Student of Group 25_02

Department of Chinese Philology and Language Teaching

Faculty of Oriental Philology

Uzbekistan State University of World Languages

Haydarova Mehribon

Annotation:

It is well known that the most difficult aspect of learning Chinese is the origin of characters and the meaning expressed by each of them. This article analyzes the origin, significance, and types of Chinese characters, their importance in the process of learning Chinese, the meanings they convey, and their development. In addition, the difficulties in learning characters and easy methods for memorizing them are also discussed.

Keywords: hieroglyph, Chinese language, method, origin, meaning, easy memorization

INTRODUCTION

In the modern era, the prestige of the Chinese language has increased significantly. For this reason, more than 80% of students and young people around the world are learning Chinese. As is well known, the most difficult aspect of learning this language is undoubtedly its characters. This is because each character has its own origin, history, and meaning, which creates certain difficulties for learners.

This article highlights the origin and development of Chinese characters, their historical stages, how they have evolved from their creation to the present day, and their meanings. In addition, it presents methods for learning them easily, enabling learners to master them quickly and within a short period of time. Knowledge of Chinese culture, literature, philosophy, and history plays an important role in understanding Chinese characters. Each character carries thousands of years of history and meaning; in other words, a single character can represent an entire word or concept. Learning them requires a great deal of effort and time.

International conferences on the origin of Chinese characters, the art of writing, and the aesthetic aspects of calligraphy—such as “The Origin of Chinese Characters and the Nature of Calligraphy” and “Origins of Early Writing Systems” at Peking University—have been held worldwide. In Uzbekistan, the International Scientific-Practical Conference of Tashkent State University of Oriental Studies was also organized. These conferences promoted ideas regarding the origin, development, and learning methods of Chinese characters.

RESEARCH METHODOLOGY

A number of scientific studies have been conducted on the origin of Chinese characters, the stages of their development, and methods for learning them quickly and easily, using various research methods. First, historical methods were applied to study the origins and development of characters, focusing on their earliest forms. From the perspective of the history of linguistics, Chinese characters are considered one of the four most ancient writing systems. Therefore, many scholars have conducted extensive research in this field.

Specifically, historical methods were used to study the earliest forms of characters—oracle bone inscriptions, bronze inscriptions, small seal script, and the development of modern characters. This method made it possible to identify the reasons for the emergence of characters and their relationship with society. Through modern methods, new types of characters and their regional differences—for example, similarities and differences between those used in Beijing and Shanghai—were examined.

Regarding research on fast and easy learning of characters, several experimental-pedagogical studies were conducted. In this research, new methods, techniques, and applications were developed for learning characters. One of them is the “TRAIN CHINESE” application, through which an English–Chinese dictionary was created. Learners can write unknown characters and find their translations, meanings, stroke order, grammatical usage, and example sentences, making learning easier. In addition, the “PLECO” application allows learners to write unknown characters and learn their pinyin; this feature distinguishes it from other dictionary applications.

REVIEW OF THE LITERATURE

Since Chinese is an ancient language, it has been studied for many years. In particular, the father-and-son scholars Wang Nian-Song and Wang Yin-Zhi laid the foundations of Chinese linguistics, while Xu Shen paid serious attention to Chinese writing and characters in his work “Elements and Compound Characters.” Moreover, in his work “Shuowen Jiezi” (1st–2nd centuries AD), Xu Shen explained characters based on six types, distinguishing pictograms, ideograms, compound ideograms, and phonetic-semantic characters. According to this work, the origin of characters is linked to pictorial symbols. For example, the character for “sun” was originally depicted as a round shape and gradually became simplified over time. Several similar examples were also provided.

In a similar vein, Uzbek linguist Sh. Safarov, a specialist in semantics and sign systems, described Chinese characters as a semiotic system and initially referred to them as sign-images. Regarding the fast and easy learning of characters, foreign scholar James W. Heisig, in his book “Remembering Chinese Characters,” stated that associative and imaginative memorization—linking each character with meaning and a story—leads to easier and more effective learning. William C. Hannas, in “Asia’s Orthographic Dilemma,” argued that due to the complexity of Chinese writing, structural and visual approaches are effective for students, and learning characters by components (radicals/keys) accelerates memorization.

At the same time, the origin of Chinese characters is described in ancient legends and historical texts, but the most famous theory appears in canonical texts. According to legend, Fu Xi created the “bagua” (eight trigrams), which formed the basis of Chinese characters and represented an early form of writing. Cang Jie, who lived during the reign of Emperor Huangdi, invented characters inspired by bird tracks and animal footprints. In addition, calligraphers of the Western Zhou dynasty engraved Chinese characters as texts on bronze vessels, which also serves as evidence of the origin of characters.

