I lay on my side upon the woven carpet in the living room of my two-leggers’ home in the gated community we all inhabited in the Pacific Northwest. My breast heaved and I expelled breaths stertorously. I was in pain. Felix, the alpha male of the household, regarded me uneasily. He wasn’t comfortable around the sick. He didn’t even like my kind, truth be told. I had been diagnosed with feline leukemia only weeks ago.
Marjorie, on the other hand, fawned all over me, coaxing me to take this elixir or that, rubbing my furry belly with gentle fingers or stroking my fur with the slicker brush. It did little to salve my distress, however; I knew that the end of the 7th of the 9 lives accorded all cats was at hand.
I had no regrets. I had lived with the Handlebergers for almost 14 years, since I had been reborn a kitten following the end of my 6th iteration. That life had expired after just 4 years: I was run over by a car on HY 70 outside St. Louis, MO. After the road crew had scooped my bloody carcass off the pavement and into the bed of the truck of the Highway Dept., I had gone through the “magic” of transformation once more.
But for a select few wiccans, shamans and other mystics, all two-leggers remain blithely unaware that cats do in fact enjoy nine lives, in rapid succession, before finally reaching feline nirvana. Even cats don’t know what happens after that, for no one had ever returned to spread the glad tidings–or otherwise.
In the beginning…
“Ooh, isn’t she a sweet little thing?” gushed Aubrey, my first “owner,” so-called. Aubrey wasn’t the brightest bulb in the lamp; she couldn’t tell a girl cat from a boy cat, which is what I was–and still am.
“This is a male, Honey,” said Aubrey’s father, the vet. “He gets a little older, we’ll neuter him.”
At the time, in my overweening youth and ignorance, I didn’t know what that meant. Looking back, I see that going under the knife is all for the best. I’ve had the operation each time and been the better for it. Once, I lived for almost a year before the surgery, and was very unhappy: tense, oversexed, uptight. I got into fights incessantly, and all over a little pussy. What a waste of energy. That first time I had the operation at 3 months; it was October of 1964–the St. Louis Cardinals had just won the World Series. The other neighborhood cats soon lost interest in me, as both a companion and a competitor.
Doc Fenster, Aubrey’s father, had rescued me from a litter of 7; my brothers and sisters had been consigned to death by drowning at the hands of a farm hand assigned the dastardly task. At the last moment, Aubrey, visiting the farm with her father, interceded on my behalf and I was saved. Yay!
“You’ll have to take care of him, Honey,” the Doc told Aubrey. She readily agreed. After a few months of home care and following the surgery, I became the office cat and remained at the veterinary full time. It wasn’t a bad life: fawning animal lovers, interesting companions, plenty of treats. I became very proprietary and checked out every creature, four-legged and otherwise, who crossed the threshold. Aubrey had christened me Mr. Whiskers. Yeah, very original.
Aubrey, 6-years-old, was very attentive for the first five or six years, but eventually she entered junior high school and began running with a gang of friends and then discovered boys. After that, I saw little of my personal two-legger.
“Aubrey,” inquired Doc often, “did you feed Whiskers?”
“Aw, Dad, I got cheerleader practice,” she’d say.
“Cat’s gotta eat,” said Doc.
“Can’t Rita do it?” whined Aubrey, naming the vet’s assistant who became my newest best friend.
And so it went.
When I turned eleven, I began to feel miserable. I mewled and cried and carried on until Doc ran some tests and discovered the awful truth: I had liver cancer. Since that problem was out of Doc’s purview, he had to get another vet to consult. The other doc decided that the operation, which would be expensive, probably wouldn’t work. It was decided not to do the surgery.
They thought I was oblivious to the prognosis, but not so. Cats are keenly aware of their mortality; they know when their number comes up. Doc told Aubrey the sad news and she was beside herself with grief. She stroked my fur and I nuzzled her hand, just to rub it in a little that she had been ignoring me. She lost it and sobbed bitterly. Touche! I thought.
“Isn’t there anything you can do, Dad?” she blubbered.
Doc explained that there wasn’t and that to delay my ultimate fate would make me needlessly suffer. Aubrey skipped cheerleader practice that day, which I marked as a personal triumph. After Aubrey and Rita had said their tearful goodbyes, Doc shot me up with a long needle. Already in pain, I didn’t even feel it.
“Goodbye, Mr. Whiskers,” whispered my two-leggers, as my soul arced across the universe to be born anew.
The transformation is a bit difficult to explain, inasmuch as I’m a cat and not a scientist or a poet. Deep, sweeping expanses and heady heights and star-filled skies and all the rest. In the end, you are without form and without substance and you’re in the hands of God or something and he’s stroking your fur and telling you it will be alright and not to be afraid. And you’re not. You’re confident and safe and secure. Content. Then this ethereal entity places what must be your soul in the womb of another mother cat and sometime later you are born anew. It’s really quite wonderful and magical.
Birth happens. Wet and magical and abrupt. Sometimes the mother goes crazy and begins devouring her kittens; sometimes it’s the jealous tom. If you make it through the first couple of weeks, you’re practically home free, because you’re cute and cuddly and virtually irresistable to two-leggers.
So now I found myself on the floor on the woven rug in the living room of the fancy home in the gated community, being watched closely by feckless Felix and magnificent Marjorie. I could tell that the end was near–we always know–and I further knew that just two more phases in my life were in the offing. I did a little mental arithmetic and calculated that my compartmentalized existence had spanned almost 60 years, not bad for a cat.
I looked forward to meeting God again, but dying was always a bit of a buzz kill. All I knew about the future for sure was that I would be reborn. In every previous incarnation I had been born in the West, though I knew some cats who’d done time in Egypt, Jerusalem, even China. I sighed.
“Ooh, Felix,” said Marjorie, “I think he’s in pain.”
I was.
“Should we take him to the vet and have him put down?” she asked.
Felix snorted. “$150 to euthanize and cremate? Too expensive. I’ll put a round in his skull and then bury him in the back yard.”
“How can you be so callous?” asked Marjorie?
That’s what I wanted to know.
“Huh!” said Felix. “Next time, we’ll get a dog!”
“You go to the devil,” said Marjorie venomously.
Felix withdrew.
Marjorie held me close, nuzzled me. “What can I do for you, Dreadlocks?” she asked softly.
I suppose a new name is out of the question?
