In today’s era of globalization and increasing competition, not only a person’s knowledge and skills matter, but also their ability to communicate effectively and respectfully. In any field, the key to success lies in the ability to speak clearly, precisely, and sincerely. Especially in professional settings, communication is not merely a way of exchanging ideas—it has become a measure of one’s reputation, credibility, and competence.
Professional communication is not just about talking; it is a purposeful, clear, and culturally appropriate exchange of ideas. Every specialist—whether a teacher, doctor, engineer, journalist, or entrepreneur—must know how to express thoughts effectively, listen attentively, and maintain mutual respect during conversation. Today’s job market demands not only knowledge but also strong communicative competence.
It is important to remember that in every conversation, persuasive speech, positive emotions, a respectful tone, and good manners play a crucial role. A successful communicator is someone who can empathize, putting themselves in another’s position, and who expresses ideas not only through words but also through gestures, eye contact, and tone of voice.
Modern technology has transformed the way we communicate. Emails, messengers, and online meetings have become new arenas for professional interaction. In this context, understanding information culture, ethics, and digital etiquette is of great importance.
Therefore, to succeed in professional communication, a person must:
express their thoughts clearly and concisely;
possess good listening skills;
respect their interlocutor;
be able to resolve issues through dialogue;
use modern communication tools appropriately.
Communication is one of the greatest powers that defines humanity. Those who can direct it wisely will achieve success in any team and in any field.
Author is Dinora Sodiqova, a student at Termez State University.
This article highlights the importance of integrating educational and upbringing approaches in the learning process of primary school pupils. It analyzes the theoretical and practical aspects of developing students’ personalities, shaping their moral values, and effectively applying educational methods during lessons. The article also examines the teacher’s pedagogical skills, the organization of student activity, and the educational impact of school–family cooperation. Keywords: primary education, educational approach, pedagogical process, moral upbringing, moral values, student personality, unity of education and upbringing, teacher competence.
ANNOTATSIYA
Ushbu maqolada boshlang‘ich sinflarda ta’lim jarayonini tarbiyaviy yondashuv bilan uyg‘unlashtirishning ahamiyati hamda shaxsni har tomonlama rivojlantirish, ularning ma’naviy–axloqiy fazilatlarini shakllantirish, hamda dars jarayonida tarbiyaviy metodlardan samarali foydalanishning nazariy va amaliy jihatlari tahlil qilinadi. Shuningdek, o‘qituvchining pedagogik mahorati, o‘quvchi faolligini tashkil etish va oila-maktab hamkorligining tarbiyaviy ta’siri masalalari ko‘rib chiqiladi
В данной статье освещается значимость интеграции образовательного и воспитательного подходов в учебном процессе начальных классов. Анализируются теоретические и практические аспекты всестороннего развития личности учащихся, формирования их духовно-нравственных качеств, а также эффективного использования воспитательных методов на уроках. Кроме того, рассматриваются педагогическое мастерство учителя, организация активности учащихся и воспитательное влияние сотрудничества семьи и школы.
Ключевые слова : Начальное образование, воспитательный подход, педагогический процесс, духовно-нравственное воспитание, нравственные качества, личность учащегося, единство обучения и воспитания, педагогическое мастерство.
Introduction
The process of primary education is not only a stage for providing pupils with basic knowledge but also an important period for shaping them as individuals. It is during this stage that a child’s worldview begins to expand, and essential competencies such as understanding the environment, communicating, managing their own behavior, and recognizing their role in society begin to develop. Indeed, an educational process that is not enriched with moral and nurturing elements may result in students gaining only theoretical knowledge without being prepared to apply it in real life.
The integrity of education and upbringing means prioritizing the development of the learner’s personality in the content, methods, and organizational forms of the learning process, as well as continuously strengthening their moral qualities. In primary education, one of the main tasks of teachers today is raising independent thinkers who are socially active, possess communication skills, and demonstrate responsibility and strong values within a market-economy environment. This, in turn, requires teachers to possess high professional mastery, psychological sensitivity, and the ability to use modern methods effectively.
Studying the importance of an educational and nurturing approach in primary education, analyzing its theoretical foundations, and defining mechanisms for practical application directly influence the quality of education and the development of students’ personalities. This article scientifically explores the harmony between teaching and upbringing, the application of nurturing methods in the classroom, teacher professionalism, and the importance of school–family cooperation. A thorough study of these aspects serves to improve the quality of primary education and raise the younger generation as well-rounded individuals.
Main Part
In today’s era of globalization and rapidly advancing information technologies, the need to organize the educational process on the basis of innovative approaches is increasing day by day. The primary education stage is the foundational period during which the child’s thinking, character, interests, and worldview are formed. Therefore, applying innovative methods at this stage is not only a requirement of the time but also the most effective way that aligns with the natural development of children. An innovative approach means viewing the educational process from a modern perspective and harmonizing contemporary pedagogical technologies, interactive methods, and digital tools. Such methods transform students from passive listeners into active participants. Game-based tasks, multimedia tools, interactive presentations, online learning platforms, and virtual laboratories increase students’ interest in lessons and encourage independent thinking. For example, the STEAM approach develops scientific thinking, technical interest, creativity, and observation skills among primary school students. Gamification strengthens motivation, fosters a sense of competition, and teaches responsibility in completing tasks.
Most importantly, the innovative approach shapes students not just as memorizers but as individuals who conduct research, ask questions, solve problems, and express their ideas freely. In this regard, modern education requires teachers to think innovatively and constantly seek improvement. A teacher’s pedagogical skill, technological knowledge, and creativity in organizing a lesson directly influence the quality of primary education. As President Shavkat Mirziyoyev noted, “Today’s teacher is the person who creates tomorrow’s society.” This reflects the importance of innovative education. Education based on innovation develops students’ intellectual potential, social activity, and life skills.
