After all the fairytales, I want the language of the world to change.
Let the crow caw with the sound of good news, Let there be well-wishes in the cat’s voice. May the barks of dogs become melodious songs, Let the lonely Shakil find his tribe again…
Let the pitch-black roads become Mountain streams, flowing as waterfalls. Let the humans turn into fish, Or, let them fly as honeybees. May the language of sparrows become universal, Let flocks of parrots be seen In the morning, noon, and evening.
Let the airplanes, like white gulls, Build their nests on Sumatra Island. Let there be friendship between stone and rain, Let them promise each other—no more hailstorms. Let butterflies see the moon in the land of ice. From the body of the wolf or the desert bear, Let the fragrance of heaven drift. Let the tiger’s roar be like the hum of a bee— Fearless, ageless, and spontaneous.
After all the fairytales… Let the world belong to the bees or the fish alone.
WRITTEN BY THE LEBANESE-BRAZILIAN POET AND TRANSLATOR TAGHRID BOU MERHI
Laughter is a human phenomenon that transcends cultures and eras, almost a shared language among all people regardless of race, beliefs, or experience. No society can detach itself from this energy triggered by paradox, surprise, or repetition. It is a mirror of human consciousness and a reflection of its interaction with the external world. Since ancient times, laughter has preoccupied philosophers and thinkers—not because it is merely a fleeting act of entertainment, but because it carries deep social, psychological, ethical, and philosophical dimensions. It is at once amusement and pleasure, a tool of criticism and mockery, a weapon that can wound, and a means that can repair and correct.
Aristotle viewed laughter as a uniquely human trait—man alone is capable of laughing. This definition opens the door to understanding laughter as a distinguishing feature in the human existential journey. In his writing on poetry and comedy, he defined laughter as the consequence of perceiving deficiency or ugliness in people’s acts or characteristics—yet a deficiency that falls short of inflicting pain or physical harm, remaining within the realm of play and delight. Here the dual nature of laughter emerges: it can offer sharp criticism of wrongful behavior while still being a source of pleasure.
The French philosopher Henri Bergson examined laughter in his famous book Laughter, defining it as the result of life’s rigidity. We laugh, he argued, when we encounter the mechanical in human behavior—when a person repeats gestures or words automatically without awareness or vitality. For Bergson, laughter is a social punishment applied by society to those who behave mechanically or stray from the vibrancy of human life. Thus laughter is far from random—it becomes a corrective force compelling individuals to align their behavior harmoniously with their surroundings.
Thomas Hobbes approached laughter from another angle, linking it to feelings of superiority. According to Hobbes, we laugh when we suddenly perceive the weakness or inadequacy of others, which sparks a sense of superiority within us. This interpretation exposes the hostile dimension of laughter, when it transforms into a means of asserting dominance or belittling others. The danger of such laughter lies in its sharp sarcasm, leading to hostility or reinforcing exclusion.
Sigmund Freud approached laughter from the lens of psychoanalysis: a release of repressed energy or suppressed desire. The joke or the comic moment allows the individual to express what could not be expressed openly. Thus laughter for Freud is not a simple reflex; it is liberation and release—reducing tension and restoring psychological balance.
In everyday life, laughter arises through specific patterns. Repetition itself becomes a source of laughter, as when two people repeat the same gesture or word simultaneously. The laughter does not stem from the action itself, but from the surprising pattern that repetition creates.
Likewise, when a predicted event occurs at just the right moment, laughter erupts from the unexpected alignment of expectation and reality. These moments reveal that laughter is a response linked to awareness, anticipation, and imagination—not a mere physical reflex.
Satire is perhaps the most controversial form of laughter. It merges humor with criticism, and often exceeds the bounds of playful wit to become scathing ridicule. Political comedy and caricature, for example, do more than amuse—they expose corruption, injustice, and the misuse of power. Yet satire carries another face—its reformative power.