Marjorie’s slender fingers kneaded the flesh on the back of my neck, just the way we cats like it, and she bent her head and gently kissed my fur. Just then, I felt the release once again, the breathless sensation of soaring at great heights over great distances. I heard Marjorie’s voice cry out and then I was back in the arms of God.
The humid summer where the breeze hesitated the mosquitos buzzed so loudly, like they were arguing with each other The grass stained my fingers Highland Place as I attempted to do cartwheels in the backyard. The sun sunk deeper into the tree-covered horizon, and the moths flew to the porchlight, I hurried inside, a child scared of the bugs that flew through the thick damp air, scared of the emerging darkness of the sky.
Today I will stare out the upstairs window, the green grass and swaying flowers stare back at me look at how the moss has crawled up the neighbor’s brown driveway, how the vibrant shades of green cover our backyards and among the green, my grandfather sits in the growing garden, picking at the weeds that bite at the roots of our flowers I’ll run down to the back door, and lay in that same garden, the grass breathing beneath me a cool exhale against my skin to give me a rest from the summer’s sweltering kisses bugs weave their way between my hair strands and the train sighs and sings this afternoon with the cars driving by on the other side of the house.
This evening, I’ll sit at the dinner table while the food sizzles on the stove when it’s brought to my plate, staring at me expectantly I’ll bite my tongue as my mother tells me I can’t eat until my grandmother sits in her chair and when she does, I’ll listen to family stories from generations ago and forget them all once I asked to be excused when the sun leaves the sight of the window, I’ll walk through this neighborhood say hello to horses that stand behind fences gaze up at the stars in the clear night sky, as they don’t shine the same in San Francisco and I’ll feel a breeze for the last time for a long time. and tonight,
I’ll lay in bed With blankets up to my lips and I’ll fight against my fluttering eyelids who’d like to sleep I’d like to stay conscious, like the feeble night-light who paints the walls a darkened yellow and the crickets sing me quiet lullabies beyond the window and the passing train that harmonizes upon their melody before I finish my fight to keep my eyes open.. It is the next morning,
When I awake, sometime between 11 and 12 pm, my blankets still cover my body, yet the crickets have left me “he’s gone” sings the fan, who does not provide any breeze to me whatsoever I don’t need someone to tell me what I already know the silence provides us an endless reminder anyways, The weeping of my mother, the confusion of my grandmother, the presence of my uncle, the complaints of my father, the overgrown weeds in the backyard and the poor flowers they have bitten, all provide endless reminders anyways.
Tonight when the lights begin to dim, I fight to close my eyes the crickets who once sung me to sleep, now scream like bickering parents and I toss and turn to their never-ending song, their endless reminder an endless reminder of what I once had, the grass-stains on my fingers and pants, the horses that stood behind fences, fences now broken and resting upon the ground, the moths attached to the porchlight, my impatience as I waited for my grandmother to appear out of the kitchen, the flowers of the garden, tall and proud, the bugs that crawled upon my body, the dimness of my room at midnight, lit by the feeble night-light the song belonging to the crickets, the sight of my grandfather picking at the weeds in the growing garden, an endless reminder of what I’ve lost.
I took inspiration from Yehuda Amichai’s poem with the theme of things that have been lost, along with the inclusion of family.
CAUSES OF SUICIDE ATTEMPTS AMONG YOUNG PEOPLE ON SOCIAL NETWORKS AND METHODS OF PREVENTION
Dilshoda Nodirovna Nurboboyeva
3rd Year Student, Psychology Department Turon University
Abstract: Social networks have a profound influence on the mental health of young people, sometimes precipitating suicide attempts. Key causes include cyberbullying, social isolation, harmful social comparison, and exposure to suicidal content. This article explores these factors in detail and discusses effective prevention methods such as digital literacy education, mental health support integration, algorithmic content moderation, and peer support systems to mitigate risks and promote psychological resilience in adolescents
Keywords: Social networks, suicide attempts, youth mental health, cyberbullying, social isolation, social comparison, suicidal content, digital literacy, prevention methods, peer support, algorithmic moderation, emotional resilience, online harassment, adolescent psychology, mental health resources.
In recent years, the profound impact of social media on the lives of young people, as well as on their psychological health and social interactions, has been steadily increasing. Platforms such as Instagram, TikTok, and Facebook have enabled youth to express themselves, maintain connections with friends, and access information, yet they have also introduced new risk factors. Specifically, cyberbullying, social comparison, feelings of loneliness, and the spread of suicide-related content are contributing to a rise in depression, anxiety, and suicide attempts among young people. For example, studies conducted in the United States show that young individuals who experience cyberbullying are four times more likely to have suicidal thoughts and attempts (National Institutes of Health, NIH).
At the same time, social media can also play an important role in supporting the mental health of youth. Online mental health resources, supportive peer networks, and algorithmic monitoring tools for early identification of at-risk individuals can effectively strengthen the psychological resilience of young people.
The primary objective of this article is to thoroughly investigate the impact of social media on suicide attempts among youth and to identify the main factors involved in this process. Additionally, it aims to develop effective prevention strategies focused on limiting the spread of harmful content on social media, supporting the psychological well-being of young people, and enabling early detection of individuals at risk.
To achieve this objective, the following tasks have been outlined:
1. To analyze the effects of cyberbullying, feelings of loneliness, and suicide-related content on the mental health of young people on social media.
2. To develop prevention strategies aimed at curbing the dissemination of harmful content on social media and supporting the psychological health of youth.
3. To establish systems for early identification and assistance for individuals at risk.
This article proposes evidence-based scientific approaches aimed at preventing suicide attempts among young people and improving their psychological well-being.
The influence of social media on adolescent psychological development represents a multifaceted and rapidly evolving domain within contemporary mental health research. Social media platforms such as Instagram, TikTok, and Facebook have become embedded within the social fabric of youth culture, profoundly affecting identity formation, emotional regulation, and social interaction. According to Social Comparison Theory, the pervasive exposure to curated and idealized representations of peers lives intensifies self-evaluative processes, often exacerbating feelings of inadequacy, low self-esteem, and depressive symptoms.
This psychosocial dynamic is further complicated by phenomena such as the Fear of Missing Out (FOMO), which heightens anxiety and emotional distress by perpetuating the perception of social exclusion or lesser personal fulfillment. Empirical evidence robustly links these psychological stressors to increased vulnerability to suicidal ideation and attempts among young people. For instance, research conducted by the National Institutes of Health (NIH) reveals that adolescents subjected to cyberbullying exhibit more than a fourfold increase in the likelihood of suicidal thoughts and behaviors compared to non-victimized peers. These findings are corroborated by meta-analytical reviews indicating a significant correlation between online harassment and self-harm tendencies.