The advancement of modern science and technology shows that creativity, adaptability, critical thinking, and digital literacy will be essential competencies for success in the future. This process aims not only to make students knowledgeable but also morally, socially, and spiritually mature individuals.
Psychological research shows that children aged 6–10 easily accept new knowledge, but they need a nurturing approach to apply it in practice and develop self-control. As the great pedagogue K.D. Ushinsky said, “If education is separated from upbringing, the spiritual world of a person becomes fragmented.” This emphasizes the unity of education and upbringing.
Because primary school pupils are sensitive and highly curious, lessons enriched with nurturing elements help them develop self-awareness, respect for others, and positive behavior. Mother tongue lessons can instill values such as honesty, friendship, and patience, while mathematics teaches order, accuracy, and responsibility. Nature and environmental topics build a sense of respect and responsibility toward the environment. Ahmad Donish also expressed this idea: “Being a child of the homeland is the greatest honor.” Therefore, the content of lessons must be harmonized with nurturing components. Modern pedagogical methods play an important role in strengthening nurturing approaches. The “brainstorming” method develops free thinking, respect for others’ opinions, and problem-solving skills. For instance, a brainstorming activity on “How can we strengthen friendship in the classroom?” teaches students kindness. Furthermore, methods such as “Insert”, “Cluster”, and “T-chart” help students analyze information, think logically, and draw conclusions, while also fostering discipline and responsibility. Group work teaches cooperation, active listening, and respect for different opinions. As Jalaluddin Rumi stated: “One person sees one thing, another sees something else; but together, the truth becomes clearer.” Thus, collaborative methods strengthen unity and teamwork among children.
Game-based technologies are the most natural and effective tools for nurturing in primary education. Role-play games such as “Store”, “World of Professions”, and “Library” teach communication culture, waiting for one’s turn, polite behavior, and kindness. Active games like “Think Fast”, “Mind Circle”, and “Guess Who?” develop attention, quick thinking, and discipline. Moral games such as “What Is Good Behavior?” and “Who Does Good Deeds?” instill values of kindness and morality. Thus, games not only serve as educational tools but also reinforce the nurturing process. The teacher’s personal example is also an inseparable part of nurturing. If a teacher is polite, fair, responsible, and kind, these qualities naturally influence students. As Leo Tolstoy noted: “Good upbringing begins with a good teacher.” Therefore, the teacher’s speech, behavior, and work ethic help develop positive habits among pupils.
School–family cooperation is another essential factor in strengthening the effectiveness of nurturing. Open-house days, parent meetings, and joint events help reinforce responsibility, discipline, and moral values. A child’s personality is largely shaped within the family, and parental speech is the strongest pedagogical tool. Through language, a child learns not only information but also values, worldview, and communication culture. If parents speak clearly, use rich vocabulary, and encourage conversation through questions, the child learns to express ideas accurately and confidently. Through parents’ speech, qualities such as kindness, honesty, patience, justice, and respect are naturally absorbed into a child’s consciousness. Modern research shows that supportive and consistent parental speech positively affects emotional development and academic performance.
Instilling national values is also crucial in child upbringing. Lessons that include folklore, historical events, and cultural traditions cultivate patriotism, respect for culture, and a strong sense of identity. Nurturing must be continuous and systematic. When carried out consistently, children grow not only knowledgeable but also morally and spiritually rich individuals. A supportive psychological environment helps children fully reveal their potential, quickly absorb new knowledge, and develop positive qualities. As Albert Einstein said: “The aim of education is not knowledge, but action.”
Conclusion
In conclusion, the use of modern, effective, and child-centered approaches in the primary education process plays a decisive role in the comprehensive development of students. Every lesson, every nurturing influence, and every word of the teacher becomes the foundation for shaping the worldview, thinking, character, and interests of the younger generation. In today’s rapidly changing world, organizing education through interactive methods, games, experiments, and practical activities encourages students to think actively, supports their creativity, and nurtures initiative. Considering each child’s unique abilities, temperament, and interests is essential for effective teaching. Likewise, the teacher’s knowledge, kindness, professionalism, and attitude toward children greatly determine the quality of the lesson, as young students view their teacher not only as an instructor but also as a guide in life.
The harmony of education and upbringing ensures that students not only gain knowledge but also grow into polite, thoughtful, and responsible individuals who benefit society. Therefore, giving serious attention to primary education and organizing lessons in rich, engaging, and child-friendly ways is the most reliable foundation for our future. Research and practical experience show that applying nurturing approaches, using modern pedagogical methods and game technologies, as well as teacher example and effective school–family cooperation, significantly contribute to the development of children. The main aspects that require attention in child upbringing include kindness, trust, discipline, independent thinking, communication culture, and the integration of national values. When these elements are harmoniously implemented, students grow not only knowledgeable but also morally and socially mature members of society.
Speaking, saying, repeating and remembering. Do not think again. Consider my words, think and remember. Return to the path of my Lord and think. Not deviation, but denial. Do not condemn, criticize and deny any action. Get up early at dawn and pray. Close the door. At night, pray, ask for forgiveness, read and remember. So that you may see the deceit of the souls of the servants. How much they deny. They forget the goodness of each other and do not think. Appearances deceive at dawn. No one can blame. Whoever sees a sin, change it and deny it. The owner of the mosque spends the night drunk. Mixing with men. The atmosphere is murky with prostitutes and jinns. The jinns have corrupted and continue to deny it. And they deny it every day. They play with them like a joker. In every country, dust settles and appears. They spend the night dancing. Their rightful time is to stay up late. Speak, speak and bring news. And sail the sea. And, close your eyes and listen to the word of the one who is. Speak, speak.
