GRACIELA NOEMI VILLAVERDE is a writer and poet from Concepción del Uruguay (Entre Rios) Argentina, based in Buenos Aires She graduated in letters and is the author of seven books of poetry, awarded several times worldwide. She works as the World Manager of Educational and Social Projects of the Hispanic World Union of Writers and is the UHE World Honorary President of the same institution Activa de la Sade, Argentine Society of Writers. She is the Commissioner of Honor in the executive cabinet IN THE EDUCATIONAL AND SOCIAL RELATIONS DIVISION, of the UNACCC SOUTH AMERICA ARGENTINA CHAPTER.
“Andy Warhol – Federico Fellini – Federico Wardal”: a case of “muses”
This is a special story, one that emerged after a full 50 years.
About two years ago, an Instagram fan of mine, who knew I had been an inspiration to my mentor Federico Fellini and vice versa, sent me an Andy Warhol collage. My fan asked me if it was me in the photo, below the one of Liza Minnelli, second from the right, in a famous Andy Warhol collage, which also features Sylvester Stallone.
I replied to her that it wasn’t me, fully noticing that the Andy Warhol’s model in the photo appeared like a lookalike of me, wearing makeup, clothes, and attire like me at the time. The conversation between me and my Instagram fan was public and spread across social media and elsewhere, becoming popular. This is the real story. In the 70s, my photos (aka Wardal, my real name is Federico di Wardal) reached Federico Fellini and Andy Warhol via the film agencies of Franco Brel and Yvette Louis. Fellini chose me as the “adolescent alter ego of Casanova” in the first edition of his film “Casanova”, then entirely stolen, shortly before it appeared on the screens and then reshot.
Andy Warhol requested a contract from my manager Mr. Drago to be able to use my image in his compositions, but the agreement did not come to fruition. Surprisingly, it now appears, as I said, that Andy Warhol’s model Mrs. Iris, strongly resembling me, dressed and made up like me, was included in the attached photo, in the same period in which my image was exclusive to Federico Fellini. Fellini had chosen me not only because my aesthetic characteristics fit into his imaginative world , but also for my “metaphysical” personality, but at the same time intense and physical. My image, however, also fit into Warhol’s imaginative world, aside from my personality.
Both Fellini and Warhol always chose characters that no one forgets, and this is certainly positive for me, since for 50 years I have continued to galvanize audiences. But there is one aspect or challenge that has always fascinated me: the power to cancel or obscure my image, when I perform a show, through intense, pregnant acting. That said, Federico Fellini requested me not only as an “image,” but also as an actor, giving me the opportunity to express myself through acting, while Andy Warhol focused only on my special facial expression and my look, and rightly so, since Fellini is a great film director and Andy Warhol is, I think, above all a great visual artist.
For an artist who has a galvanizing image, everything can become very difficult, since producers make you play roles that are more linked to the image and not to the abilities and skills of an actor. It is truly a hard struggle to impose on producers roles that we artists believe in, roles that we feel and love.
In my case, I have been very lucky because I have inspired many directors, authors, writers, poets of different genres, ages, cultures who wanted me in roles that I have immensely loved. The names? Federico Fellini, Carlo Lizzani, Alberto Bevilacqua, Dario Bellezza, Mario Fratti, Franco Cuomo and now Enrico Bernard with the film “Lila” (A Monster Called Lila) https://youtu.be/aURAiSWSK1Y?si=Oqv5RbnlOfRbhrDQ. But also young and very young talents from California, Egypt, Italy , they are inspired by me.
This entire “story” turns 50 this year and will be celebrated in Italy in Pompeii, an ancient city and archaeological site, from December 3 to 13, 2025, during the sixth edition of the Vesuvius Film Festival (vesuviusfilmfestival.it), dedicated to my mentor Federico Fellini. The festival is chaired by Giovanna D’Amodio. I, who always love to act, not just to appear, will give the performance: “FELLINI’s Dream,” directed by the president of the Historical Archive of Italian Cinema, the authoritative film critic Graziano Marraffa. Key partners of the Vesuvius Film Festival are the Vesuvius National Park Authority, chaired by Raffaele De Luca, and ANILDD, chaired by engineer Lino Marasco.