It not only reveals error, but compels reflection, self-awareness, and change. Satirical laughter is indeed a sharp blade, but it can illuminate contradictions and place them under scrutiny. For this reason, tyrants throughout history have feared comedians and satirists, recognizing that a single honest laugh at an absurd scene may topple illusions far more effectively than solemn speeches.
Socially, laughter is a vital form of communication—an unspoken universal language that dissolves barriers. Collective laughter generates emotional unity, shrinks distance, and fosters belonging. It temporarily erases class, ethnic, or religious distinctions, allowing the purest human connection to emerge. Yet the risk arises when collective laughter turns into exclusion—when directed against the “other,” becoming bullying or communal mockery. Here laughter destroys rather than unites.
Ancient philosophies explored laughter from moral and educational perspectives. In Islamic thought, prophetic teachings encourage smiling as an act of charity, emphasizing its ability to bring joy and harmony. Yet Islam cautions against excessive laughter, warning that it deadens the heart and diminishes dignity. This balance reveals a nuanced understanding: laughter as blessing and grace on one hand, but also a potential descent into frivolity when detached from restraint.
Christian heritage similarly acknowledges innocent laughter as a reflection of spiritual joy, while condemning scornful laughter rooted in pride or contempt. In Buddhism, laughter is viewed as liberation from attachment and ego, reminding us of the world’s fragility and the impermanence of suffering. In this sense, laughter in some Buddhist traditions becomes a form of enlightenment—a reminder of life’s lightness.
In literature, laughter has always occupied a central place—from ancient Greek comedy that fused humor with social critique to modern theatre and cinema. Shakespeare’s plays wield laughter to expose moral and political contradictions. In Arabic literature, Al-Jahiz brilliantly combined humor and wisdom, using comic narrative as a tool of education and social criticism. More recently, political satire and editorial cartoons have become powerful weapons against authoritarianism—sometimes shaking the foundations of entire regimes.
Modern psychology recognizes the healing power of laughter. “Laughter Therapy” has shown that laughter reduces stress hormones, boosts immunity, and enhances emotional well-being. It becomes a therapeutic instrument bridging body, mind, and spirit.
Politically, laughter becomes the voice of the people. Black comedy does not amuse because it is light—it amuses because it tells painful truths in a way we cannot deny. We laugh at the absurdity of our realities—yet beneath the laughter lies pain, and within that pain the first spark of awakening.
Thus the relationship between laughter and reform is dialectical: laughter can wound and exclude, yet it can build and transform. It restores humanity, reminds us we are not machines, and helps us confront tragedy with a smile that softens suffering. Throughout history, oppressed societies held onto humor as their last refuge—a spiritual resistance against fear.
Viewed existentially, laughter becomes defiance—an act of rebellion against despair and mortality. To laugh in the face of tragedy is to assert life. Philosophers have therefore regarded laughter as a form of wisdom deep enough to free us from the world’s heaviness.
Anthropological studies trace laughter back thousands of years—not as a solitary act, but as a communal ritual embedded in celebrations, songs, and sacred gatherings. Laughter was, at its origin, a collective rite weaving human bonds—perhaps explaining the contagious power of laughter.
In conclusion, laughter is multifaceted: personal pleasure, psychological healing, social language, political tool, and humanitarian message. Its power lies in its dual capacity for destruction and renewal, for critique and restoration. It gathers opposites and reveals the depth of human experience.
We are left with lingering philosophical questions: Is laughter escape or confrontation? Relief from pain or higher wisdom? Perhaps it is both. At its core, laughter is creative resistance—a mirror reflecting humanity as it swings between fragility and greatness, between satire and reform—not a mere involuntary reaction.