Beyond cyberbullying, recent longitudinal studies underscore the predictive significance of digital addiction symptoms manifested through compulsive social media engagement and excessive screen time in forecasting suicidal behavior. Notably, it is not merely the quantity of screen exposure but the qualitative aspects of addictive use, such as emotional dysregulation and functional impairment, that critically elevate suicide risk. Such insights necessitate the implementation of comprehensive, evidence-based intervention strategies encompassing digital literacy education, parental mediation, platform accountability, and accessible mental health services.
Digital literacy programs aim to enhance adolescents’ critical awareness of online content and its psychological impact, thereby fostering resilience against harmful social comparison and cyberbullying. Parental involvement is essential in establishing boundaries and supporting healthy digital habits. Concurrently, social media companies must enhance content moderation protocols to limit exposure to suicide-related and harmful material, utilizing algorithmic detection and user-reporting mechanisms. Finally, integrating mental health resources within digital environments can provide timely support for at-risk youth, potentially curtailing the progression from ideation to suicidal behavior.
Projecting into the near future, it is anticipated that these multifactorial approaches, augmented by advances in artificial intelligence and machine learning for early detection of distress signals, will substantially mitigate the deleterious effects of social media on adolescent mental health. Consequently, this synthesis of theoretical frameworks, empirical data, and practical interventions forms a critical foundation for understanding and addressing the complex relationship between social media use and suicide risk among young people.
The intersection of social media use and suicidal behavior among adolescents can be critically examined through several psychological and sociological theories that elucidate underlying mechanisms contributing to vulnerability. One of the foundational frameworks is Festingers Social Comparison Theory (1954), which posits that individuals inherently evaluate themselves by comparing with others to establish self-worth and identity.
In the context of social media, this process becomes amplified due to the omnipresence of idealized, often curated representations of peers’ lives, resulting in maladaptive upward comparisons that precipitate lowered self-esteem, depressive symptoms, and feelings of inadequacy (Vogel et al., 2014). Empirical studies confirm that adolescents engaging in frequent social comparison on platforms like Instagram report elevated levels of anxiety and depressive affect, both established precursors of suicidal ideation (Appel et al., 2016).
Complementing this is the Interpersonal Theory of Suicide (Joiner, 2005), which identifies two primary psychological states driving suicidal desire: perceived burdensomeness and thwarted belongingness. Social media can exacerbate these states through cyberbullying and social exclusion, which diminish feelings of social connectedness and increase loneliness, thereby intensifying suicidal risk (Van Orden et al., 2010). Data from longitudinal studies reinforce this association, revealing that adolescents experiencing online harassment exhibit significant increases in suicidal ideation over time (Hamm et al., 2015).
Another relevant framework is the Cognitive-Behavioral Model of Problematic Internet Use (Davis, 2001), which explains addictive patterns in social media engagement. This model theorizes that maladaptive cognitions such as beliefs about the necessity of online validation lead to compulsive use that interferes with daily functioning and emotional regulation. A growing body of evidence demonstrates that such addictive use patterns predict heightened emotional distress and suicidality in youth (Moreno et al., 2011; Hawes et al., 2022). Notably, recent research differentiates between mere screen time and addictive behaviors, highlighting that it is the latter’s interference with psychosocial functioning that serves as a more robust predictor of suicidal tendencies (Twenge & Campbell, 2018).
From a sociological perspective, the Routine Activity Theory offers insights into the situational factors facilitating exposure to harmful content and cyberbullying. This theory suggests that the convergence of motivated offenders (cyberbullies), suitable targets (vulnerable youth), and the absence of capable guardians (insufficient moderation and supervision) creates an environment conducive to victimization (Cohen & Felson, 1979). The lack of adequate content regulation and digital literacy exacerbates youths exposure to suicide-related content, which empirical data link to contagion effects and normalization of suicidal behavior (Niederkrotenthaler et al., 2012).
Looking forward, the integration of these theories suggests a complex biopsychosocial model wherein individual vulnerabilities, cognitive distortions, and environmental risk factors converge synergistically to influence suicidal behavior in adolescents engaged in social media. Predictive models incorporating machine learning algorithms applied to digital footprints show promise in early detection of at-risk youth by identifying markers consistent with these theoretical constructs (Reid et al., 2023). This underscores the imperative for multidisciplinary prevention strategies combining psychological interventions, digital literacy enhancement, and platform-level policy reforms to mitigate the burgeoning public health challenge
n conclusion, the intricate relationship between social media use and suicide attempts among adolescents is mediated by a confluence of psychological, cognitive, and sociocultural factors. Empirical evidence elucidates that exposure to cyberbullying, maladaptive social comparisons, addictive engagement, and suicide-related content collectively exacerbate mental health vulnerabilities, precipitating suicidal ideation and attempts. Theoretical frameworks such as Social Comparison Theory, the Interpersonal Theory of Suicide, and the Cognitive-Behavioral Model of Problematic Internet Use provide a robust explanatory scaffold for understanding these dynamics. Notably, the amplification of risk is facilitated by insufficient digital literacy, inadequate content moderation, and the absence of effective psychosocial support systems within digital environments.
Forecasting the trajectory of this public health issue, it is anticipated that without comprehensive interventions, suicide attempts linked to social media will continue to rise concomitantly with increased digital engagement among youth populations. However, advances in predictive analytics utilizing artificial intelligence and machine learning hold promise for early identification of at-risk individuals through real-time monitoring of online behaviors and linguistic markers. This technological evolution must be integrated thoughtfully within ethical frameworks to safeguard privacy while maximizing preventive potential.
Based on the synthesis of current literature and data, several critical recommendations emerge. First, multidisciplinary prevention programs should be implemented, incorporating digital literacy education aimed at fostering resilience to negative social comparison and enhancing critical engagement with online content. Second, parental and educational stakeholder involvement is imperative to establish balanced digital consumption and to facilitate open dialogues about mental health risks associated with social media.
Third, social media platforms bear a significant responsibility to enhance algorithmic content moderation, proactively removing harmful and suicide-related materials, and promoting supportive, prosocial content. Fourth, accessible, youth-friendly mental health resources embedded within digital platforms should be expanded, enabling timely interventions. Finally, policymakers must prioritize the development of regulatory frameworks that hold digital platforms accountable for mitigating harms and safeguarding adolescent mental health.