The foreign films in the international section of the film festival are highly anticipated, such as “Kamilah the Miracle Filly” by Angela Alioto, with Joe Mantegna as narrator, and the other film is “Anita” by Wardal and Ceccomori, with Wardal and music by Andrea Ceccomori. The film is under the auspices of the national Giuseppe Garibaldi association, chaired by the descendant of the hero Francesco Garibaldi Hibbert, a special guest of the film festival. https://youtu.be/VMBSioZfN-U?si=f-h04f_CAYd40RVx. I will be accompanied by Maria Luisa Lo Monte, an international television personality. At the Vesuvius Film Festival, a photographic exhibition on Fellini and I will be inaugurated, with photos by the famous Pierluigi Praturlon, but we will also talk about Andy Warhol and the story I told you.
Lecturer, Department of Psychology, National University of Uzbekistan
Oʻrozboyeva Mohina Nuraliyevna
2nd-year student, Applied Psychology, National University of Uzbekistan
Psychology is a complex field that has been studying the human personality, consciousness, and mental processes since ancient times. Today, this field has secured its place among the developed sciences.
Modern psychology is perceived differently by people, and it faces several important tasks. One of the most significant tasks of modern psychology is related to strengthening our independence. In addition, psychology as a science has both theoretical and practical responsibilities.
Its theoretical tasks include:
– Studying the origins and characteristics of psychological phenomena;
– Scientifically explaining their mechanisms and patterns;
– Interpreting mental processes along with physiological processes;
– Investigating the factors that cause psychological phenomena to appear in life, practice, and various activities.
Its practical tasks involve delivering psychological knowledge to the wider public. This requires working with the community, dealing with children with behavioral difficulties, helping those influenced by harmful ideologies, and supporting children lagging in psychological development.
By the 20th century, psychology had reached the peak of development and achieved numerous successes, as proven by V. Wundt’s experiments. In 1879, German scientist V. Wundt founded the world’s first experimental psychology laboratory at the University of Leipzig. The hundreds of experiments conducted there proved that psychology had the right to exist as an independent science. Wundt’s influence was so great that in another part of the world—the United States—a new school of thought called functionalism emerged. Founded by E. Titchener, its representatives argued that human behavior could be evaluated not only through invisible mental elements but also through observable signs and activity results. Another major American psychologist, W. James, conducted studies of great practical significance, redefining psychology as the science that studies mental activity rather than mental elements.
The 20th century was characterized by science taking on concrete tasks, and psychology had to substantiate psychological laws through research. Today, modern psychology continues to develop and diversify without losing its relevance.
In recent years, new branches of psychology have emerged, such as anthropological psychology, developmental psychology, growth psychology, the psychology of living beings, forensic psychology, psychological literary studies, bioconstitutional psychology, esoteric psychology, psychology of abilities, higher education psychology, psychology of religion, and others.
Modern psychology now has more than 300 branches, each with its own object of study. To make them easier to research, they are classified into specific groups. Professor A. V. Petrovskiy proposed the following classification:
– Psychology branches studying specific types of activity;
– Psychology branches studying developmental age characteristics;
– Psychology branches studying the relationship between the individual and society.
Importantly, by the 20th century, applied branches of psychology had emerged, and their achievements began to be actively implemented in education, upbringing, art, business, marketing, management, and crime prevention. From this perspective, no topic or process is irrelevant to psychology in today’s era of globalization and market relations.
Psychology is so broad in scope that its achievements are being used to realize human potential, stimulate activity, and increase productivity. Modern psychology employs electronic computing technology, as well as electrical and chemical tools, to study the psyche in depth.