THE IMPACT OF SOCIAL NETWORKS ON STUDENTS’ DAILY LIVES
Erkinova Shahrizoda Lazizovna Student of Samarkand State Institute of Foreign Languages. shahrizodaerkinova26@gmail.com
Annotation: This article analyzes the impact of social networks on students’ lives in the modern era of globalization and digital technologies. Today, social media platforms are becoming an important and integral part of university students’ lives. The article examines both the positive and negative effects of social networks on students’ daily lives, academic activities, and mental and physical health. Many scholars, including Sampasa-Kanyinga and Lewis, Woods and Scott, and Jamil, have studied the extent to which social networks affect students’ lives. It is also highlighted that social networks can play a positive role in supporting the learning process.
Keywords: Social networks, students, academic activity, psychological state, FOMO, education.
Introduction: In the 21st century, social networks have become not only a means of communication for young people, including students, but also a broad platform for obtaining information and entertainment. Students’ daily routines, preparation for classes, social relationships, and even sleep patterns are increasingly dependent on their use of social networks. The significant increase in time spent on social networks has both positive and negative effects on students’ lifestyles. Therefore, this issue is a relevant research topic not only for educational institutions but also for society as a whole.
Social media tools provide many conveniences for university students and positively influence their academic performance. They enable collaborative group work and projects, as well as the prompt sharing of necessary literature, lecture notes, and other information. In addition, they allow online conferences, online professional development, and audio communication.
For example, in many universities, especially in fields such as engineering or IT, students use various applications to exchange ideas and receive quick feedback from instructors, which would take much more time in offline settings. In this respect, the Internet has surpassed television, radio, and other media in attractiveness.
Several scholars have also emphasized the impact of the Internet. In particular, Sampasa-Kanyinga and Lewis studied the relationship between social media use and psychological distress. They found that using social networks for more than two hours a day is associated with higher levels of psychological pressure. Banjanin et al. examined the relationship between excessive social media use and depression but found no statistically significant relationship between the two variables.
Frison and Eggermont studied different patterns of Facebook use, perceived social support on social networks, and mood among male and female students. They found a positive relationship between both passive and active Facebook use and depression, with perceived social support acting as a mediating factor. Gender was also identified as a moderating variable.
Vernon et al. examined changes in negative emotional investment in social networks and their relationship with depression and externalizing behaviors.
Their study showed that excessive attention to social networks increased depression among adolescent students, which was associated with sleep disturbances. Barry et al. explored the relationship between adolescents’ social media use and psychological adjustment, finding a moderate positive association between social media activity, depression, and anxiety. A study conducted in China by Li et al. showed that insomnia played a mediating role in the relationship between social media addiction and depression among middle school students.
In the same year, Yan et al. studied the relationship between time spent on social networks and anxiety among middle school students, finding that more than two hours of use was significantly associated with higher anxiety levels. However, despite its many benefits, the Internet also has negative consequences, often affecting mental health by increasing depression, anxiety, and feelings of loneliness.
In particular, the concept known as FOMO (fear of missing out) describes the strong anxiety experienced when individuals feel excluded while observing others’ successes. In short, excessive Internet use can contribute to various mental health issues.
Conclusion: In conclusion, social networks today have a significant impact on the upbringing and daily lives of young people. Therefore, developing a culture of conscious and purposeful use of social networks—aligned with personal values and goals—is a key factor in ensuring students lead successful and healthy daily lives.
References:
Alimov V. S. Social Networks and Their Role in the Socio-Cultural Life of the Country // Bulletin of the National University of Uzbekistan. – T., 2015. www.in-academy.uz
Blau, I., Weiser, O., & Eshet-Alkalai, Y. (2017). Bhandarkar, A. M., Pandey, A. K., Nayak, R., Pujary, K., & Kumar, A. (2021). Bernacki, M. L., Vosicka, L., & Utz, J. C. (2020).
