the situational nature of trait expression. This suggests that bilingualism does not fundamentally alter personality structure but enables context- sensitive adaptations.

The role of language as a situational cue is further supported by evidence from Dylman and Zakrisson (2023), who demonstrated significant differences in Big Five trait scores when bilingual participants completed personality inventories in different languages. For example, extraversion scores were consistently higher when participants responded in their more socially dominant language, indicating that language use activates specific behavioral tendencies. These findings are consistent with sociocultural and interactionist perspectives, which emphasize the influence of social context and communicative engagement on personality development (Biju, 2025).

The observed increase in openness among bilingual individuals may be attributed to regular exposure to diverse cultural perspectives and communicative norms. Biju (2025) noted that bilinguals frequently navigate multiple cultural frameworks, fostering adaptive and flexible responses in social interactions.

Similarly, variations in extraversion and emotional stability appear to be linked to the norms and expectations embedded in each language environment (Chen, 2025). Together, these studies indicate that bilingualism promotes situational adaptability rather than inconsistency in personality. However, the influence of bilingualism on personality should be interpreted cautiously. Effect sizes in empirical studies are generally small to moderate, suggesting that bilingualism interacts with other factors such as age of acquisition, proficiency, and sociocultural environment (Dylman & Zakrisson, 2023). Moreover, most studies rely on self-report measures,
which may be affected by language-specific response biases and cultural interpretations of questionnaire items (Chen, 2025; Biju, 2025). Longitudinal and mixed-methods approaches are therefore recommended to provide a clearer understanding of how bilingualism shapes personality over time.

Language-switching research has also produced quantifiable findings related to personality expression. Experimental studies measuring behavioral and self- report data indicate that bilingual participants adjust their communicative behavior when switching languages. For example, observational data from classroom and laboratory settings show increases in verbal output and interaction frequency when
participants use a socially dominant or emotionally familiar language.

In some studies, interaction rates increased by 15–25%, reflecting heightened confidence and social engagement in specific linguistic contexts. From a sociocultural perspective, longitudinal studies have examined personality development among bilingual individuals over time. Research involving immigrant and heritage-language speakers has reported moderate correlations between length of bilingual experience and traits associated with adaptability and social flexibility. These findings suggest that sustained bilingual
language use contributes to gradual personality development rather than immediate or categorical change.

Despite these statistically supported findings, limitations remain within the existing literature. Many studies rely on self-reported measures, which may introduce response bias, particularly when questionnaires are administered in different languages. Additionally, while statistically significant effects are frequently reported, effect sizes are often small to moderate, indicating that bilingualism interacts with other social and psychological factors in shaping
personality. Sample diversity also varies considerably across studies, with an overrepresentation of adult participants and university-based samples.

Overall, the literature provides growing statistical evidence that bilingualism is associated with measurable patterns of personality development. The presence of significant mean differences, correlations, and behavioral frequency changes across linguistic
contexts supports the view of personality as a flexible construct influenced by bilingual experience. Nevertheless, further research employing mixed-methods designs and larger, more diverse samples is necessary to strengthen the empirical foundation of this research area.

From a practical perspective, these findings have implications for
educational and intercultural settings. Recognizing the dynamic nature of personality expression in bilingual individuals can inform more culturally responsive teaching, assessment, and communication strategies. Educators should consider that traits such as extraversion, openness, and emotional adaptability may
manifest differently depending on the language and context in use.

CONCLUSION

The present article demonstrates that bilingualism plays a meaningful role in shaping individual personality development. Findings indicate that individuals who regularly engage with more than one language exhibit greater flexibility in the expression of traits such as openness, extraversion, and emotional adaptability.

These effects are context-dependent, reflecting the interaction between language, culture, and social environment, rather than permanent alterations of personality structure. By navigating multiple linguistic and cultural frameworks, bilingual individuals develop adaptive strategies for social interaction, emotional regulation,
and self-expression. This dynamic process highlights the experiential nature of personality development, positioning bilingualism as an influential factor in psychological growth and interpersonal competence. Understanding the impact of bilingualism on personality

has practical implications for education, intercultural
communication, and applied psychology. Recognizing the variability and adaptability of personality in bilingual contexts can inform teaching methods, enhance cross-cultural engagement, and guide future research on the interplay between language and individual psychological development.

In conclusion, bilingualism should be viewed as a dynamic contributor to personality formation, fostering adaptability, social awareness, and context-sensitive behavior, which collectively enrich an individual’s psychological and interpersonal capacities.