My sweetheart, I love her, how could I not? I still love it I do not forget You showered me with excitement and compliments She wears an ivory crown Delicate to be placed by the weaver I love you, you are the love of my heart. how can I forget you ? And you missed me We hope that you will come to me after a long separation Crying tears And she sheds I stayed up all night after you By candlelight Without going back and complaining The lover suffers Don’t go back, and going back is your passion And you will always remain in my heart.
Mohamed Rahal is an academic, artist, a heritage researcher, translator, poet and lyricist. He is also an international media ambassador, international coordinator for the World Poetry Federation. He lives in Algeria. He has 20 academic studies, is an international ambassador, translator, popular and classical poet, songwriter, and artist. His poetry has been translated in 34 international languages. He has participated in numerous national, Arab, and international festivals.
Dr. Edwin Antonio Gaona Salinas (Ecuador), escritor, poeta, doctor en literatura, fundador de la Plataforma Literaria Internacional POETAS INTERGALÁCTICOS, creador de la estructura lírica GAONESA.
El 28 de noviembre de 2025 se cumplirán 3 años del nacimiento de esta estructura poética, GAONESA, que ha incursionado con gran éxito en la literatura mundial contemporánea. ¡Feliz cumpleaños!
PROFIL DE SCRIITOR
Dr. Edwin Antonio Gaona Salinas (Ecuador), scriitor, poet, doctor în literatură, fondator Platformă literară internațională POEȚI INTERGALACTICI , creator structură lirică GAONESA.
În ziua de 28 noiembrie 2025 se celebrează 3 ani de la nașterea acestei structuri poetice GAONESA care a intrat cu mult succes în literatura contemporană mondială. La mulți ani!
Edwin Antonio Gaona Salinas (*1971) nació en San Antonio de las Aradas, un pequeño pueblo al sur de Ecuador, cerca de la frontera con Perú. Criado en el ambiente rural de los Andes, la escritura de este autor contemporáneo refleja la vida en los Andes ecuatorianos, una mezcla de pobreza y trabajo, chismes, leyendas e historias cotidianas, sumergiendo al lector en este fascinante mundo. Con sus obras sobre la gente de la zona ecuatorial de Ecuador, Sudamérica, aún bastante desconocida a pesar de los medios de comunicación modernos, el autor ha sido uno de los pocos escritores ecuatorianos de renombre internacional, galardonado con premios en el extranjero (EE. UU., España, etc.).
Edwin Antonio Gaona Salinas (*1971) was born in San Antonio de las Aradas, a small village in the south of Ecuador near the border with Peru. Having grown up in the rural atmosphere of the Andes, the contemporary authors’ writing reflect the life in the Andes of Ecuador, a mixture of poverty and work, gossip, legends and everyday stories, and let the reader immerse in this fascinating world. With his works about the people at the equator in Ecuador, South America, which is still quite unknown today despite the modern media, the author has been one of the few Ecuadorian writers internationally renowned winning Awards abroad (USA, Spain, etc.).
Edwin Antonio Gaona Salinas (*1971) s-a născut în San Antonio de las Aradas, un sat mic din sudul Ecuadorului, aproape de granița cu Peru. Crescut în atmosfera rurală a Anzilor, scrierile autorilor contemporani reflectă viața din Anzii Ecuadorului, un amestec de sărăcie și muncă, bârfe, legende și povești cotidiene, și îl lasă pe cititor cufundat în această lume fascinantă. Cu operele sale despre oamenii de la ecuator din Ecuador, America de Sud, care este încă destul de necunoscută astăzi, în ciuda mass-media moderne, autorul a fost unul dintre puținii scriitori ecuadorieni de renume internațional care au câștigat premii în străinătate (SUA, Spania etc.).
FORMATION OF PERSONALITY DEVELOPMENT BASED ON THE TURKIC CLASSICAL LITERARY HERITAGE: A PEDAGOGICAL MODEL ON THE EXAMPLE OF THE DIDACTIC VIEWS OF HAFIZ KHOREZMII
Kurbanova Shukurjon Yeldashbayevna
Independent researcher at Urgench State Pedagogical Institute, Uzbekistan
shukurjonyeldashbayevna@gmail.com
ORCID: 0009-0006-3301-0776
Abstract: This article analyzes the educational and spiritual essence of Hafiz Khorezmii’s work, in particular the role of the poet’s philosophy of love and didactic views in the formation of personality development. The study highlights the theoretical foundations of the integration of the Turkic classical literary heritage into the modern educational process and reveals the conceptual principles of the pedagogical model that ensures the spiritual, spiritual and intellectual development of the individual. Based on the continents of Hafiz Khorezmii, the mechanisms of internal change of the individual, reflexive thinking, moral and ethical choices, processes of mental stability and constructive use of suffering are analyzed from a scientific point of view.
The results of the research determine the possibilities of using the didactic heritage of Hafiz Khorezmii in modern pedagogical practice and put forward proposals and recommendations that will have an effective impact on the formation of personality development. The results of the article strengthen the scientific and methodological foundations aimed at spiritual enrichment of the educational process, improving personal education and using the Turkic classical heritage as a practical pedagogical resource.
Classical Eastern literature is a major spiritual phenomenon that has made a huge contribution to the formation and improvement of human thought, moral values, and artistic and aesthetic taste over the centuries. In particular, the literary heritage created by the Turkic peoples has a unique artistic and philosophical system, in which language, thought, and education form a common whole, inseparable from each other. One of the creators who vividly demonstrated this harmony is Hafiz Khorezmii, a representative of the poetry of the XIV-XV centuries, whose personality and legacy remained unknown to the scientific community for a long time, but who was included in the scientific community as a result of the consistent research of Professor Hamid Sulaymon in the second half of the 20th century [H.Sulaymon, 1976: 34–43].