HISTORICAL DEVELOPMENT OF CHINESE CHARACTERS

Archaic Jia gu wen Modern character Simplified Pinyin

Mean

    人 — rén Person

    女 — nǚ Woman

    子 — zǐ Child

    日 — rì Sun

    月 — yuè Moon

    山 — shān Mountain

    川 — chuān River

    水 — shuǐ Water

    雨 — yǔ Rain

    竹 — zhú Bamboo

    木 — mù Wood

    馬 马 mǎ Horse

    鳥 鸟 niǎo Bird

    龜 龟 guī Turtle

    龍 龙 lóng Dragon

Several scientific conferences on fast and effective learning of Chinese characters have also been held. One of them is the World Chinese Language Conference, organized in 2025, where a new educational system based on the “Learn Chinese with Ease” concept was presented. It introduced a multimedia-based learning system using multimedia resources, interactive applications, and videos to teach the language in an immersive way.

Similarly, at the “Chinese Learning and Media Integration in the Digital Age” conference held in Indonesia in 2024, modern media and online educational tools—such as virtual reality, interactive lessons, and new applications—were discussed.

RESULTS AND ANALYSIS

Regarding research on the origin of characters, students acquired skills in understanding the history of characters and their meanings through this study. Uzbek scholars evaluated Chinese characters not only as a writing system but also as a cultural, semantic, and cognitive phenomenon.

Through new applications such as “TRAIN CHINESE” and “PLECO,” learners began to study characters more quickly and easily, which provided several conveniences. For example, writing characters in the correct stroke order is mandatory, and without such applications, students could not easily learn the correct order. As a result, the creation of these applications significantly improved convenience for learners.

Both international and Uzbek scholars share similar views on the origin of characters, explaining Chinese characters as a logographic writing system, a cultural symbol, and a semantic unit.

According to scholars’ views on fast and easy learning, associative, visual, radical-based grouping, and step-by-step approaches are the most effective methods for learning Chinese characters quickly and easily.

CONCLUSION

In conclusion, this article examined the origin of Chinese characters and methods for learning them quickly and easily. During the research, substantial information about the origin and development of characters was revealed. The origin of Chinese characters began with ancient pictograms, which were gradually simplified and transformed into ideograms and phonetic characters. When we look at modern Chinese characters, they can be divided into simple, complex, radical-based, and phonetic characters. This shows that although ancient characters have become modernized, their structural principles have remained similar.

Regarding research on fast and easy learning of characters, conferences have shown that learners can effectively retain characters in memory by studying radicals and components, regularly reviewing them using applications such as Anki, and learning correct stroke order through other applications. In the future, the development of even more effective applications, dictionaries, and textbooks will increase the number of learners of Chinese characters worldwide, and it is considered appropriate to continue research in this direction.

REFERENCES

1.B. Karlgren, Grammata Serica.

2.Proceedings of the World Chinese Language Conference. Beijing: CIEF.

3.Uzbekistan State University of World Languages, Scientific-Practical Conference Proceedings.

4.Istrin, V.A., The Origin and Development of Writing, Moscow, 1965; Friedrich, I., History of Writing, trans. from German, Moscow, 1979; Mahmutkhojaev, M.H.; Bekmurotov, I.N., On Chinese Writing (Characters), Tashkent, 1990.

5.Madjidova, R.U.; Yuldasheva, F.F.; Reviewers: Muhammedova, S.X.; Salisheva, Z.I., Head of the Department of General Linguistics, Doctor of Philology, Professor; textbook General Linguistics, Uzbekistan State University of World Languages.

The Role of Linguoculture in Shaping Worldview: Language as a Cultural Code

Abstract

This article examines the role of linguoculture in shaping human worldview, conceptualizing language as a cultural code that encodes collective values, beliefs, and cognitive patterns of a speech community. Drawing on the theoretical framework of linguoculturology, the study explores how culturally marked linguistic units reflect and construct culturally specific ways of perceiving reality. The research employs qualitative methods, including semantic and conceptual analysis of linguocultural units such as metaphors, culturally loaded lexemes, and phraseological expressions. The findings demonstrate that language functions not merely as a communicative tool but as a semiotic system through which cultural meanings are preserved, transmitted, and transformed. The study argues that worldview formation is deeply influenced by linguocultural factors embedded in language, which shape both individual and collective cognition. By highlighting the interdependence of language, culture, and worldview, this research contributes to contemporary discussions in linguoculturology and intercultural communication, offering insights relevant for cross-cultural studies and linguistic anthropology.

Keywords: linguoculture; worldview; cultural code; language and culture; conceptualization; cultural meanings; linguistic worldview.

Introduction: 

In contemporary linguistics, the interrelation between language and culture has become a central area of interdisciplinary research, giving rise to such fields as linguoculturology, linguistic anthropology, and intercultural communication. Language is no longer viewed solely as a neutral means of communication; rather, it is increasingly understood as a cultural phenomenon that reflects, preserves, and transmits the collective experience of a speech community. Within this paradigm, language functions as a cultural code through which culturally specific meanings and values are encoded and interpreted.