In Uzbekistan, psychology began to be taught as a science at the present-day National University of Uzbekistan in 1928. In 1929, a psychology laboratory was established under the People’s Commissariat of Education. Later, various branches of psychology began to be taught in pedagogical institutes. Today, psychological services have been introduced in Uzbekistan, and their network is expanding.
Reference
1. M. E. Zufarova, General Psychology, 2010.
2. U. Fayziyeva, N. Jumayev, General Psychology, 2021.
Orozboyeva Mohina Nuraliyevna
Student at the National University of Uzbekistan named after Mirzo Ulugbek in Tashkent.
Winner of the 2024 Profession Volunteer Competition
Winner of the 2025 International Scientific and Practical Conference among the CIS countries and recipient of the “Honor of the Homeland” medal.
Member and volunteer of the Tashkent city “Kizlar Ovozi” club.
Aleksandr Arkadyevich Faynberg: Life, Literary Contributions, and Cultural Legacy
Abstract
Aleksandr Arkadyevich Faynberg (1939–2009) was one of the most prominent literary figures in Uzbekistan during the second half of the twentieth century. As a poet, translator, and scriptwriter, he significantly influenced both Uzbek and Russian literary traditions. His work reflects a synthesis of cultures, lyrical refinement, and philosophical depth, making him a key figure in fostering cultural exchange between the Turkic and Slavic worlds. This paper presents an academic overview of Faynberg’s life, literary contributions, translation activities, cinematic achievements, mentorship, and enduring legacy.
Introduction
The literary landscape of Uzbekistan in the Soviet and post-Soviet periods witnessed the emergence of several significant figures who contributed to both national and transnational literary spheres. Among them, Aleksandr Arkadyevich Faynberg occupies a unique position. Writing primarily in Russian yet deeply embedded in the cultural context of Uzbekistan, Faynberg successfully bridged linguistic and cultural divides. His poetic voice resonated across linguistic boundaries, and his translations served as vital conduits for introducing Uzbek literature to Russian-speaking audiences.
Early Life and Education
Aleksandr Faynberg was born on November 2, 1939, in Tashkent, then part of the Uzbek Soviet Socialist Republic. His parents, originally from Novosibirsk, relocated to Tashkent in 1937, a period marked by significant migration within the Soviet Union due to industrialization and political centralization. The multicultural environment of Tashkent, where Uzbek, Russian, and other Central Asian communities coexisted, played an important role in shaping Faynberg’s worldview.
Following his early education, Faynberg studied at the Tashkent Topography Technical School, after which he served in the Soviet Army in Tajikistan. His experiences during military service exposed him to the diverse landscapes and cultures of Central Asia, which later appeared as motifs in his literary work. Determined to further his education, Faynberg enrolled in the Faculty of Philology at Tashkent State University (now the National University of Uzbekistan), pursuing a degree in journalism through correspondence study. This academic background equipped him with literary theory, critical analysis skills, and journalistic discipline. In 1961, he married Inna Glebovna Koval, with whom he shared a lifelong partnership.
Literary Career
Faynberg’s literary debut came in the 1960s with the publication of his first poetry collection, Etude (1967). This work demonstrated his mastery of lyrical form, precise imagery, and emotional subtlety. Over the next decades, he published numerous collections, including Poems (1977), Distant Bridges (1978), Free Sonnets (1990), and Leaf (2008). These collections established him as a leading figure in Russian-language poetry in Uzbekistan.
His poetry combined personal emotion with universal philosophical reflection, exploring themes such as love, time, human dignity, and the transience of life. While his language was deeply rooted in the Russian literary tradition, his imagery and cultural references reflected the landscapes and heritage of Uzbekistan. This synthesis created a distinctive poetic voice capable of appealing to diverse audiences.