REFERENCES:

1. Chen, X. (2025). Dynamic stages of personality adjustment: Language switching and acculturation in first-generation Chinese immigrants. BMC Psychology, 13(1), 906. https://doi.org/10.1186/s40359-025-03222-w
2. Dylman, A., & Zakrisson, I. (2023). The effect of language and cultural context on the BIG-5 personality inventory in bilinguals. Journal. https://doi.org/10.1080/01434632.2023.2186414
3. Biju, K. (2025). Effect of bilingualism on an individual’s personality: A
   psychological and sociolinguistic analysis. Journal of Posthumanism, 5(9), 87–98. https://doi.org/10.63332/joph.v5i9.3177
4. Lee, Y. (2025). The language effect: Investigating the impact of language switching on personality in Korean – English bilinguals. Journal of Applied Language Learning, 2(2), 01–12.
5. Reddy, N. (2025). Language and personality: A psychological study of multilingual speakers. International Journal of Research in Humanities & Social Sciences (IJRHS). https://doi.org/10.63345/ijrhs.net.v13.i5.6
6. Chapman, A. (2025). Bilingualism and personality: Exploring the impact of language and culture on personality traits in English -French bilinguals. Senior Independent Study Thesis.
7. Khayitmuratova, Y. I. (2025). Bilingualism and its influence on cognitive processes, personality. Conference thesis, Zenodo.
8. Bakhromova, M. (2024). Exploring personality and language use in
   bilinguals. Conference of Natural and Applied Sciences in Scientific
   Innovative Research.
9. Sodikova, N. B. (2024). Bilingualism and cultural identity. International Multidisciplinary Journal for Research & Development, 11(11).
10. Mushtariybegim, A. (2025). Bilingualism and multilingualism as a result of sociocultural environment influence. Multidisciplinary Journal of Science and Technology, 5(12), 181–184.
11. Raximova, F. S., & Ne’matova, M. B. (2025). The impact of bilingualism on English language acquisition. Ta’lim Innovatsiyasi va Integratsiyasi, 56(1), 172–175.
12. (2025). The effects of bilingualism and multilingualism. Synapses: Insights across the disciplines.

Cinderella

When I remove my royal robes,  

pluck the pearl buttons,  

and slip into everyday clothes —  

I am still Cinderella.  

The glass slipper  

waits for me always  

on the staircase.

Even the midnight chime  

cannot divide me from my dreams.  

You are my prince,  

and a thousand clichés  

float between us yet never wash away  

my longing  

for the silver lake  

where I drift toward you.

My ship of pleasures  

is moored to the pier of land —  

and though I conquer desire  

again and again,  

within me lives  

the pull of the full moon  

shining through us both.

This fire  

has no wish to hide.  

Only my betraying body  

distorts my voice,  

wrinkles, rusts —  

and from me you can draw  

only secret tones,  

the silences  

of a distant woman

Marin Angel, a writer from Finland and Bulgaria, seeks volunteer writers and editors for a newly forming international poetry society.

Hello, poets, poetesses, and friends of poetry!

I created a WhatsApp group called ‘PPPT’, which you can join if you are interested (actively and/or positively) in poetry. There, in our ‘PPPT’ group, I will publish information about how our party should work, with the sole purpose of helping to preserve poetry around the world for ourselves and especially for future generations.
I will mention one very important point related to my desire to create this poetic political party ‘Transparent’… A few months ago, a friend of mine (at this stage, he doesn’t want me to reveal his name) told me that he was willing to give away a significant portion of his money. He is a widower and has no children. The amount he is willing to allocate to this idea – the rescue and preservation of poetry – is approximately 6,700,000 US dollars. Before giving me this money, he stated his conditions:
The PPPT party must have at least 8,000 members. Four thousand of them must be active members (proofreaders and editors) who, for at least 12 months, will demonstrate how they all work together for the benefit of POETRY. Inactive (so-called sponsor) members of the PPPT must constantly promote our party among their relatives, friends and acquaintances.
For more information, write to me here marinangel.fi@gmail.com, in our general group https://chat.whatsapp.com/EJKeUxZNzHr6YjZJJs6Z9s?mode=gi_t or in a private message on WhatsApp!
I look forward to your reply!
Marin
+358456924499
Finland

I would be grateful if you could share this message with your family, friends and acquaintances!
Thank you in advance for your help.
Marin

Active members of the Poetic Political Party ‘Transparency’ (abbreviated as PPPT) will receive the following BENEFITS:

1) Within (maximum) 2 years, your works will become known in 75 countries around the world. By becoming an active member (EDITOR) of PPPT, you will be able to publish 2 of your poems per month in our group, which will be translated into 12 languages completely free of charge.

2) Our first book, ‘The Colour, Smell and Taste of White Snow,’ will be distributed in these 75 countries by the end of April 2027. The recipients of our book will include more than 500,000 people, including more than 300 presidents (current and former), all prime ministers, ministers of culture, current and former politicians, the largest and most important libraries, all leading literary and art publishers, more than 5,000 companies and many other individuals.