In summation, addressing the multifactorial impact of social media on adolescent suicide attempts demands an integrative approach combining psychological theory, empirical research, technological innovation, and policy action. Such a holistic paradigm will be indispensable for reducing suicide rates, improving mental health outcomes, and fostering a safer digital ecosystem for future generations.
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8. Ши Л., Чжан С. Анализ факторов, способствующих распространению угроз кибербуллинга среди подростков // Журнал социальных наук и фундаментальных исследований. 2020
Nurboboyeva Dilshoda born on March 4, 2005, in Shurchi village, Shahrisabz district, Kashkadarya region, is one of Uzbekistan’s bright young minds who has devoted her early years to the pursuit of knowledge and human understanding. From childhood, she has been deeply passionate about learning, psychology, and the science of the human soul.
In 2023, she was admitted to Turon University in Karshi city, majoring in Psychology, and currently continues her studies as a third-year student. Throughout her academic journey, Dilshoda has shown exceptional dedication not only in mastering her field but also in inspiring and leading others.
As the leader of the “Future Leaders” initiative, she has worked to foster a spirit of unity, motivation, and academic excellence among students. Her leadership is defined by empathy, creativity, and the ability to bring people together toward shared goals.
Dilshoda’s scientific research has already earned recognition. She has authored and published around ten academic papers in respected journals such as “Science, Education and Research,” “Prospects of Science,” and “Journal Pedagogs.” In addition, she has participated in several scientific and practical conferences, including “Young Jadids” and “Future Scientists,” where she shared her research findings and innovative ideas. She is also the recipient of multiple international certificates for her academic and leadership achievements.
Her technical proficiency includes digital literacy, analytical research, presentation design, and effective work on online platforms — skills that support her modern, research-oriented approach to psychology.
For Dilshoda, psychology is more than a profession — it is a calling. She believes that a true psychologist helps people overcome emotional struggles, develop confidence, and restore inner harmony. Her mission is to study the human psyche deeply and to contribute to building a society with stronger mental well-being and positive thinking among youth.
In the future, she aspires to become a qualified psychologist and educator, continue her scientific research, and share her knowledge through teaching and practical work in the field of psychology. Dilshoda aims to be a role model for young researchers and an advocate for mental health awareness.
Her life philosophy beautifully reflects her dedication to learning and morality:
“Study so hard that I have no strength left to sin.”
This article analyzes the role and impact of artificial intelligence technologies on the process of learning English in the modern era.
Today, intelligent applications such as ChatGPT, Grammarly, Duolingo, Ibrat Farzandlari, and Elsa Speak provide language learners with opportunities to practice independently, improve pronunciation, correct grammatical errors, and create an effective communicative environment. At the same time, the article discusses both the positive and negative aspects of these tools — such as increasing learners’ motivation and supporting teachers, while also highlighting the potential risk of decreased independent thinking and creativity. The research explores the importance of artificial intelligence in English language education, the effective ways of integrating it into the educational system, and its possible future impact. The findings emphasize the necessity of using AI technologies purposefully and in a limited manner.
Keywords: artificial intelligence, English language learning, digital education, ChatGPT, Duolingo, language competence, technological approach.
Annotatsiya Ushbu maqolada zamonaviy davrda sun’iy intellekt texnologiyalarining ingliz tili o‘rganish jarayoniga ko‘rsatayotgan ta‘siri va o‘rni tahlil qilinadi. Bugungi kunda ChatGPT, Grammarly, Duolingo, Ibrat farzandlari, Elsa Speak kabi intellektual dasturlar til o‘rganuvchilarga mustaqil mashq qilish, talaffuzni takomillashtirish, grammatik xatolarni tuzatish hamda foydali muloqot muhitini yaratish imkonini bermoqda. Shu bilan birga, maqolada bu vositalarning ijobiy va salbiy jihatlari, ya‘ni o‘quvchilarda ishtiyoq, motivatsiyani oshirish; o‘qituvchilarga yordam berish bilan bir qatorda, mustaqil fikrlash va ijodkorlik darajasining pasayish xavfi ham yoritiladi.
Sun‘iy intellektning ingliz tili ta‘limidagi ahamiyati, uning ta‘lim tizimiga samarali integratsiya qilish yo‘llari hamda kelajakka qanday ta‘sir qilishi haqida ilmiy tahlil olib boriladi. Tadqiqot natijalari AI texnologiyalaridan cheklangan holda va maqsadli foydalanish zarurligina ko‘rsatadi.Kalit so‘zlar: sun’iy intellekt, ingliz tili o‘rganish, raqamli ta’lim, ChatGPT, Duolingo, til kompetensiyasi, texnologik yondashuv.
Аннотация В данной статье анализируется роль и влияние технологий искусственного интеллекта на процесс изучения английского языка в современную эпоху. В настоящее время такие интеллектуальные приложения, как ChatGPT, Grammarly, Duolingo, Ibrat Farzandlari и Elsa Speak, предоставляют изучающим язык возможность самостоятельно тренироваться, совершенствовать произношение, исправлять грамматические ошибки и создавать эффективную коммуникативную среду. Вместе с тем в статье рассматриваются как положительные, так и отрицательные стороны этих инструментов — в частности, повышение интереса и мотивации учащихся, помощь преподавателям, а также риск снижения уровня самостоятельного мышления и креативности. В исследовании проводится научный анализ значения искусственного интеллекта в обучении английскому языку, способов его эффективной интеграции в систему образования и возможного влияния на будущее. Результаты исследования показывают необходимость целенаправленного и ограниченного использования технологий ИИ.Ключевые слова: искусственный интеллект, изучение английского языка, цифровое образование, ChatGPT, Duolingo, языковая компетенция, технологический подход.
INTRODUCTION
In the current era of globalization, the English language occupies a leading position in the fields of international communication, education, science, and technology. Therefore, learning it effectively has become an essential need for every young generation. In recent years, the rapid development of information technologies, particularly artificial intelligence (AI) systems, has brought about fundamental changes in the process of language learning. AI-based programs not only expand students’ opportunities for independent learning but also assist teachers in organizing interactive and learner-centered lessons.
The main advantage of AI technologies lies in their ability to allow learners to practice the language anytime and anywhere, automatically assess pronunciation, detect grammatical errors, and develop communication skills. At the same time, excessive reliance on artificial intelligence may reduce learners’ capacity for independent thinking, creativity, and real-life communication, which has become a subject of discussion among educators and researchers.