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.
your automatic sleep stampede built on the bifocal
Fractal gladiator carries lugubrious toy rifles
A coffee is a squares pipes
the registering girl flowed streaming wet
rain in the looped army
oceans slowly open child
glittering morphological lining
recorder kept single pudding
palm world powers narcissist module
then stuck dripping steamed gulf
wooden dress could hyphenate
swift blackness the transverse thin for water
circles surged dactyl our dead
cars solids curtains tiny jaguars wanted another explosives
vast software guns arranged someone to the stretched
PERISCOPE
She bumped red suns
crackling white galactic
clicking engines luminous
orange car slammed ink animals
sonorous notifier flaming griffin
simple hand put down porcelain
tingling troops tumbling
The bright inter-spaced creatures
engravings lengthen estuary
tanks ensconce over echo kill
printed lance the white words
leather waterfalls of tranquil light
translucent faded statues
mysterious Indian rays
The few people of ice gods
crazy hyperborean troops
darkened day package
resistant sailor tripped
office burns the air
run in the fine summer Data
imperial curtains shook the machine
The lamp her curling clerks
zinc encircled candle furry with anesthetize threshold
the whipper shut moons
reflection in pinball
dressed eye and clouds
but static torch falling
plastic antique face hid guns
LINCOLN LOOP
A geometrical design drifted past
disconnected hands twinkle
a fold in the flows held a glassine eye
facsimiles of dead space in the disorganized area
in blue time desolation thread broke
a complex flow disconnected the intruding lines
design accident instar horizon
automatic movements of the tiny area
ballerina knew the suspected man
Burning specters like thought wings
a lake that glitters with radioactive fluorescence
something strained almost to breaking
ashes frayed like threads of fabric
the darkness depressed child propellant
blotted minds with metabolic radiocarbon
Sumerians slide down glistening icicles
tropical bomb suddenly formed fish channel
gnomic trouser that first discovered life
THE PROXY INTELLIGENCE
Candied terabyte of meson water
rubbed a couple of skies with
xenon supply paper
submerged thickness of brownstone
partially pulling regrettable friends
Osiris piloted 3 musketeers
scooped bronze hospital ship with frozen stamp
Dixie hook looks with lucrative sugar
Mars girls stay with area 56 in underwater fur
tank curves in noteworthy knees
ultraviolet rainbows over a microwave sea
dispenser of strangeness strikes strontium
sea breakfast gives an inch
analgesic reprisal of quick colonnade
our Goliath buildup uses his plush nightlife
accidentally flattens bobcat
Didn’t rinse sylphs with metallic blood
opening calibration out of vortex aggregate
specters appear in the polar ring
knight clamps nettle out of cubed windows
capacitor crowns tactless morphology
French flags wash beautiful scrimshaw
foobar needs camerawork structures
waterfalls on pirate ship pumping high
FURRY CHILDREN
Someones touch electrified the visiplates
blood and bone only with eyes of iron
this but sparkles and hovers
the fire banister became Egyptian
king of sleep in concession stand
geometric anthem sometimes covers sky
attached flare of sizzling ripples
commandos pierce narrow blind
hands drift in darkness
milky teeth traps tank beneath polar bears
there parted somewhere heroes
Machine looking into small fingerprints
closed uniformity glasses
filing furry children from willows Garbo
small earth fell over the night rays of birds
Little John resplendent in the tiny tools of time
later doom to atoms behind the kangaroo
green against this studded thunder
water patiently wears the edge
stopped dreaming fishes
thought seeps into the very spaces between
pressure zone conceals enormous carved gargoyles
Gregory Wallace has been making art of various kinds for at least 50 years. He was active in the mail art scene in the 80s and participated in international mail art exhibits and correspondence. Mr. Wallace was a founding editor of Oblivion magazine and has published several books of poetry including The Girl With Seven Hands, The Return of the Cyclades, and Exile and Kingdom Come. His artistic activity encompasses poetry, collage, sculpture, assemblage, photography and painting. His work has appeared in Typo, BlazeVox, #Ranger, Synchronized Chaos, and God’s Cruel Joke.