Translation Work
One of Faynberg’s most significant contributions was his work as a translator. He translated the poetry of eminent Uzbek writers, including Alisher Navoi, Erkin Vohidov, and Abdulla Oripov, into Russian. His translations were not merely linguistic transpositions; they were creative reinterpretations that preserved the rhythm, imagery, and emotional intensity of the originals. In doing so, Faynberg contributed to the cross-cultural dialogue between Uzbek and Russian literary communities.
In the context of Soviet cultural policy, translation played an essential role in promoting national literatures within the broader Soviet canon. Faynberg’s work in this sphere not only introduced Uzbek poetry to Russian-speaking readers but also helped secure its place in the shared literary heritage of the USSR.
Cinematic and Dramatic Contributions
Beyond poetry, Faynberg made important contributions to cinema as a scriptwriter. He authored scripts for seven feature films and approximately twenty animated films. Notable works include Under the Blue Sky, The House Under the Hot Sun, and Those Burned in Kandahar. In 1999, he wrote The Stadium in the Sky, a poignant film dedicated to the 1979 air disaster that claimed the lives of the “Pakhtakor” football team. This work demonstrated his ability to translate poetic sensibility into visual storytelling, combining emotional resonance with narrative structure.
Mentorship and Literary Leadership
From 1965 to 1969, Faynberg served as a consultant for the Writers’ Union of Uzbekistan. In this capacity, he mentored young writers, organized literary seminars, and provided editorial guidance. His role in nurturing emerging talent contributed to the vitality of Uzbekistan’s literary scene during a period of both ideological constraint and creative innovation.
Recognition and Awards
Faynberg’s literary and cultural achievements earned him numerous honors. In 1999, he was awarded the title of Honored Cultural Worker of Uzbekistan. In 2004, he was named People’s Poet of Uzbekistan, one of the highest accolades in the country’s literary sphere. In 2008, the Russian Federation awarded him the Pushkin Medal for his contributions to Russian-language literature and his role in fostering cultural exchange. Esteemed poet Abdulla Oripov described him as a “unique poet and translator,” noting that no other Russian-language writer had sung about Uzbekistan with such sincerity.
Literary Style and Themes
Faynberg’s poetic style is characterized by lyrical clarity, cultural synthesis, and philosophical depth. His ability to weave together Russian literary forms with Uzbek imagery created a body of work that is both regionally grounded and universally resonant. His poems often reflect on the passage of time, the inevitability of change, and the endurance of love and memory. This thematic range, combined with formal elegance, positions his work within the broader tradition of world literature.
Legacy
Aleksandr Faynberg’s influence extends beyond his published works. As a poet, he enriched Uzbekistan’s cultural heritage; as a translator, he built bridges between linguistic communities; as a scriptwriter, he contributed to the country’s cinematic tradition; and as a mentor, he helped shape future generations of writers. His works continue to be read, studied, and appreciated in both Uzbekistan and abroad, reflecting his enduring relevance in a rapidly changing cultural landscape.
Conclusion
Faynberg’s life and work illustrate the power of literature to transcend linguistic, cultural, and political boundaries. His poetry, translations, and screenplays collectively form a multifaceted legacy that has left a lasting imprint on the literary and cultural identity of Uzbekistan. By harmonizing the Russian and Uzbek literary traditions, Aleksandr Arkadyevich Faynberg not only enriched the artistic heritage of his homeland but also contributed to the global appreciation of Central Asian literature.
References
1.Faynburg, A. (n.d.). Selected poems. Tashkent: Gafur Gulyam Literature and Art Publishing House.
2.Karimov, I. (1995). High spirituality is an invincible force. Tashkent: Uzbekistan Publishing House.
3.Mirziyoyev, S. (2017). We will build our great future together with our brave and noble people. Tashkent: Uzbekistan Publishing House.
4.Sultonov, S. (2003). Modern Uzbek literature: An overview. Tashkent: Fan Publishing.
5.Yusupova, G. (2015). Aleksandr Faynburg’s contribution to Uzbek poetry. Uzbekistan Journal of Literary Studies, 4(2), 45–52.