From this point of view, studying and analyzing this topic is extremely relevant today. Proper and purposeful use of AI technologies plays a crucial role in improving the quality of English language learning, advancing the digitalization of education, and enhancing modern teaching methods.
Moreover, this topic has attracted the attention of many foreign and local scholars. Among them are Enik Rukiati, Tek Mani Karki, Abdullah Alenezi, and Ali Hekmat, as well as Uzbek researchers such as R. Murodov, D. Saidkodirova, M. Baxtiyorova, and A. M. Kasimova, who have conducted significant studies and contributed valuable insights to this field.
Review of the Literature
In recent years, the role of artificial intelligence (AI) technologies in the process of learning English has grown remarkably. Numerous foreign and local studies have comprehensively examined the effectiveness of this field and its pedagogical implications. In their 2024 study, Nigora Khodjamqulova and Rano Murodova emphasized that modern technologies, including AI-based tools, have helped create an interactive learning environment for studying English in Uzbekistan. According to their findings, such tools not only increase students’ motivation and engagement but also broaden their opportunities for independent learning.
In 2023, Dilnoza Saidkodirova analyzed the influence of AI technologies on teachers’ professional activities, evaluating them not as a “threat,” but as an innovative means that enhances creativity. She concluded that AI reduces teachers’ workload and assists in selecting methods tailored to the individual needs of learners. Similar conclusions have been drawn in international research. In 2025, Tek Mani Karki and Bishal Karki explored the opportunities and challenges of integrating artificial intelligence into the English language teaching system. Their research suggested that while AI increases the efficiency of the learning process, it cannot completely replace human interaction.
Likewise, Abdullah Alenezi (2025) investigated teachers’ and students’ perceptions of AI technologies. His study revealed that these tools contribute to the personalization of lessons and support learners in identifying and correcting their mistakes. Overall, the reviewed sources demonstrate that artificial intelligence technologies are elevating English language education to a new level. However, many researchers emphasize the importance of using these tools wisely and in moderation. Overdependence on AI could potentially diminish students’ interpersonal communication, critical thinking, and creativity. Therefore, the gradual and balanced integration of artificial intelligence into English language education is considered the most effective approach.
Analysis and Results
During the research, a survey was conducted among 20 respondents aged between 17 and 37 to determine the impact of artificial intelligence on English language learning. The participants were individuals connected to the field of English studies, including students, teachers, and professors. The survey results indicated that artificial intelligence technologies have a significant influence on the educational process.
The first question asked was: “How has artificial intelligence affected your English learning?” According to the findings, 81% (13 respondents) stated that AI tools were useful and effective in improving their English learning experience. However, 19% (3 respondents) reported that they had not used such technologies during their studies. This suggests that some learners still rely on traditional teaching methods and have yet to integrate modern digital tools into their language-learning process.
The second question asked participants: “Which skill do you think can be improved with the help of AI?” According to the results, 62% (12 respondents) believed that artificial intelligence is more effective in developing writing skills, while 38% (6 respondents) considered it more beneficial for enhancing speaking abilities. These findings indicate that AI tools—such as ChatGPT and Grammarly—are more frequently used to refine writing performance, particularly in correcting grammar, style, and structure.
The third question was: “Do you think the disadvantages of artificial intelligence outweigh its advantages?” The responses showed that 6 participants answered “yes,” highlighting certain negative aspects of AI technologies. Another 6 participants responded “no,” emphasizing that the benefits prevail over the drawbacks. Meanwhile, 4 respondents expressed a neutral opinion, noting that the advantages and disadvantages of artificial intelligence are balanced.
Overall, these results suggest that while AI is viewed positively in language education, its use should remain purposeful and balanced to maximize benefits without diminishing human creativity and interaction. Overall, the results of the survey demonstrate that artificial intelligence has a positive impact on the process of learning English. However, for its effective use, it is essential for users to develop technological literacy, independent thinking, and critical reasoning skills. Based on statistical data, individuals who utilize AI technologies tend to master grammar more quickly, yet human interaction remains an important component in spoken communication.
According to the research, the most effective aspects of AI tools include:1. Creating exercises tailored to the learner’s proficiency level;2. Quickly analyzing mistakes and offering appropriate corrections;3. Simulating real communication environments artificially;4. Removing limitations of time and place in the learning process.
The findings confirm that artificial intelligence cannot completely replace the human factor in English language education but can serve as a highly effective support tool for teachers.
Conclusion
In conclusion, English remains one of the most recommended languages to learn for various reasons. The study revealed that artificial intelligence provides substantial support in mastering the language effectively. Nevertheless, if learners use AI without a clear purpose, structured plan, and discipline, it may lead to wasted time, distraction, and decreased productivity.
Therefore, it is advisable to approach AI tools and technologies with rationality, balance, and mindfulness. In general, integrating artificial intelligence technologies with well-designed educational strategies can significantly enhance the quality of English language learning and strengthen the overall effectiveness of modern education.
References
1. Nigora Khodjamqulova, Rano Murodova. Modern Technologies in Teaching English in Uzbekistan: The Role of Artificial Intelligence. // Uzbek Journal of Foreign Philology. – 2024.2. Dilnoza Saidkodirova. Artificial Intelligence in Teaching and Learning English: Opportunities and Challenges for Teachers. // International Scientific Journal of Education and Innovation Studies. – 2023.
3. Tek Mani Karki, Bishal Karki. Integration of Artificial Intelligence in English Language Teaching: Opportunities and Challenges. // Dristikon: A Multidisciplinary Journal. – 2025. – Nepal Journals Online (NepJOL).4. Abdullah Alenezi. Teachers’ and Students’ Perceptions of Artificial Intelligence in English Language Education. // Arab World English Journal (AWEJ). – 2025.
5. Ali Hekmat. Artificial Intelligence and the Future of Language Learning: A Pedagogical Approach. // Journal of Educational Technology and Innovation. – 2024.6. Enik Rukiati, Tek Mani Karki. AI-Based Learning Approaches in Developing English as a Foreign Language Learners’ Skills. // Asian Journal of Education Research. – 2023.7. Rahim Murodov, Dilnoza Saidkodirova, Muxayyo Baxtiyorova, Aziza Murodjon qizi Kasimova. Advantages and Challenges of Teaching English Based on Artificial Intelligence. // Journal of Language and Education (Til va ta’lim ilmiy-amaliy jurnali). – Namangan, 2024.