Hafiz Khorezm’s artistic heritage today retains its significance not only as a historical and literary phenomenon, but also as a source of moral and aesthetic values that can satisfy the spiritual needs of modern society. The poet’s poetic examples, which glorify human virtues, encourage spiritual and moral purification, and awaken thought, emphasize the principles of education, justice, perfection, and philosophy of life.
Literature review.
The poetry of Hafiz Khorezmii is considered to be a work that created a unique school in classical Turkic literature with its didactic orientation, strict systematization of moral views, and harmony with social consciousness. These aspects have been scientifically covered by researchers who have studied the poet’s artistic thinking, aesthetic views, and didactic concept. In particular, M.Sulaymonov in his articles “Hofiz Khorezmi’s didactic views” [M.Sulaymonov, 1992: 20–22], “Didactic views in the poetry of Hafiz Khorezmii” [M.Sulaymonov, 2016: 144–148], and Sh.Kurbanova in her methodological manual “Hofiz Khorezmi’s didactic views and their pedagogical significance” [Sh.Ye.Kurbanova, 2025: 9-13] analyze the spiritual and moral concept of the creator, his educational ideas, and the poetic means in which they are embodied.
It is noteworthy that in recent decades, interest in the heritage of Hafiz Khorezmii has been growing not only in the local scientific environment, but also internationally. In particular, the poet’s work is being formed as a separate scientific direction in literary schools of Turkic-speaking peoples. The research of Turkish researchers R.Toparli [Recep Toparlı, 1997: 511-524], A.Ustuner [Ahat Üstüner, 2014: 1107-1116], A.Karahan [Karahan Akarturk, 2020: 244-248] and other scholars makes it possible to study the poetics of Hafez Khwarizmii from a new theoretical perspective and reassess his place in Turkic literature.
Research Methodology.
The methodology of this study is aimed at identifying the educational potential of the Turkic classical literary heritage, in particular, the possibilities of applying Hafiz Khorezm’s didactic views on personal development in the modern educational process, and in this process it is considered appropriate to conduct research based on cultural-historical, pedagogical anthropology, competency-based and integrative approaches. This methodological platform allows for a deep study of the conditions of the formation of the poet’s work, the educational essence of his moral and philosophical ideas, and the degree of harmony of this heritage with current pedagogical practice.
It is appropriate to use scientific methods such as historical-logical analysis, source and textual research, comparative analysis, content analysis, pedagogical modeling, expert evaluation in the research, which create a great opportunity to identify the main semantic layers of the concept of perfection in the lyrics of Hafiz Khorezmii, to determine the pedagogical interpretation of such categories as moral maturity, spiritual purification, moral standards and social responsibility.
This set of methodological approaches helps to establish on a scientific basis the ways of effective use of the didactic heritage of Hafiz Khorezmii and to create a conceptual framework that serves to apply it to the education of a modern person.
Analysis and results.
Hafiz Khorezmi’s poetic views, formed around the theme of love, embody a complex spiritual and moral system serving the perfection of the individual. In the poet’s philosophy of love, aesthetic pleasure, spiritual suffering, contemplation, moral maturity and the pursuit of perfection are manifested as complementary didactic principles. In this regard, the issue of love in Hafiz Khorezmi’s lyrics is not only an emotional experience, but also a philosophical and didactic concept that embodies the stages of the spiritual development of the individual. The following verse of the poet serves as an important scientific source in illuminating the main semantic layers of this concept:
Dard-i jondin dam urma, ey Hofiz,
Chun jahon ichra yo‘q turur hamdam.
Mahrame izdar ersang o‘zunga,
Dard-i jonso‘z erur sanga mahram.
So‘z-i jonning so‘zinikim yozdim
Kuydiyu yondi kog‘az ila qalam.
G‘am taqi ne’mate erur haqdin
Ne’matin yeyu ayla shukr-i niam.
Hamdame chunki yo‘q bu olamda,
Izdayu bo‘lmag‘il nadim-i nadam.[ Devon. Book II, 1981: 292]
The analysis of this verse shows that Hafiz Khorezmii interprets love as a process of spiritual and logical transformation of the individual, self-perception and achievement of inner perfection. The verse “Dard-i jondin dam urma” indicates that delaying personal development, avoiding internal suffering, and suppressing mental processes are contrary to human development. This idea is consistent with the principles of modern developmental psychology such as “cognitive-emotional integration” and “management of internal experiences” and confirms that emotional maturity is one of the important pillars of personal development.
We can see how these aspects play a role in personal development in the research of F. Abdug‘opirova [F.A. Abdug‘opirova, 2022: 58-76], M. Badritdinova [M.B. Badritdinova, 2022: 78-92], L. Eshonkulov [L.N. Eshonkulov, 2022: 85-97], E. Kurbanov [E.E. Kurbanov, 2022. 62-66] and other studies. Thus, in the poet’s didactics, suffering is interpreted not as a destructive, but as a transformative force – that is, as an internal spiritual force of personal growth.
The verses “jahon ichra yo‘q turur hamdam” and “ Dard-i jonso‘z erur sanga mahram” in the stanza emphasize the necessity of the process of spiritual isolation, self-awareness, and metaphysical thinking that occurs when a person is left alone with himself. From a didactic point of view, this serves as the basis for the formation of a person’s metacognitive competencies, the development of independent thinking, and internal reflection. This process, present in the poetic discourse of Hafiz Khorezmii, is in harmony with mystical concepts and is interpreted as an important stage in achieving perfection. At the same time, this idea is consistent with pedagogical and psychological concepts such as “internal dialogue” and “reflective practice” used in modern personally oriented education.