What will each editor’s job entail?

The editor will be required to professionally edit (in the language or languages he or she is fluent in) eight poems each month, which we will send to him or her for editing.

Marin

https://chat.whatsapp.com/EJKeUxZNzHr6YjZJJs6Z9s?mode=gi_t

I am writing on behalf of the Poetic Political Party ‘Transparent’ (abbreviated PPPT) to invite you to join our shared cultural exchange, which celebrates our family traditions and unique customs, both of your culture and of all cultures around the world.

We believe that sharing amazing stories and family rituals can create a wonderful bridge between our rich cultural traditions. Our goal is to develop relationships that enrich the lives of all peoples and/or nations through open dialogue and the exchange of experiences.

We believe that cultural diversity is crucial in today’s globalised market, and by sharing these experiences, local traditions and knowledge, we can contribute to

creating a more diverse environment for ourselves and future generations.

Your personal reputation as someone interested in cultural diversity and your reputation for understanding (e.g., poetry, folk art, visual arts, etc.) make you an ideal partner in our joint initiative.

As part of our joint efforts to create a more diverse and dynamic community, we are planning a series of events — for example, our first book, in which we will collect all of our amazing memories that highlight the beauty and richness of different cultures.

We believe that by uniting as ONE, we can learn from the stories of others and create a stronger sense of unity.

You can read about our activities in our PPPT group here https://chat.whatsapp.com/EJKeUxZNzHr6YjZJJs6Z9s?mode=gi_t

Yours sincerely,

Marin Angel Lazarov – Chairman of PPPT

Finland and Bulgaria

FORGET

Forget bad things 

Never remember 

Delete bad things 

Never write again 

Move away from bad things 

Never approach again 

Do not regret 

Do not be sad 

Do not angry 

Do not remember 

Delete, let go 

Re-start life.

Türkan Ergör, Sociologist, Philosopher, Writer, Poet, Art Photography Model. Türkan Ergör was born 19 March 1975 in the city of Çanakkale, Türkiye. She was selected International “Best Poet 2020”. She was selected International “Best Poet, Author/Writer 2021”. She was selected International “Best Poet, Writer/Author 2022”. She was awarded the FIRST PRIZE FOR THE OUTSTANDING AUTHOR IN 2022. She was awarded the 2023 “Zheng Nian Cup” “National Literary First Prize” by Beijing Awareness Literature Museum. She was awarded the “Certificate of Honor and Appreciation” and “Crimean Badge” by İSMAİL GASPRİNSKİY SCIENCE AND ART ACADEMY. She was awarded the “14k Gold Pen Award” by ESCRITORES SIN FRONTERAS ORGANIZACIÓN INTERNACIONAL.

The Earth and Trees There, and the Firmament Angels Also 

The angel and the sky. Well, the angel couldn’t be seen, as it might be in poems and cinema, in ancient and even modern tales. No, but the angel they, the diviners, said was nevertheless there. Ok, I thought, and this is where faith was important. And the clouds remained and some souls out there went past in the distance. You might run into a kind one for there were many good-natured persons, some others a bit grey and a few were very questionable to say the least. But let’s get back to the angel. Angel had become a commonplace and taken for granted word, like Aldous Huxley had said of the word ‘love,’ but that’s okay. I made up a poem in my mind…

Angel angel, 

guiding and wise,

inform and protect the journey,

and guard me from lies

Angel angel,

It’s better above,

Much must be purer there,

Especially love

A wind suddenly sweeps the snow off hills and creates a ghost like air. Power. Prowess. Plenitude. I watch it. What’s more, it sounds alarming but amazing. I feel joyful. Unexpectedly joyful at that. Hopefully, it’s a sign of maturity or good perspective to be impressed by such a seemingly small phenomenon like the wind or snowflakes, barren branches cold and lonesome, or an old acorn or wandering leaf. These are the poet’s and nature photographer’s friends, plus signs for a mystic to read. For the larger world would surely find it all unremarkable. But to condemn the prosaic is to miss the sacred. To dismiss the everyday is to miss the eternal. 

I paused by the invisible angels of evergreens and thought of Rainer Maria Rilke. He had said an angel to a modern would appear terrifying. Maybe that’s why they couldn’t be seen. Breathe. Yes, take a break and even a photograph of the red berries down the way that remained on a tree even in the cold and strange, the overcast and challenging, winter months. 

Brian Michael Barbeito is a Canadian poet, writer, and photographer. His most recent work, a third compilation of prose poems and landscapes photographs, is titled The Book of Love and Mourning.