Zamira Moldiyeva Bahodirovna, Student of English Filology Faculty,
UZSWLU.Email:zamiramoldiyeva219@gmail.com
Abstract: Human beings are emotional creatures, shaped not only by logic but also by feelings. Among all emotions, pain seems to stay in memory longer than joy. While moments of happiness are often bright but short-lived, painful experiences leave deep emotional and psychological traces that can last for years. This paper examines the biological, psychological, and social reasons why pain dominates human memory. It also explores how modern technology and lifestyle reinforce this tendency, and suggests ways to help people cultivate stronger, more lasting positive memories. Understanding this pattern is essential for improving emotional well-being and developing a more balanced perception of life.
Keywords: Pain, Joy, Human Memory, Psychology, Emotion, Neuroscience, Well-being
Introduction Every human being has both happy and painful memories. Yet, when we try to recall the past, painful experiences often appear sharper and more vivid than joyful ones. A simple question arises: why do we remember pain more than joy? Scientists, psychologists, and philosophers have long been interested in this phenomenon. From an evolutionary standpoint, pain plays an important survival role — it teaches us what to avoid.
For example, a person remembers the pain of touching a hot stove much longer than the pleasure of a warm meal. Psychologically, negative experiences create stronger emotional responses, which strengthen memory. Socially and emotionally, pain connects people through empathy and shared struggles, while happiness is often seen as personal and fleeting. This paper aims to discuss these aspects in detail — the biological reasons behind emotional memory, the emotional and social dimensions of pain, and the influence of modern society on how we remember and process our experiences.
Discussion 1. The Psychological and Biological Factors From a psychological perspective, the brain treats pain as a warning signal. According to research by Baumeister and colleagues (2001), negative experiences have a stronger impact on the brain because they trigger survival mechanisms. When a person experiences pain, the amygdala — the part of the brain that handles emotional processing — sends a powerful signal to the hippocampus, which then stores the memory more deeply. This means that even a single painful moment can form a permanent memory, while joy, which does not involve threat or fear, is stored more lightly. Furthermore, emotional pain and physical pain activate similar areas of the brain. When people recall a painful breakup or failure, the same brain regions that respond to physical injury become active. This overlap explains why emotional suffering feels so intense and long-lasting. Positive emotions, on the other hand, are often short and less urgent; the brain does not treat them as critical for survival.
2. The Emotional and Social Dimensions Pain also has a deep emotional and social meaning. When people experience loss, rejection, or failure, they often reflect deeply on it — trying to understand why it happened. This reflection leads to emotional learning but also strengthens the painful memory. Joy, however, is rarely examined with the same intensity. We celebrate, smile, and move on. Because we replay pain more often in our minds, it becomes stronger and more permanent. From a social perspective, pain can even create unity. People connect more easily over shared struggles than over shared happiness. Comforting someone, expressing empathy, or discussing hardships make emotional bonds deeper. Happiness, in contrast, is individual and temporary — it is felt but not always shared in depth. This difference also influences which memories our brains choose to preserve.
3. The Influence of Modern Life In today’s fast-paced, competitive, and digital world, our attention is constantly pulled toward negative information. Social media, for example, emphasizes perfection and comparison, which often increases feelings of inadequacy and emotional stress. News outlets focus on tragedies more than positive stories, training our minds to pay attention to pain. As a result, many people unconsciously strengthen their negative memories. When we constantly compare ourselves to others or worry about the future, we relive emotional pain again and again. Over time, this makes painful experiences even more powerful in memory. However, the human brain is flexible. Positive experiences can also become long-lasting if we learn to pay attention to them. Practicing gratitude, keeping a “happiness journal,” and focusing on the present moment can train the brain to store joyful experiences more deeply. Mindfulness and reflection can balance the emotional weight between pain and joy.
4. A Balanced View of Memory Remembering pain is not a weakness — it is part of being human. Pain teaches us caution, wisdom, and empathy. Yet, focusing only on painful memories can distort our perception of life. The healthiest approach is to remember both pain and joy equally. Pain shows where we have been, while joy shows where we can go. By consciously practicing positive recall — such as recalling moments of success, gratitude, and love — people can reshape their emotional memory.
Conclusion Pain remains stronger in memory because it protects us and helps us learn, while joy fades quickly because it poses no threat to our survival. Still, this natural imbalance can be corrected. Humans have the power to train their minds to remember positive emotions with equal strength. Cultivating gratitude, engaging in positive reflection, and surrounding oneself with uplifting people can all help in creating a more emotionally balanced memory. In essence, remembering pain more than joy is a sign of growth and awareness — but true wisdom lies in giving both emotions their place. Pain teaches us lessons, but joy gives us reasons to live them.
References:1. Baumeister, R. F., Bratslavsky, E., Finkenauer, C., & Vohs, K. D. (2001). Bad is stronger than good. Review of General Psychology, 5(4), 323–370.2. LeDoux, J. (2012). The Emotional Brain: The Mysterious Underpinnings of Emotional Life. Simon & Schuster.3. Kahneman, D. (2011). Thinking, Fast and Slow. Farrar, Straus and Giroux.4. Fredrickson, B. L. (2009). Positivity. Crown Publishers.5. Schacter, D. L. (1999). The seven sins of memory: Insights from psychology and cognitive neuroscience. American Psychologist, 54(3), 182–203.6. Siegel, D. J. (2012). The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are. Guilford Press.7. Tversky, A., & Kahneman, D. (1973). Availability: A heuristic for judging frequency and probability. Cognitive Psychology, 5(2), 207–232.
FROM CHALKBOARD TO SCREEN: COMPARING DIGITAL AND CONVENTIONAL LEARNING
KAMOLOVA MASHHURA DILMUROD QIZI
1st year student of the Faculty of English Philology of the Uzbekistan State World Languages University
Abstract As a result of technological development, learners can have access to the education not only by face-to-face interaction with teachers, but also through e-learning. This study aims to compare the effectiveness, advantages and limitations of traditional classroom education and online learning. The research highlights key differences between digital educational approach and conventional learning methods in accessibility, flexibility, interaction and academic outcome.
Key words: conventional education, traditional classroom learning, virtual learning, digital educational approach, learning effectiveness, student engagement, academic performance, learning outcomes.