The concept of worldview has attracted significant scholarly attention, as it represents the way individuals and communities conceptualize reality. According to linguocultural theory, worldview is not formed independently of language; instead, it is shaped by culturally marked linguistic structures that influence perception, cognition, and interpretation of the world. Lexical choices, metaphors, phraseological units, and culturally loaded expressions embody national and cultural specifics, thereby contributing to the formation of a linguistic worldview. As a result, speakers of different languages may conceptualize the same phenomena in distinct ways.

Linguoculturology, as an interdisciplinary field, focuses on the interaction between language and culture and examines how cultural meanings are embedded in linguistic units. Scholars such as V. A. Maslova, Yu. S. Stepanov, and E. Sapir have emphasized that language serves as a repository of cultural memory and a mechanism for constructing social reality. From this perspective, language operates as a semiotic system that encodes cultural norms, values, and cognitive patterns, shaping both individual and collective worldviews.

Despite extensive research on language and culture, the role of linguoculture in shaping worldview remains a relevant and evolving topic, particularly in the context of globalization and intercultural communication. Understanding language as a cultural code allows for deeper insight into how cultural meanings are structured and how misinterpretations may arise in cross-cultural interactions. Therefore, this study aims to examine the role of linguoculture in worldview formation by analyzing culturally marked linguistic units and their conceptual significance. The findings are expected to contribute to ongoing discussions in linguoculturology and provide a theoretical foundation for further comparative and applied research.

Literature review

The relationship between language and culture has long been a subject of scholarly inquiry across linguistics, anthropology, and philosophy. Early foundations of this relationship can be traced to the works of Wilhelm von Humboldt, who emphasized that language embodies the “spirit” of a nation and shapes the way its speakers perceive the world. This idea was further developed in the Sapir–Whorf hypothesis, which posits that language influences thought and worldview, suggesting that linguistic structures play a decisive role in shaping cognitive patterns.

In the framework of modern linguistics, linguoculturology has emerged as a distinct interdisciplinary field that examines the interaction between language and culture through the prism of national mentality and cultural values. Scholars such as V. A. Maslova argue that linguoculture represents a system of culturally marked linguistic units that reflect collective experience and cultural memory. Similarly, Yu. S. Stepanov conceptualizes culture as a set of constants embedded in language, emphasizing the symbolic and semiotic nature of linguistic signs as carriers of cultural meaning.

Numerous studies have focused on the notion of linguistic worldview, which refers to the culturally specific representation of reality encoded in language. Researchers have demonstrated that lexical-semantic fields, metaphors, and phraseological units serve as key mechanisms through which worldview is constructed. Lakoff and Johnson’s theory of conceptual metaphor has been particularly influential in illustrating how abstract concepts are structured through culturally grounded metaphoric models. Their work highlights that metaphors are not merely linguistic devices but cognitive tools shaped by cultural experience.

Recent research in linguoculturology has expanded toward discourse analysis and intercultural communication, examining how linguocultural meanings are negotiated in various communicative contexts, including media, political discourse, and digital communication. Scholars note that globalization and increased intercultural contact intensify the need to understand language as a cultural code to prevent misinterpretation and cultural conflict. Studies in this area emphasize that culturally embedded meanings often remain implicit, making them challenging for non-native speakers to decode.

Methodology 

This study adopts a qualitative research design grounded in the theoretical principles of linguoculturology. The methodological framework is aimed at examining language as a cultural code and identifying the role of linguocultural elements in shaping worldview. Given the interdisciplinary nature of the research, methods from cognitive linguistics, cultural linguistics, and semantic analysis are integrated to ensure a comprehensive approach.

The primary data for analysis consist of culturally marked linguistic units selected from contemporary English discourse, including literary texts, media sources, and publicly available cultural narratives. These units include metaphors, phraseological expressions, culturally loaded lexemes, and conceptual keywords that reflect culturally embedded meanings. The selection criteria focused on frequency of use, cultural relevance, and their potential to represent shared cultural values and cognitive patterns.

Data analysis was conducted in several stages. First, a semantic analysis was employed to identify the core meanings and cultural connotations of the selected linguistic units. Second, conceptual analysis was applied to determine how these units contribute to the construction of culturally specific concepts and worldview models. Third, an interpretative analysis was carried out to examine the relationship between linguistic forms and underlying cultural values, beliefs, and norms. This multi-level analytical procedure allowed for the identification of recurring linguocultural patterns.

To enhance the validity of the findings, the study draws on established theoretical models in linguoculturology and cognitive linguistics, including the concepts of linguistic worldview and conceptual metaphor. Triangulation was achieved by comparing interpretations across different types of texts and by correlating linguistic data with relevant cultural and theoretical sources. Although the research does not rely on quantitative measures, the systematic and replicable nature of the qualitative methods ensures methodological rigor.