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Ours have politics greener than a big farm.
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This article discusses the theoretical foundations of developing students’ communication competence, the importance of mastering their native language and improving the level of speech communication skills, and highlights the system of professionally significant qualities. It also emphasizes the need to focus on methodological support for diagnosing professional mastery.
Keywords: language education, ability to communicate, fostering the quality of enjoying communication, cultivating aesthetic education, developing independent thinking. The aim is to enhance student competence through such communication.
Main Part
Taking into account that language develops as society progresses, the issue of enriching native language teaching with new developmental methods is becoming increasingly relevant. Students should be explained that learning and teaching the secrets of our native language through interactive and innovative methods, while ensuring deep and nationally rooted understanding, is necessary.
In higher educational institutions, it is important to ensure the continuity of teaching the Uzbek language, strengthen students’ orthographic and stylistic literacy, and create mechanisms to raise language skills and communication competence to an advanced level.
The necessity of implementing reforms and modernizing the content of native language (Uzbek) education at all levels of schooling is essential. This enables students of higher education institutions to further develop their abilities of deep thinking, listening, and communicating in their mother tongue, while also applying innovative educational technologies in this process. Uzbek pedagogical scholars have underlined that developing students into well-rounded individuals requires systematic scientific-theoretical approaches. In Uzbekistan, purposeful and systematic measures are being carried out to improve the content and thematic quality of Uzbek language education as the national and state language.
For example, Doctor of Pedagogical Sciences, Professor U.I. Inoyatov emphasizes the theoretical and organizational-methodological foundations of monitoring and managing the quality of education, stressing that one of the important factors in professional and human thinking is language and speech competence. Methodologist M. Sobirova’s fundamental research explores theoretical and practical aspects of improving professional specialization. Researcher O.A. Abduquddusov addresses integrative approaches in training young and future specialists, focusing on solutions to the problems of thinking, language, and speech. D. Yuldasheva highlights the problem of preparing specialists with professional mastery and eloquent speech. Scholars such as Ibragimova G., Azimova I., Ziyodullayeva G., and Murodova A. explore issues such as developing interactive creativity, the psycholinguistic basis for improving linguistic skills in native language teaching, the role of rule systems in shaping communicative competence, and the importance of listening and comprehension in native language learning.
Teaching our national language requires clearly explaining and instilling the unique lifestyle, ethnography, and traditions of the Uzbek people that are preserved in the language. For this, it is essential to effectively use comparison, contrast, and generalization methods and technologies in teaching. It is the duty of a native language teacher to ensure that students understand the essence of concepts and terms, which are linguistic units. Therefore, a university teacher must themselves fully master Uzbek language and speech competence.
Based on the theoretical foundations of developing communication skills among university students, it can be said that language and speech etiquette are the essence of Uzbek national life. In any time, place, or society where good behavior and proper speech prevail among members of the community, that society prospers, its living conditions improve, and peace reigns.
When addressing the issue of improving students’ knowledge of their native language and communication skills, attention should first be directed toward identifying the system of professionally important qualities. This serves as both the basis and the methodological provision for diagnosing the dynamic individuality of a professionally skilled person.
Naturally, communication has several functions. The most frequently used is the conversation between interlocutors, beginning with greetings and extending to the highest levels of communication. National characteristics also dominate communication. Among Uzbeks, from a simple and sincere greeting to parting, such features are clearly visible.
Another important aspect of communication is that it encourages activity. Particularly in the educational process, communication creates activity. To meet the need for communication, a person must master the art of speech and etiquette. Communication is carried out through verbal expression.
In our wise nation, there are many proverbs and teachings about the rules of speaking, caution in the use of language, and the importance of thinking before uttering every word and sentence. One such saying states that a person’s honor and dignity are reflected in their cultured way of speaking. If one does not follow the etiquette of speech, their humanity will not be visible. If speech is expressed appropriately and meaningfully, it is better to listen in silence. Mastery of literary language requires not only spelling but also correct pronunciation, as these are two sides of the same coin. Deviating from literary pronunciation norms is equivalent to semi-literacy in writing.