The verse “So‘z-i jonning so‘zinikim yozdim
Kuydiyu yondi kog‘az ila qalam” reflects the process of transforming internal experience into external expression in the poetics of Hafiz Khorezmii. This process can be noted as a necessary mechanism for the formation of expressive competence, the ability of a person to express his thoughts and feelings from a psychological and pedagogical point of view. A person who is able to express himself is more active in understanding his identity, which is one of the main indicators of personal maturity.
The poet’s idea “G’am taqi ne’mate erur haqdin” reveals the positive, educational essence of grief and suffering. This idea didactically corresponds numerically to the “growth through adversity” model. Experiencing difficulties, demonstrating acceptance and patience towards them strengthens a person’s mental resilience, the formation of volitional qualities, and willpower. For Hafiz Khwarizmii, grief is not a sign of spiritual weakness, but a divine test that shapes the qualities of a perfect person.
The final lines of the stanza, exclaiming, “Hamdame chunki yo‘q bu olamda
Izdayu bo‘lmag‘il nadim-i nadam” emphasize independence, inner freedom, and at the same time honesty and loyalty to one’s own identity as the highest stage of personal perfection. This idea is consistent with the principle of moral education and autonomy in personal development. According to modern educational theory, moral education and autonomy are the ability of a person to make independent decisions, feel responsible for his actions, and live based on his inner beliefs and values. Hafiz Khwarizmii, expressing this principle through poetic symbols, connects personal perfection with divine logic and spiritual strength.
According to the results of the above analysis, Hafiz Al-Khwarizmi’s philosophy of love forms three main components for the didactic model presented in Figure 1.
Figure 1. Didactic model of Hafiz Khorezm’s philosophy of love.
The results show that this model, aimed at the formation of personality development, using the didactic views of Hafiz Khorezmii, is significant in all respects. It sees personality development in spiritual and intellectual harmony, interprets personality development as a process of internal changes, spiritual searches, overcoming difficulties and self-awareness. This shows that the possibilities of using Turkish classical literature in the modern educational process are extremely wide.
Conclusion/Recommendations.
This study has shown that the philosophy of love and affection in the works of Hafiz Khorezmii constitutes a complex system that has not only aesthetic, but also pedagogical and didactic significance in the formation of personal perfection. After all, the use of the philosophy of love and didactic views of Hafiz Khorezmii allows enriching the inner world of a person, strengthening moral values, developing the ability to make independent and responsible decisions, as well as educating a mentally stable and intellectually mature person.
In order to effectively use the criteria for personal education and achieving moral perfection in the works of Hafiz Khorezmii in pedagogical activities, it is appropriate to put forward the following scientifically based proposals:
1. Special educational modules aimed at the formation of personal perfection should be developed in schools and higher educational institutions based on the Turkic classical literary heritage and the didactic views of Hafiz Khorezmii.
2. Interactive methods based on Hafiz Khorezm’s continents and philosophy of love, namely reflexive writing, group discussions and spiritual self-awareness exercises, should be widely implemented in pedagogical practice.
3. It is recommended to develop a system of indicators based on the didactic heritage of Hafiz Khorezmii in assessing personal development and spiritual education, and to monitor the moral and intellectual development of students.
To achieve these goals, we offer the following recommendations:
a) Develop methodological manuals on personal development in the process of studying classical Turkic literature and Hafiz Khorezm’s lyrics and organize trainings for teachers;
b) Based on the results of the research, it is recommended to integrate Hafiz Khorezm’s philosophy of love and didactic views into school and university programs as a pedagogical model.
As a final thought, it can be said that the work of Hafez Khwarizmii and the classical Turkic literary heritage can be widely used in the modern educational process as a practical and theoretical basis for enriching personal education, developing spiritual and intellectual potential, and forming moral maturity.
References.
1. Abdugupirova F.A. Didactic system of preparing preschool children for school through the development of cognitive activity: Doctor of Philosophy (PhD) in Ped. science … diss. – Namangan, 2022. – p. 153.
2. Badritdinova M. B. Psychological features of the development of the cognitive style in adolescents: Doctor of Philosophy (PhD) in Psychology … diss. – Tashkent, 2022. – p 147.
3. Eshonkulov L. N. Cognitive significance of humor in the formation of aesthetic thinking of youth: Doctor of Philosophy (PhD) in Philosophy … diss. – Samarkand, 2022. – p.153.
4. Hafiz Khorezmiy. Devon. 2 vol. 2-book. – T.: UzKPMK, 1981. – p. 312.
5. Karahan Akarturk. Hafiz-i Harizmi // Muslims in History No. 5, 2020, Ankara. – pp. 244-248.
6. Kurbanov E.E. Cognitive-pragmatic features of speech influence Philol. science. Doctor of Philosophy (PhD) … diss. – Andijan, 2022. – p. 142.
7. Kurbanova Sh.Ye. Didactic views of Hafiz Khorezmi and its pedagogical significance. Methodical guide. – Urganch: Kuvanchbek-Mashkhura, 2025. – p. 36
9. Sulayman H. Uzbek poet Hafiz Khorezmi and his divan found in Hyderabad. // Literary heritage. – T., 1976. No. 6, – pp. 34-43.
10. Sulaymonov M. Didactic Views in the Lyrics of Hafiz Khorezmi. // Issues of Language and Literature, Book 3. Collection of scientific articles by professors and teachers of higher educational institutions of the republic dedicated to the 80th anniversary of the birth of Doctor of Philology, Professor Begmatov Ernst Azimovich. – Namangan.: 2016. – pp. 144-148.