Results and Discussion

The analysis of linguoculturally marked linguistic units reveals that language operates as a cultural code through which collective values, beliefs, and cognitive patterns are structured and transmitted. The findings demonstrate that culturally embedded meanings are systematically reflected in lexical choices, metaphoric models, and phraseological expressions, contributing to the formation of a culturally specific worldview.

One of the key results of the study is the identification of recurrent conceptual domains that play a central role in worldview construction. Metaphorical expressions grounded in everyday experience, such as spatial orientation, movement, and social hierarchy, were found to encode culturally significant values. These metaphors not only organize abstract concepts but also reflect culturally determined ways of interpreting reality. For example, culturally preferred metaphoric models highlight dominant social norms and value systems, thereby reinforcing shared cognitive frameworks within a speech community.

The analysis further shows that culturally loaded lexemes function as symbolic markers of national and cultural identity. Such lexical units carry implicit cultural knowledge that extends beyond their dictionary meanings, requiring shared cultural competence for proper interpretation. These findings support the view that linguistic meaning is inseparable from cultural context and that language serves as a repository of collective cultural memory. As a result, speakers internalize culturally specific worldviews through everyday linguistic practices.

Conclusion:

The analysis of linguoculturally marked linguistic units reveals that language operates as a cultural code through which collective values, beliefs, and cognitive patterns are structured and transmitted. The findings demonstrate that culturally embedded meanings are systematically reflected in lexical choices, metaphoric models, and phraseological expressions, contributing to the formation of a culturally specific worldview.

One of the key results of the study is the identification of recurrent conceptual domains that play a central role in worldview construction. Metaphorical expressions grounded in everyday experience, such as spatial orientation, movement, and social hierarchy, were found to encode culturally significant values. These metaphors not only organize abstract concepts but also reflect culturally determined ways of interpreting reality. For example, culturally preferred metaphoric models highlight dominant social norms and value systems, thereby reinforcing shared cognitive frameworks within a speech community.

The analysis further shows that culturally loaded lexemes function as symbolic markers of national and cultural identity. Such lexical units carry implicit cultural knowledge that extends beyond their dictionary meanings, requiring shared cultural competence for proper interpretation. These findings support the view that linguistic meaning is inseparable from cultural context and that language serves as a repository of collective cultural memory. As a result, speakers internalize culturally specific worldviews through everyday linguistic practices.

References

Humboldt, W. von. (1999). On language: The diversity of human language-structure and its influence on the mental development of mankind (P. Heath, Trans.). Cambridge University Press. (Original work published 1836)

Lakoff, G., & Johnson, M. (1980). Metaphors we live by. University of Chicago Press.

Maslova, V. A. (2001). Linguoculturology. Academy Publishing Center.

Sapir, E. (1929). The status of linguistics as a science. Language, 5(4), 207–214. https://doi.org/10.2307/409588

Stepanov, Y. S. (2004). Constants: Dictionary of Russian culture. Akademicheskiy Proekt.

Sharifian, F. (2017). Cultural linguistics: Cultural conceptualisations and language. John Benjamins Publishing Company.

Wierzbicka, A. (1997). Understanding cultures through their key words. Oxford University Press.

Kramsch, C. (1998). Language and culture. Oxford University Press.

Fillmore, C. J. (1985). Frames and the semantics of understanding. Quaderni di Semantica, 6(2), 222–254.

Rizoqulova Parvina Ramzovna was born in Kashkadarya, Uzbekistan. She is a 19-year-old undergraduate student currently in her second year at Karshi State University. She has earned over 50 international certificates, demonstrating a strong commitment to academic and professional development. She is certified at the C+ level in her native language and has achieved an IELTS score of 6.0, reflecting her proficiency in English. Her extensive qualifications highlight her dedication to continuous learning and her readiness to engage in international academic and research opportunities.

(Young Central Asian woman with long dark hair, brown eyes, earrings, and a black sweater over a white top)

For My Only One!

From the garden of beauty, you are my chosen sign,

In my sleepless moments, your eyes are my guiding light.

I always wait, even for a single word of yours,

Happy birthday, my kind and loving sister!

Among all the beauties in this world, you stand alone,

Your lovely face reflects the pure heart you own.

A Layla whose grace the angels admire,

Such delicate beauty, such a gentle soul you inspire.

May God grant you fortune and endless grace,

Never be in need of friends, nor humbled by foes.

May God perfect your happiness in every place,

And may you never even know an evil one’s gaze.

Even when you meet the world face to face, know no lack,

May your joy be complete, your life whole and bright.

Do not ask for a single wasted moment back,

For this very day is devoted to you outright.

Never witness tears in the journey you take,

Learn the secrets of patience, be strong and brave.

Winning a place in the heart of every soul you make,

Celebrate your joyful days, my sister so dear!