Annotatsiya Texnologik rivojlanish natijasida o‘quvchilar ta’lim olish imkoniyatiga nafaqat o‘qituvchilar bilan yuzma-yuz muloqot orqali, balki elektron o‘qitish (e-learning) vositasida ham ega bo‘ldilar. Ushbu tadqiqot an’anaviy sinfda o‘qitish va onlayn ta’limning samaradorligi, afzalliklari hamda cheklovlarini taqqoslashga qaratilgan. Tadqiqot raqamli ta’lim yondashuvi va an’anaviy o‘qitish usullari o‘rtasidagi asosiy farqlarni — ta’limning mavjudligi, moslashuvchanlik, o‘zaro aloqadorlik va o‘quv natijalari nuqtayi nazaridan — yoritib beradi.
Kalit so‘zlar: an’anaviy ta’lim, sinfda o‘qitish, virtual o‘qitish, raqamli ta’lim yondashuvi, ta’lim samaradorligi, talaba faolligi, akademik ko‘rsatkichlar, o‘quv natijalariАннотация В результате технологического развития учащиеся получили возможность получать образование не только через личное взаимодействие с преподавателями, но и посредством электронного обучения (e-learning). Данное исследование направлено на сравнение эффективности, преимуществ и ограничений традиционного обучения в классе и онлайн-образования. В работе подчеркиваются ключевые различия между цифровым образовательным подходом и традиционными методами обучения в аспектах доступности, гибкости, взаимодействия и академических результатов.
Ключевые слова: традиционное образование, обучение в классе, виртуальное обучение, цифровой образовательный подход, эффективность обучения, вовлеченность студентов, академическая успеваемость, результаты обученияIntroduction Education has undergone significant changes in recent years, driven by advancements on technology and the increasing availability of digital tools. traditional classroom education has been the cornerstone of formal learning for centuries, however, e-learning which includes online courses, virtual classes and digital platforms, is becoming prevalent. Since learners can access to diverse resources and able to learn independently in flexible schedule due to the unique benefits provided by e-learning.
Despite its advantages, there are some concerns, remained regarding student motivation, class engagement and the quality of academic education in online environment. Therefore, by investigating advantages and downsides of these two learning methods, the study informs educators and learners for optimal learning strategies in the 21st century.
The transformation in the education system
Over the years, educational education has experienced remarkable change from traditional classroom learning which relies heavily on chalkboards, physical classrooms and face-to face interaction to computer-based instruction that contains online platforms, courses and virtual communication tools. Students are no longer passive recipients of information when the new form of learning, e-learning, that uses technology for teaching and learning is introduced as a result of the digital revolution. Especially, during the pandemic, online learning has made it possible for students to continue their education. For example, in Pakistan the popularity of online teaching increased during the COVID-19 pandemic.(1) In this case, online platforms such as Zoom, Google classroom, Moodle have played crucial role to gain knowledge.
Even when the questionnaire went on to show the importance of the Moodle system as an e-learning platform, students mentioned that the Moodle Learning Management System (LMS) helped them to improve their study skills(2) However, while e-learning offers a number of advantages, some concerns about discipline, learning quality and unequal access to technology is still remaining.
Changing roles of teachers and students
In the traditional classrooms, teachers play the main role as authority figures. Learning atmosphere is shaped by their experiences and direction, human interaction, instant feedback and face-to face communication. Students, in turn, are supposed to attend the class in person, follow the instructions given by educators. In virtual environment, on the other hand, teacher`s role loses its significance, becomes more of a mentor. Learners, meanwhile, become more independent, active participants and tend to do self-study-searching new information, guide themselves in navigating online resources, taking part in online forums, and most importantly, learn self-organization and time management. Therefore, today, most educators support blended learning which combines classroom experiences with online tools.
Accessibility and learning opportunities
One of the strongest benefits of e-learning is its flexibility. Learners can access courses from anywhere in the world as long as they have an internet connection. This opens doors for people who live in remote areas or cannot attend regular schools because of work or financial problems. In this case, distance learning can be seen as the obvious solution for remote learners. Regardless of geographical distance, any access difficulties can be overcame by the help of online media.
(3) Since, online platforms can offer a wide variety of subjects and global collaboration among students. Information can be updated easily, making learning materials more current and diverse. In one of the studies, 61% of students responded that cyber learning allows easy access to content.
(4)However, these conveniences are not equally available to everyone. Students in rural or economically challenged regions may face difficulties related to poor internet service or lack of digital devices. The lack of IT related knowledge when online classes are conducted is the greatest difficulty which faced by a number of students.
(5) For that reason, the digital divide remains a major issue that limits the effectiveness of online learning. Additionally, one of the studies showed that some did not prefer online education due to the lack of concentration and non-verbal communication.(6) Traditional education, though limited by location, offers equal classroom conditions once students are present. In that sense, traditional schools still play an important role in ensuring social equality in education.
Conclusion
Both systems have advantageous sides: in-person education provides direct interaction, emotional connection and social development, while digital educational approach offers several opportunities such as flexibility, personalized instruction and easy access to the education. That is why, it is not about choosing the better system for improving academic performance, but the goal should be combining their strengths to achieve academic success. Because the combination of both formats is important in increasing the effectiveness of education.(7)
References: Sumia Fatima, Tayyaba Idrees, Sidra Hamid, Muhammad Umar. A Comparative Study of Online and Traditional (Face-to-Face) Learning. Journal of Rawalpindi Medical Collage(JRMS); 2022. https://doi.org/10.37939/jrmc.v26i4.1710
K.D.V. Prasad, Shyamsunder Chitta, Hariprasad Soni. A comparative analysis of traditional and electronic learning systems and their applications in new education system. Multidisciplinary Science Journal. 2023. DOI:10.31843/multiscience.2023060
Commentary: Many Students in Developing Countries Cannot Access Education Remotely | The University of Chicago Harris School of Public Policy. Available from: https://harris.uchicago.edu/news-events/news/commentary-many-students-developing-countries-cannot-access-education-remotelySumia Fatima, Tayyaba Idrees, Sidra Hamid, Muhammad Umar. A Comparative Study of Online and Traditional (Face-to-Face) Learning. Journal of Rawalpindi Medical Collage(JRMS); 2022. https://doi.org/10.37939/jrmc.v26i4.1710
Farooq F, Rathore FA, Mansoor SN. Challenges of online medical education in Pakistan during COVID-19 pandemic. J Coll Physicians Surg Pakistan. 2020;30(1):S67–9. Available from: https://doi.org/10.29271/jcpsp.2020.supp1.s67Mukhtar K, Javed K, Arooj M, Sethi A. Advantages, limitations and recommendations for online learning during covid-19 pandemic era. Pakistan J Med Sci. 2020;36(COVID19-S4):S27–31. Available from: https://doi.org/10.12669/pjms.36.COVID19-S4.2785Sharipova Makhmuda Zoitovna. (2024).