11. Sulaymonov M. Didactic Views of Hafiz Khorezmi // Public Education, jur. – T..: 1992. No. 10-12. – pp. 20-22.
12. Toparli, Recep. Hafiz-ı Harezmî’s eulogy on Sultan Ibrahim’s death // Marmara. Journal of Turkish Studies, 8, 1997, – pp. 511-524.
13. Üstüner, Ahat. “The Turkish Name in the Divan of Khârezmli Hâfız // Turkish Studies 9(6), 2014. Ankara. – pp. 1107-1116.
Abstract: The Metaverse is emerging as a significant aspect of modern digital life, blending virtual experiences with real-world interactions. This study investigates whether the boundary between virtual and real life is disappearing due to the rapid adoption of virtual reality (VR), augmented reality (AR), and digital avatars. By reviewing recent literature, case studies, and observational data, this paper explores both the benefits and risks associated with prolonged engagement in the Metaverse. Results indicate that while the Metaverse enhances communication, creativity, and accessibility, it may also lead to reduced real-life social interactions, psychological stress, and dependency on virtual environments. The study emphasizes the importance of maintaining a balance between virtual engagement and real-life activities and suggests strategies for promoting healthy digital habits.
Key words: Metaverse, virtual reality(VR), augmented reality(AR), digital avatars, virtual life, real-life interaction, social skills, digital addiction, mental health.
Introduction
The concept of the Metaverse represents a digital universe where users interact through avatars and immersive technologies such as virtual reality (VR) and augmented reality (AR). Unlike traditional social media, the Metaverse provides a three-dimensional environment where users can socialize, work, study, play, and create in real-time. The origins of this concept trace back to early internet communities, online gaming platforms, and virtual worlds like Second Life, which laid the foundation for modern immersive experiences.
The recent surge in Metaverse development has been accelerated by major technology companies, including Meta (formerly Facebook) and Microsoft, who have invested billions into creating expansive virtual ecosystems. The COVID-19 pandemic further amplified the relevance of virtual interaction, as remote work, online education, and digital socializing became essential.
Despite these advancements, questions remain regarding the psychological, social, and behavioral effects of spending extended periods in virtual environments. Scholars and psychologists debate whether virtual engagement complements or threatens real-life experiences. This paper aims to:
1. Explore the potential benefits of the Metaverse for social interaction, creativity, and education.
2. Examine the risks associated with over-reliance on virtual experiences, including social isolation and psychological challenges.
3. Discuss strategies for integrating virtual and real-life activities to ensure balanced digital engagement.
Methods
This study employs a qualitative approach, relying primarily on literature review and observational analysis. Academic journals, reports from technology companies, and research articles on digital behavior and psychology were examined to assess the current understanding of Metaverse effects.
Key steps included:
1. Reviewing case studies of Metaverse applications in education, work, and social environments.
2. Comparing patterns of real-life interactions versus virtual engagement.
3. Identifying reported social, psychological, and behavioral outcomes associated with prolonged Metaverse use.
Data analysis focused on synthesizing findings to determine common themes, including the advantages of digital immersion and the potential risks of social detachment. The study also considered recommendations from digital psychologists and technology experts regarding safe and balanced Metaverse use.
Results
Positive Impacts of the Metaverse
1. Enhanced Communication: Users can connect with friends, family, and colleagues across vast distances, allowing for more flexible social and professional interactions.
2. Virtual Education and Remote Work: VR classrooms, online conferences, and collaborative virtual offices provide innovative ways to learn and work without geographical limitations.
3. Creativity and Entrepreneurship: Digital platforms in the Metaverse offer spaces for creative expression, virtual product sales, and entrepreneurial ventures.
Case Studies:
During the COVID-19 pandemic, VR classrooms were used by thousands of students worldwide, enabling interactive and immersive learning experiences.
Virtual job meetings and conferences replaced many in-person events, reducing travel costs and environmental impact.
Social gaming communities, such as Roblox and Fortnite, became central hubs for youth socialization.
Negative Impacts of the Metaverse
1. Reduced Real-Life Social Interaction: Prolonged engagement in virtual environments can diminish face-to-face communication skills and real-world social connections.
2. Addiction Risk: Excessive virtual engagement may result in compulsive behavior, where individuals prioritize online experiences over real-world responsibilities.
3. Psychological Effects: Studies indicate that prolonged VR use can contribute to anxiety, stress, and depression.
4. Decline in Practical Skills: Over-reliance on virtual environments may reduce problem-solving abilities and practical life skills.
Example: Adolescents spending more than six hours daily in Metaverse platforms showed lower social empathy and reported increased loneliness compared to peers engaging primarily in real-life activities.
Discussion
The Metaverse provides a dual-edged impact: while offering unprecedented opportunities for connection, creativity, and education, it simultaneously presents social and psychological challenges.
Interpretation of Results
The integration of virtual and real-life experiences can enhance human capabilities but also risks creating dependency on digital spaces. Younger generations, in particular, may prioritize virtual interactions over real-world relationships, potentially affecting emotional intelligence and social development.
Policy and Practical Implications
Digital Literacy Programs: Educators and parents should encourage responsible and balanced digital engagement.
Digital Detox: Scheduled breaks from virtual environments can improve mental health and real-life social skills.
Monitoring Engagement: Tracking time spent in Metaverse platforms can prevent excessive dependency.
Comparison with Previous Studies
The findings align with existing research indicating that VR and AR offer significant educational and professional benefits but may compromise social skills and emotional well-being if not properly managed.