Student of Samarkand State University,
Department (Program) of Languages and Cultures of Central Asian Peoples

The Role of Self-Discipline and Motivation in Academic Success among University Students

Ziyoda Murodilova

First-year Bachelor’s student

Department of English Philology

Fergana State University, Uzbekistan

Abstract

This article explores the role of self-discipline and motivation as key psychological factors influencing academic success among university students. Academic achievement is not determined solely by intellectual ability; rather, behavioral and psychological characteristics play a crucial role in students’ learning processes. Using a qualitative research approach based on an extensive review of academic literature, this study examines how self-discipline and motivation contribute to effective learning, time management, and academic performance. The findings indicate that students who demonstrate higher levels of self-discipline and intrinsic motivation tend to achieve better academic outcomes, particularly in language-related disciplines that require continuous practice and independent learning. The study emphasizes the importance of developing self-discipline and motivation within higher education systems to enhance students’ academic success and personal development.

Keywords: self-discipline, motivation, academic success, behavioral studies, university students, language learning

 Introduction

Academic success has long been a central concern in educational research, particularly in higher education. Traditionally, academic achievement has been associated with cognitive abilities such as intelligence, memory, and problem-solving skills. However, recent studies in psychology and behavioral sciences suggest that non-cognitive factors, including self-discipline, motivation, and self-regulation, play an equally significant role in determining students’ academic performance.

Self-discipline refers to an individual’s ability to control impulses, manage time effectively, and persist in goal-directed behavior despite distractions or difficulties. Motivation, on the other hand, is the driving force that encourages individuals to engage in learning activities and sustain effort over time. For university students, especially those studying foreign languages and philology, these factors are essential due to the high demand for independent study, consistent practice, and long-term commitment.

Students of English Philology are required to develop advanced skills in reading, writing, speaking, and critical analysis. Achieving proficiency in a foreign language is a gradual process that demands sustained effort and self-directed learning. Therefore, understanding the role of self-discipline and motivation in academic success is particularly relevant for language students. This study aims to examine how these psychological factors contribute to academic achievement among university students, with a focus on behavioral and motivational aspects of learning.

 Methods

This study employs a qualitative research design based on a comprehensive literature review. Academic books, peer-reviewed journal articles, and theoretical studies related to self-discipline, motivation, self-regulated learning, and academic success were systematically analyzed. The sources were selected from reputable academic databases such as Google Scholar, ERIC, and educational psychology journals.

The inclusion criteria for the literature review focused on studies that directly examined the relationship between psychological factors and academic performance among secondary school and university students. Both classical and contemporary research works were considered to provide a balanced theoretical foundation. The collected data were analyzed using thematic analysis, allowing the identification of key patterns and recurring findings related to self-discipline and motivation in academic contexts.

This methodological approach enables a deep understanding of existing research findings without conducting primary empirical data collection. It is particularly suitable for theoretical and conceptual analysis in psychology and behavioral studies. 

Results

The analysis of the reviewed literature reveals a strong and consistent relationship between self-discipline, motivation, and academic success. Multiple studies indicate that students with high levels of self-discipline demonstrate better academic behaviors, such as effective time management, regular study habits, and consistent engagement with learning materials.

The findings also show that self-disciplined students are less likely to procrastinate and more capable of overcoming academic challenges. These students tend to set clear academic goals and take responsibility for their learning process. Furthermore, motivation—particularly intrinsic motivation—plays a critical role in sustaining long-term academic effort. Students who are internally motivated to learn are more engaged, persistent, and resilient in the face of academic difficulties.

In language learning contexts, self-discipline and motivation are especially important. Learning a foreign language requires repeated practice, exposure, and active use of language skills. Studies indicate that motivated and disciplined learners achieve higher levels of language proficiency and academic performance compared to their less motivated peers.

 Discussion

The results of this study align with previous research in psychology and education, which emphasizes the importance of behavioral and motivational factors in academic achievement. Duckworth and Seligman argue that self-discipline is a stronger predictor of academic success than intelligence quotient (IQ), highlighting its significance in educational outcomes.

From a behavioral perspective, self-discipline enables students to regulate their learning activities and maintain focus on long-term academic goals. Motivation provides the emotional and psychological energy required to sustain effort over time. Together, these factors form the foundation of self-regulated learning, which is essential for success in higher education.

For students of English Philology, the role of self-discipline and motivation becomes even more pronounced. Language learning is a cumulative process that cannot be achieved through short-term effort alone. Therefore, educational institutions should place greater emphasis on developing students’ self-discipline and motivational strategies through academic support programs, mentoring, and learner-centered teaching approaches.

 Conclusion

This study concludes that self-discipline and motivation are vital psychological factors that significantly influence academic success among university students. Students who demonstrate strong self-discipline and intrinsic motivation are better equipped to manage academic responsibilities, engage in effective learning behaviors, and achieve higher academic performance.

For students studying English Philology and other language-related disciplines, these factors are essential for mastering complex language skills and achieving long-term academic goals. Higher education institutions should recognize the importance of behavioral and psychological development alongside cognitive learning. By fostering self-discipline and motivation, universities can enhance students’ academic success and prepare them for future professional challenges.