The structural elements of speech communication include:
a) transmitting communicative information;
b) acting in interactive cooperation;
c) jointly perceiving in a perceptive way.
For example, in the communicative process, when a teacher explains a topic, they first set a communicative goal and then demand interactive actions (cooperation) from students. In practical and seminar classes, as well as lectures, the teacher addresses students with various questions and evaluates them accordingly. Most students show activity in this regard, though some find it very difficult to raise their hands and answer. A student forced to respond may show uncertainty in speech at the very communicative stage. Or, even if both sides act interactively, if they do not perceive the expressed idea together, the perceptive aspect of communication is disrupted, leading to poor comprehension of the lesson. Neglecting these aspects during communication results in misunderstanding.
Therefore, developing students’ speech communication culture should be determined in advance as parameters in the form of knowledge, skills, and abilities aligned with small-scale objectives. For example, the content of dialogue replicas forms separate units. Verbal communication is not limited to questions and answers; it also includes listening to the interlocutor, asking counter-questions, rejecting questions, encouraging action, making proposals, and so on. This requires the use of various lexical and grammatical tools and formulaic sentences. Hence, mastering speech communication (dialogue) requires a broad approach.
Our observations show that most sentences constructed and presented by students have logical connections, but the normative level of words and grammatical forms used to construct syntactic structures does not fully meet the requirements. Cases were observed where auxiliary words, word-forming, form-building, and syntactic relation-forming affixes were not used appropriately. To improve students’ native language knowledge and communication skills, teachers should encourage them to read more literary books, do more writing exercises, and develop the habit of working with dictionaries.
In higher education institutions, developing the speech competence of future specialists is crucial for encouraging creativity, carrying out projects, and fostering literary reading and writing practices. Developing students’ communication culture should be set in advance as parameters in the form of knowledge, skills, and abilities aligned with small-scale objectives.
From modern requirements, we can identify the following main ways and requirements for developing language and speech competence of future specialists, based on the content of education:
1. A specialist with sectoral scientific-theoretical training and creativity must possess speech competence.
2. Engaging in scientific-research and experimental activities, they must be able to express the realities of their work in both written and oral forms appropriate to speech styles.
3. When introducing new technologies, they must be able to fully explain and demonstrate their specific features using professional terminology.
4. Through modern electronic media, they must be able to express virtual communication clearly, simply, concisely, and without vagueness, using national and professional styles. They must ensure the clarity and validity of information through the words they use.
Conclusion
The successful resolution of political, economic, and social tasks in society largely depends on how well each member of society knows their native language and can apply it in practice—that is, in speech situations, environments, and among people of different social groups—freely, clearly, simply, and fluently.
Cultivating in students the ability to communicate correctly, fluently, and meaningfully, while at the same time enhancing their aesthetic taste and developing their independent thinking capacity, is one of the key tasks in achieving communicative literacy and developing student competence.
References
1. www.namspi.uzuniversaljurnal.uz INNOVATIONS. Materials of the Republican Scientific-Practical Conference. Namangan, October 10–11, 2024. Presidential Decree No. 5850 on measures to fundamentally enhance the prestige and status of the state language.
2. Inoyatov U.I. Theoretical and Organizational-Methodological Bases of Monitoring the Quality of Education in Professional Colleges. Dissertation. Tashkent, 2003. p. 327.
3. Xalikova Sh. Problems of Improving Education and Science. Qarshi, 2022. pp. 558–560.
4. Sobirova M. Teaching Language Phenomena on the Basis of an Anthropocentric Approach. International Journal of Early Childhood Special Education (INT-JECSE), Vol. 14, Issue 07, 2022. DOI: 10.9756/INTJECSE/V14I7.91.