Future Research Directions
Long-term psychological effects of heavy Metaverse engagement
Strategies for harmonizing virtual and real-life experiences
Potential policy frameworks for safe virtual space usage
Conclusion
The Metaverse represents a transformative frontier in digital interaction. It offers opportunities for communication, learning, and creativity that were previously unimaginable. However, the line between virtual and real life is becoming increasingly blurred, raising concerns about social skills, mental health, and over-dependence on digital experiences. Achieving balance through education, personal discipline, and responsible policy is crucial to maximize benefits while mitigating risks. The future of human interaction will likely depend on how effectively individuals and societies integrate the Metaverse with real-world experiences.
References
1. Bell, J. (2023). Virtual Worlds and Human Interaction. Tech Journal, 12(3), 45–59.
2. Meta Platforms. (2022). Metaverse Roadmap. Meta Reports.
3. Smith, R., & Lee, A. (2021). Psychological Effects of VR. Journal of Digital Psychology, 8(2), 101–118.
4. Johnson, K. (2020). Augmented Reality in Education. Education Tech Review, 5(4), 32–50.
5. Brown, T. (2022). Social Skills in Digital Environments. Social Science Quarterly, 14(1), 15–29.
6. Roberts, P., & Nguyen, L. (2021). Addiction in Virtual Worlds. Journal of Behavioral Studies, 10(3), 88–104.
7. Miller, S. (2020). Balancing Real and Virtual Life. Digital Ethics Review, 6(2), 55–70.
Zamira Moldiyeva Bahodirovna was born on May 14, 2006, in Zomin district, Jizzakh region. From 2013 to 2024, she studied at School No. 47 named after Khayrulla Akhmedov in Zomin district. During her school years, a collection of poems written together with amateur young poets was published under the title “Qaldirg‘ochlar” (“Swallows”).
Currently, she is a second-year student at the Uzbekistan State World Languages University, Faculty of English Philology. She is the founder of the “Aleksandr Faynberg Heritage” Club and a coordinator at the clubs “Qizlarjon,” “Students Union,” and “Leader Qizlar.” She is also an active member of the sports club and a player of the “Aurora” volleyball team, as well as the winner of numerous competitions.
She actively participates in projects such as “English Quest: Freshmen Edition,” “EmpowerHer: Republican Forum of Young Women Leaders,” and “Eco Marathon.” She is an official member of the “Intellectual Youth” team. She holds the certificate “Quiz Competition on World AIDS Day with Certificate 2023” along with several other international certificates. She has participated in various conferences and is the author of several articles.
Annotation: The article dissects the moral and social dimensions of responsibilities as portrayed in “O`tgan kunlar” (The Bygone Days) by Abdulla Qodiriy and Somerset Maugham`s “The Moon and Sixpence”. Both authors investigate the clash between duty and social accountability, yet they reflect opposite cultural viewpoint. Through a cross-cultural lens, the article analyses how individual freedom, moral imperative, and social duty intersects within diverse historical, cultural, and philosophical circumstance- early 20th century Uzbek realism and British modernism. Qodiriy`s novel demonstrate the significance of duty as ethical and cultural necessity, while novel by Maugham demonstrates it as a personal challenge against social etiquette. The comparative analysis can spotlight how literature could unveil the balance between duty and collective responsibility.
Keywords: obligation, social responsibility, personal duty, Abdulla Qodiriy`s “O`tgan kunlar’’ (The Bygone Days), Somerset Maugham`s “The Moon and Sixpence”, Otabek and Charles Strickland, moral imperative.
Moral duty, responsibility have been becoming central problem for centuries in world literature, philosophy, and ethics. Every society requests its members to respect and obey laws, moral norms and traditions while maintaining their individuality. Literature can demonstrate how people can keep balance between personal goals and societal responsibility. Social obligations are interpreted with atmosphere in express time and exact region. Accordingly, period and zone can reveal essence of works. In the light of common occasion, they are diverse. There are dissimilar visions towards collective responsibility in everywhere. Thereby, there are authors, who utilize different way so as to show them. In particular, Abdulla Qodiriy and Somerset Maugham conquer in history of world literature. Through their novels “O`tgan kunlar” (1926) and “The Moon and Sixpence” (1919), they investigate relevance of the individual and society with their own historical and cultural lenses. Nonetheless, both of them strive to present underlying assumption of moral and collective responsibility.
Abdulla Qodiriy`s “O`tgan kunlar” (The Bygone Days) is not only the first historical novel in Uzbek literature but also profound contemplation on moral duty and communal justice. It includes social and ethical changes occurring in Central Asia during the late nineteenth and early twentieth centuries. In fact, the story of Otabek and Kumush is not purely tale of love and tragedy. Author highlights deep reflection on the responsibilities of the individual to family, nation, and community by means of the story of Otabek and Kumush.
Conversely, Maugham`s “The Moon and Sixpence” explores the reverse extreme of this moral equation: the personal duty to self and art rather than to society. Charles Strickland abandons his family, profession, and ethical duty an account of his pursuit for artistic truth. In this novel, the individual tries to escape social responsibility or decline society itself is a type of moral stance.
Albeit the tension between West and East literature, both of them strive to demonstrate individual qualities in exact times. In addition, both writers unveil that universal freedom destitute of moral duty leads to spiritual loss, whereas authentic implementation emerge when human action align with virtuous function.
Literature review:
Abdulla Qodiriy`s “O`tgan kunlar’’ (The Bygone Days) and Somerset Maugham`s “The Moon and Sixpence’’ can facilitate to distinguish literature, traditional notion to society of West and East.
Conflict of social obligation and personal aspiration
In Maugham`s novel, personage not only repudiates social responsibility but he also disassociates himself from society: “I do not care what people think. I want to live in my own”.