References

Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.

Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2), 271–324.

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M.

Who Is Actually Responsible for Global Warming?

Today, global warming is one of the most serious environmental problems facing humanity. In recent years, the increase in Earth’s temperature, the rapid melting of glaciers, and the rise in natural disasters show how serious this problem has become. Many people are interested in what is causing global warming.

The main cause is human activity. Gases released from factories, power plants, and cars pollute the atmosphere. These gases are called greenhouse gases, and they trap heat from the Sun in the Earth’s atmosphere. As a result, the temperature of our planet continues to rise year by year.

Another important factor contributing to global warming is deforestation. Trees absorb carbon dioxide and help clean the air. However, as forests are cut down, the amount of harmful gases increases and the natural balance of the environment is disturbed.

In addition, the increase in waste, excessive use of plastic, and wasting energy also have a negative impact on the environment. People often do not think enough about the consequences of their actions.

In conclusion, the main cause of global warming is humans themselves. However, reducing this problem is also in human hands. If we protect nature, plant more trees, and use energy wisely, we can help prevent global warming. Every small action by each person can lead to big changes.

Yo’ldoshaliyeva Zinnura was born on June 17, 2011, in Rishton district of Fergana region. She is an 8th-grade student at the Fergana branch of the Specialized School named after Muhammad al-Khwarizmi and also serves as the leader of the “Talented” direction in the Rishton District Council of Leaders.

She has actively participated in various educational and intellectual projects, including “Anim Camp,” “Future Founders Online Forum,” “Young Reader” and the regional stage of STEM subjects. Her scientific article was published in the book “Feelings on Paper,” and another article of hers appeared in the “Synchronized Chaos” journal. In addition, she has taken part in many other projects and initiatives, demonstrating strong academic interest and leadership skills.

First of all, published poet and co-editor for this issue, Tao Yucheng, is still hosting a poetry contest, open to all readers of Synchronized Chaos Magazine.

Synchronized Chaos Poetry Contest: We seek short, powerful, imaginative, and strange poetry. While we welcome all forms of free verse and subject matter, we prefer concise work that makes an impact.

Guidelines: Submit up to five poems per person to taoyucheng921129@proton.me. Each poem should not exceed one page (ideally half a page or less). All styles and themes welcome. Deadline for submissions will be in early March.

Prizes: First Place: $50 Second Place: $10, payable via online transfer. One Honorable Mention. Selected finalists will be published in Synchronized Chaos Magazine.

Also, past contributor Alexander Kabishev is seeking international poems of four lines each on the theme of friendship for a global anthology. The anthology, Hyperpoem, will be published by Ukiyoto Press and a presentation of the poem will take place in Dubai in August 2026.

Kabishev says the new vision of the project goes beyond commercial frameworks, aiming to become an international cultural and humanitarian movement, with the ambitious goal of reaching one million participants and a symbolic planned duration of one thousand years.

The focus is on promoting international friendship, respect for the identity of all peoples on Earth, and building bridges of understanding between cultures through poetry and its readers.

Please send poems to Alexander at aleksandar.kabishev@yandex.ru

This month’s issue asks the question, “Who Will We Become?” Submissions address introspection, spiritual searching, and moral and relational development and decision-making.

This issue was co-edited by Yucheng Tao.

Sajid Hussain’s metaphysical, ethereal poetry, rich with classical allusions, reminds us of the steady passage of time.

Jamal Garougar’s New Year reflection emphasizes ritual, spirituality, and the practices of patience and peace. Taylor Dibbert expresses his brief but cogent hope for 2026.

Dr. Jernail S. Anand’s spare poetry illustrates the dissolution of human identity. Bill Tope’s short story reflects on memory and grief through the protagonist’s recollection of his late school classmate. Turkan Ergor considers the depth of emotions that can lie within a person’s interior. Sayani Mukherjee’s poem on dreams lives in the space between waking thought and imaginative vision. Stephen Jarrell Williams offers up a series of childhood and adult dreamlike and poetic memories. Alan Catlin’s poem sequence renders dreams into procedural logic: how fear, guilt, memory, and culture behave when narrative supervision collapses. Priyanka Neogi explores silence itself as a creator and witness in her poetry. Duane Vorhees’ rigorous poetic work interrogates structure: individuality, myth, divinity, agency, culture. Tim Bryant analyzes the creative process and development of craft in Virginia Aronson’s poetic book of writerly biographies, Collateral Damage.

Nurbek Norchayev’s spiritual poetry, translated from English to Uzbek by Nodira Ibrahimova, expresses humility and gratitude to God. Timothee Bordenave’s intimate devotional poetry shares his connection to home and to his work and his feelings of gratitude.