EFFECTIVENESS OF ONLINE LEARNING: A COMPARATIVE ANALYSIS OF TRADITIONAL AND DISTANCE LEARNING. American Journal of Philological Sciences, 4(11), 106–110. https://doi.org/10.37547/ajps/Volume04Issue11-19
I was born on April 8, 2007, in Bukhara, Uzbekistan. I am currently a first-year student at the Faculty of English Philology of the Uzbekistan State World Languages University. Since my early school years, I have been deeply passionate about languages, literature, and communication.
I have always believed that language is a bridge connecting people and cultures. This belief inspired me to study English philology and dedicate myself to improve my language proficiency. I also enjoy exploring the use of technology in education and learning about innovative teaching methods.
In addition to my academic interests, I am an active participant in volunteer and social projects. I value teamwork, kindness, and personal growth. I believe my creative mindset and enthusiasm make me a promising young specialist in my field.
In my free time, I enjoy drawing, expressing my ideas through art and creative activities. I dream of becoming a professional English teacher who inspires students to learn with curiosity, confidence, and joy.
My life motto is: Dream big, work hard and stay humble.
Since my teenage years, I’ve been addicted to reading books, particularly novels, because they allow me to explore worlds that were previously difficult for me to recognize in my limited reality at the time. I often turned to novels to heal or recover from certain illnesses and ailments that would suddenly overtake me. I remember one time when I was struck by a high fever, which confined me to bed for several days, shivering beneath the covers, eating or drinking nothing but water, with sweat pouring from my face. Then my eyes fell upon a novel stacked atop its counterparts in the corner of my room. I forced myself to walk weakly over to it, held it up, and began reading it while lying on my sickbed. Its title remains etched in my memory to this day: “Spotted Dog Running at the Edge of the Sea ” by Chingiz Aitmatov. As soon as I finished, my fever subsided, and I awoke feeling well, as if it had provided me with the energy of recovery.
However, sometimes I long to get hold of a particular novel, because its author is a famous writer. This writer may have won an important international literary award, or they may have a surprising title, such as “How a Ghost Fetus Forms in a Goose’s Belly.” I think that’s a shocking title, isn’t it?! Perhaps one day I will use it in one of my novels—who knows? Titles like this when my appetite to immerse myself more in reading. But sometimes—I say sometimes, thank God—I fall into the trap of boredom, this heavy thing that tries to creep in and prevent me from continuing my reading pleasure.
The reason for my boredom may lie in the novel’s emptiness and its lack of an amazing opening that can captivate its reader and keep him in his chair until the end, so that he remains throughout the reading searching for the hidden link between it and the events of the novel. An opening like, “After many years, in front of the firing squad, Colonel Aureliano Buendía remembered that distant day when his father took him to introduce him to ice,” or “Suddenly, as if a hurricane had planted its roots in the centre of town, the banana company arrived, pursued by a storm of leaves.” Openings like these made me fall in love with García Márquez’s novels. They are rich, they awaken my curiosity, and therefore they leave no pore for boredom to creep in.
Another reason that opens the door to boredom for me is a slow or overly descriptive beginning. I remember almost choking when I started reading Tolstoy’s The Brothers Karamazov. The author elaborated on the introduction, detailing the family backgrounds and philosophical analyses of the characters, using complex language. This made it seem truly overwhelming, especially for first-time readers—and classic literature lovers will surely hate me.
Another reason that makes reading a novel boring for me is the postponement of the main event, leaving the reader feeling as if the dramatic action is absent or flat from the start. For example, in Thomas Hardy’s The Return Home, the actual events begin about 100 pages into the novel, and this is not something readers can easily tolerate. If we leave aside the many reasons for boredom with reading and try to find a cure for it, then certainly every reader has their own way of doing so.
As for me, the cure I rely on consists of several steps, the first of which is postponing reading, not abandoning it. As soon as I feel that this novel is boring, I put it on the table, whispering to it, “I will meet you tomorrow.” Yes, tomorrow. In my opinion, it is not appropriate to leave a novel you have started reading without completing it for more than two days. So, when the next day arrives and my sacred time comes—I mean, the one designated for reading—I prepare a cup of tea and begin talking to myself, gently encouraging it to complete what I started the day before, saying, “Since I do not believe in the existence of coincidence, then certainly the arrival of this novel to me does not fall within the circle of coincidence. Rather, it wants to tell me something.” If I am unable to convince it of what I have told it, I continue talking to it in a language that carries within it a kind of focused motivation based on imagination, saying, “Perhaps this novel is hiding its secrets from the recipient.” It takes patience to master it.
After a conversation that may last ten to fifteen minutes, I sit on the couch and begin reading. Boring novels force their readers to sit on couches. Otherwise, how can you adjust your posture whenever you want, and how can you relax in any position you wish if you’re not sitting on a couch?
Sitting on a chair doesn’t allow you to do that. And every time I finish a few pages, I insist on continuing reading to reach the lost secret I’ve longed to discover. It’s inconceivable that a novel written in, say, a hundred pages should be devoid of an important sentence. If I reach the middle and don’t find what I’m looking for, I remove the lens of the explorer to continue reading with the eye of a critic. At that point, I ask myself, “Why was this novel written?” Or, “What did its author intend by writing it?” I cannot imagine him waking up one morning and saying to himself, “Today I intend to write a novel that will annoy readers, without any real purpose.”
In this case, the annoyance itself is the purpose or goal behind writing this novel, isn’t it? If this seems to me to be the case, I have no choice but to connect the events of the novel with my imagination, and I try to become one of its heroes. Of course, I will choose to be the main hero, upon whose character development the dramatic escalation of the event is built. I begin to project my own feelings onto his character, and then I will become emotionally attached to the novel, ensuring that I will not stop reading until I discover the ending of my chosen character.
Even if the novel’s ending is superficial, lacking psychological, philosophical, or symbolic depth, or a traditional ending in which the hero marries or dies, or the narrator provides us with a religious or moral sermon, saying, for example, “And so we learned that greed is useless,” or the novel’s ending is a direct report, such as, “Those events were lessons of patience,” then I will have overcome my boredom and continued reading.