Individuals and society, social duty
The individual is connected to society, who can see their life with social progress: “El-yurt tinchligi – har birimizning burchimiz’’ (Peace of our homeland is duty of each of us).
Impact of social environment
Collective circumstance has impact on human conduct. In Maugham`s novel, society could carry weight with personages` preference.
National outlook
Writings substantiate historical moment and viewpoint, culture in certain period, which can evolve national environment.
A lot of theoretical resources are analysed during studying theme. Articles and writings about duty and social responsibility in both novels are paid prime attention.
In Abdulla Qodiriy`s “O`tgan kunlar” (The Bygone Days), East culture and social duty are demonstrated with real examples.
Somerset Maugham`s “The Moon and Sixpence” shows conflict between social responsibility and personal ambition.
A. Khan “Comparative Literature: East and West’’ can confirm diverse and similar feature in literature of West and East about social obligation and duty.
An analysis of Ethical Dilemma in “The Moon and Sixpence” by Xinyi Yang (2022)- analyze social environment, conflict between society and individualism.
Research Methodology
In this study, an interdisciplinary methodology combines comparative literary with interpretative cultural analysis. The investigation seeks to analyze how the concept of social obligation evolves in two diverse literary and ideological environments- the Uzbek classical realism of Abdulla Qodiriy and the modern ethical contemplations of Somerset Maugham.
Research Design
The research design is relative and analytical, which could interpret how two literary system illustrate moral obligations of individuals to their society. Furthermore, it is utilized for determining connection of authors social backgrounds and their fictional representations.
Research Approach
The analysis adopts a hermeneutic and thematic approach, spotlighting the exposition of meaning within texts rather than mere illustration. Through this lens, both novels are dissected as reflection of consciousness and societal identity.
Data Analysis
Information was investigated utilizing a qualitative content analysis model supported by comparative thematic mapping. Each novel was coded for moral standards, depictions of responsibility, and portrayals of social duty. The findings were then cross- compared to demonstrate shared moral aspects and divergent worldviews.
Restrictions
The research is confined to two literature and does not take into account the full compass of either author`s oeuvre. The study concentrates on moral and social themes, eliminating linguistic and stylistic dimensions.
Analysis / Results
The comparative analysis of Somerset Maugham`s “The Moon and Sixpence” and Abdulla Qodiriy`s “O`tkan kunlar” (Bygone days) shows distinct yet convergent tactics to the concept of duty and responsibility to society. In both novels, the protagonists- Charles Strickland and Otabek- personify a conflict between personal perfection and general assumption. Maugham`s narrative questions the limits of social obligation when confronted by an artist`s inexorable pursuit of individuality. Strickland`s refusal of familial and collective norms reveals the fragility of moral imperative when human aspiration transforms into passion. Contrary, Qodiriy depicts Otabek as a man whose sense of social duty becomes a moral compass guiding him through the turbulent changes of early modern Uzbek civilization.
In “O`tkan kunlar”, social responsibility betrays trough loyalty, honesty, and care for one`s public. Otabek`s nature exposes that correct progress demands harmony between personal ambitions and social well-being. Meanwhile, Maugham`s Strickland explicates the opposite extreme: the annihilation of obligation in the pursuit of self- expression.
The results of the analysis represents that both authors formulate their protogonists as vehicles of ethical inquiry. Through conflicting resolutions, Maugham and Qodiriy cross-examine the connection between self and society, concluding that moral responsibility is neither merely individual nor purely communal but a dynamic interaction between two. The comparative reading also focuses on cultural differences: Maugham`s Western individualism contrasts with Qodiriy`s Eastern ethical collectivism. Nonetheless, both converge in portraying moral duty as a decisive foundation of human dignity and social harmony.
Conclusion and Recommendations
The comparison of Somerset Maugham`s “The Moon and Sixpence” and Abdulla Qodiriy`s “O`tkan kunlar” exposes how both writer`s balance between personal aspirations and duty to society. The findings of research demonstrate that both authors, in spite of cultural and temporal differences, engage with a universal moral question: how far should an individual`s pursuit of self- fulfillment extend before it contrasts with social duty? Maugham `s Strickland symbolizes the risk of egocentric freedom that neglects human responsibility, while Qodiriy`s Otabek denotes the harmony of moral imperative and personal belief.
The study contributes to a comprehensive grasping of how literary art can serve as a mirror displaying society`s moral dilemmas. By examining these two novels together, the article reflects that tension between individuality and duty is not confined to one culture or era but endures a recurring theme in evolution of human values.
Recommendations
1. Future comparative analysis should investigate how Eastern and Western authors interpret moral obligation and civic duty within various cultural frameworks.
2. University curricula could incorporate comparative literary ethics as a field of acquire to toughen students` understanding of collective and moral interdependence.
3. Interdisciplinary research integrating literature, sociology, and philosophy can deepen insight into moral dimensions of artistic individuality and populace principles.
References
1. Abdulla Qodiriy. “O`tkan kunlar” (Bygone days). Toshkent: Gafur Ghulam Publishing House of literature and Art 2019.
2. A. Khan. “Comparative Literature: East and West”. Oxford university Press 2016.
3. J. Brown. “Freedom and individuality in Western Literature”. Cambridge university Press 2017.
4. Somerset Maugham. “The Moon and Sixpence”. London: Heineman, 1919.
5. Xinyi Yang. “An analysis of Ethical Dilemma in “The Moon and Sixpence” 2
PERFIL DEL ESCRITOR
El 28 de noviembre de 2025 se cumplirán 3 años del nacimiento de esta estructura poética, GAONESA, que ha incursionado con gran éxito en la literatura mundial contemporánea. ¡Feliz cumpleaños!