Through corrosive imagery and fractured music, Sungrue Han’s poem rejects sacred authority and reclaims the body as a site of sound, resistance, and memory. Shawn Schooley’s poem operates through liturgical residue: what remains after belief has been rehearsed, delayed, or partially evacuated. Slobodan Durovic’s poem is a high-lyric, baroque lament, drawing from South Slavic oral-poetic density, Biblical rhetoric, and mythic self-abasement.

Melita Mely Ratkovic evokes a mystical union between people, the earth, and the cosmos. Jacques Fleury’s work is rich in sensory detail and conveys a profound yearning for freedom and renewal. The author’s use of imagery—“fall leaf,” “morning dew,” “unfurl my wings”—evokes a vivid sense of life’s beauty and the desire to fully experience it. James Tian speaks to care without possession, love through distance and observation. Mesfakus Salahin’s poem evokes a one-sided love that is somewhat tragic, yet as eternal as the formation of the universe, as Mahbub Alam describes a love struggling to exist in a complicated and wounded world. Kristy Ann Raines sings of a long-term, steady, and gallant love.

Lan Xin evokes and links a personal love with collective care for all of humanity. Ri Hossain expresses his hope for a gentler world by imagining changed fairy tales. Critic Kujtim Hajdari points out the gentle, humane sensibility of Eva Petropoulou Lianou’s poetry. Brian Barbeito’s lyric, understated travel essay passes through a variety of places and memories. Anna Keiko’s short poem shares her wish for a simple life close to nature. Christina Chin revels in nature through sensual, textured haikus.

Doniyorov Shakhzod describes the need for healthy and humane raising of livestock animals. g emil reutter hits us on the nose with cold weather and frigid social attitudes towards the suffering of the poor and working classes. Patricia Doyne lampoons authoritarian tendencies in the American government. Eva Petropoulou Lianou reminds us that we cannot truly enjoy freedom without a moral, peaceful, and just society. Sarvinoz Giyosova brings these types of choices down to a personal level through an allegory about different parts of one person’s psychology.

Dr. Jernail S. Anand critiques societal mores that have shifted to permit hypocrisy and the pursuit of appearances and wealth at all costs. Inomova Kamola Rasuljon qizi highlights the social and medical effects and implications of influenza and its prevention. Sandip Saha’s work provides a mixture of direct critique of policies that exploit people and the environment and more personal narratives of life experiences and kindness. Gustavo Gac-Artigas pays tribute to Renee Nicole Good, recently murdered by law enforcement officers in the USA.

Dr. Ahmed Al-Qaysi expresses his deep and poetic love for a small child. Abduqahhorova Gulhayo shares her tender love for her dedicated and caring father. Qurolboyeva Shoxista Olimboy qizi highlights the connection between strong families and a strong public and national Uzbek culture. Ismoilova Jasmina Shavkatjon qizi’s essay offers a clear, balanced meditation on women in Uzbekistan and elsewhere as both moral architects and active agents of social progress, grounding its argument in universal human values rather than abstraction.

Dilafruz Muhammadjonova and Hilola Khudoyberdiyeva outline the contributions of Bekhbudiy and other Uzbek Jadids, historical leaders who advocated for greater democracy and education. Soibjonova Mohinsa melds the poetic and the academic voices with her essay about the role of love of homeland in Uzbek cultural consciousness. Dildora Xojyazova outlines and showcases historical and tourist sites in Uzbekistan. Zinnura Yuldoshaliyeva explicates the value of studying and understanding history. Rakhmanaliyeva Marjona Bakhodirjon qizi’s essay suggests interactive and playful approaches to primary school education. Uzbek student Ostanaqulov Xojiakba outlines his academic and professional accomplishments.

Aziza Joʻrayeva’s essay discusses the strengths and recent improvements in Uzbekistan’s educational system. Saminjon Khakimov reminds us of the importance of curiosity and continued learning. Uzoqova Gulzoda discusses the importance of literature and continuing education to aspiring professionals. Toychiyeva Madinaxon Sherquzi qizi highlights the value of independent, student-directed educational methods in motivating people to learn. Erkinova Shahrizoda Lazizovna discusses the diverse and complex impacts of social media on young adults.

Alex S. Johnson highlights the creative energy and independence of musician Tairrie B. Murphy. Greg Wallace’s surrealist poetry assembles itself as a bricolage of crafts and objects. Noah Berlatsky’s piece operates almost entirely through phonetic abrasion and semantic sabotage, resisting formal logic and evoking weedy growth. Fiza Amir’s short story highlights the level of history and love a creative artist can have for their materials. Mark Blickley sends up the trailer to his drama Paleo: The Fat-Free Musical. Mark Young’s work is a triptych of linguistic play, consumer absurdity, and newsfeed dread, unified by an intelligence that distrusts nostalgia, coherence, and scale. J.J. Campbell’s poetry’s power comes from the refusal to dress things up, from humor as insulation against pain. On the other end of the emotional spectrum, Taghrid Bou Merhi’s essay offers a lucid, philosophically grounded meditation on laughter as both a humane force and a disruptive instrument, tracing its power to critique, heal, and reform across cultures and histories. Mutaliyeva Umriniso’s story highlights how both anguish and laughter can exist within the same person.

Paul Tristram traces various moods of a creative artist, from elation to irritation, reminding us to follow our own paths. Esonova Malika Zohid qizi’s piece compares e-sports with physical athletics in unadorned writing where convictions emerge with steady confidence. Dr. Perwaiz Shaharyar’s poetry presents simple, defiant lyrics that affirm poetry as an indestructible form of being, embracing joy, exclusion, and madness without apology.

Ozodbek Yarashov urges readers to take action to change and improve their lives. Aziza Xazamova writes to encourage those facing transitions in life. Fazilat Khudoyberdiyeva’s poem asserts that even an ordinary girl can write thoughtful and worthy words.

Botirxonov Faxriyor highlights the value of hard work, even above talent. Taro Hokkyo portrays a woman finding her career and purpose in life.

We hope that this issue assists you, dear readers, in your quest for meaning and purpose.

THE NEO-MORALITIES AND POSTMODERN TIMES

Dr. Jernail Singh Anand

“Moral values reflect the mores of a society, such as goodness,
fairness, truth etc. as in the past. Can we apply the values of the past, which no longer govern our modern society, to castigate the forward looking people of our society?”

When we mention the word ‘moral’, the ideas of goodness, honesty, fairness and righteousness, well up in our mind. These were the ideals which moved our past generations. But for the great men of
today, these words are like moral tortures. Can we call their behaviour immoral if they are just following the neo-morality of
our times which has come to stay in society?

Let us go back a bit to the root of the word ‘moral’. It has a historical connection with ‘mores’. We get moral from the Latin word ‘moralis’ which is drawn from ‘mos’ meaning ‘custom’ or ‘habit’. The derivation of ‘moral’ from ‘mores’ shows that moral values are shaped by cultural and social norms of a society. Historically, many societies have valued honesty, kindness and fairness which were reflected
in their value system. As mores evolve over time, it is natural the concept of moral values will also change.

Presently, it is thought that morality stands for goodness, fairness, honesty, and a value-based living style. In this way, immoral constitutes anything that violates the moral code of a society, the ‘mores’ which form the ‘custom’ base of a social set up. The society in which we are living, it is very difficult to say it is based on old
moral principles. When we indict this society, we are using the moral yardstick which belongs to the social mores of times which have gone by.

What are the ‘mores’ of this society? What are its ‘customs’ and what the ‘habits of the people? In other words, what type of moral culture we have created that sustains our society? If we cast a neutral look, we will be shocked to discover that ‘good’, ‘fairness’, ‘honesty’ are absconding. In their place, the ‘mores’ of our society include ‘dishonesty’ ‘unfair behaviour’ and ‘corruption’. If we go by the
formation of the word ‘moral’, then ‘these’ are the mores from which we can deduce moral values of these times.

It is a painful revelation that according to this phenomena, corruption, unfairness, dishonesty, ‘tam sam dand bhed’ are the values which create the moral stratosphere of our society. Just as in the past, the law would take care of the people who did not believe in truth and honesty, they were put behind the bars; applying the same yardstick, people who violate the canons of the post-modern society, those who do not believe in hatred, dishonesty, untruth, falsehood, lies, and unfair conduct, – are ‘dangerous’ elements, not fit to live in this
society, because they do not accept and honour its moral values. So, law will take care of such people, even if they are righteous, and their conduct is good.

The basics of good conduct in this evolved society are: you should have a compatible mind set, compromising nature, adjustable
attitude, fear God and visit shrines ostensibly, but go for evil whenever it helps you. There is nothing bad if you get
your work done with the help of money. If you grab the wealth of another person, nobody can drag you to a court of law,
because it is the morally accepted value of the society in which the apex people believe and practise.

Religion has a great role to play in the evolved set up. It blesses the people who make great offerings. From where the money comes, it is none of their business. Those who stick their head out in the name
of honesty, truth and goodness, they stand to lose it. It should not be forgotten that a religion flourishes on the strength of state
power. When state power is involved, everything is passe.

In a nutshell, the truthful, fair and the honest of past times are ‘unsocial elements’ for the postmodern society who spread immortality. The moral values of the postmodern society stand for ‘tam sam dand bhed’. Man is larger than society, do whatever you can to accumulate wealth and enjoy it the way you like. It is a free
society, where even religion and law have to lionize the style of living of the rich people and label it as morally upright. Only those films are hit which violate all sacred norms upheld by the bygone era.

While the front liners of the society believe in the neo-moralities, the poor masses are given the dose of ‘satay kathas’ from holy scriptures. There is a clash of two value systems in the name of morality. This is because major portions of society are kept
confused in the old times, while the front-liners of modern society have accepted the neo-morality of the post-modern times.