Maja Milojković was born in Zaječar and divides her life between Serbia and Denmark. In Serbia, she serves as the deputy editor-in-chief at the publishing house Sfairos in Belgrade. She is also the founder and vice president of the Rtanj and Mesečev Poets’ Circle, which counts 800 members, and the editor-in-chief of the international e-magazine Area Felix, a bilingual Serbian-English publication. She writes literary reviews, and as a poet, she is represented in numerous domestic and international literary magazines, anthologies, and electronic media. Some of her poems are also available on the YouTube platform.
Maja Milojković has won many international awards. She is an active member of various associations and organizations advocating for peace in the world, animal protection, and the fight against racism. She is the author of two books: Mesečev krug (Moon Circle) and Drveće Želje (Trees of Desire). She is one of the founders of the first mixed-gender club Area Felix from Zaječar, Serbia, and is currently a member of the same club. She is a member of the literary club Zlatno Pero from Knjaževac, and the association of writers and artists Gorski Vidici from Podgorica, Montenegro.
BOOBYTRAPS AND THE GLASS CEILING: THE COSMIC DETERMINANTS
The Boobytraps
The world is marked by injustice, as a result of which there is moral confusion in human ranks. Peace is missing from the society as well as the mind of man. The world has become a battle ground and if we see it at war, the simple reason is: it has no faith in justice. It is an unjust world in which the principles of the commonwealth are violated. The suffering scattered here and there is the result of this injustice. There is something in the atmosphere which encloses us which does not like injustice. And, all those who play foul, are brought to justice, in this very world. Those who are smart enough to use their wits, hoodwink worldly judges for some time. Finally nemesis overtakes all the evil doers and justice reigns over this world.
The world has been conceived in a state of balance. By night, the gods match the balance sheet of good and evil, crime and punishment, and the cosmos goes to sleep, only when gods are assured that the right has been administered. It is another thing what we see in this world is a different spectacle. We see that good has been hijacked and the evil enjoy the best amenities. People who indulge in corruption have high time. How come, the nemesis strikes them by night?
If human wits could understand this divine operation, gods will be turned out of heaven. Cosmic forces make sure those who play foul with the system of nature are made to suffer. They are all victims of divine justice. What crimes they have committed? Only gods know, or if you can look into their hearts, at least their conscience knows where they have erred.
The Glass Ceiling
This concept of divine intervention can be extended further to include individual achievements. Sky is not the limit. There is a glass ceiling beyond which no man can perform. While I am trying to philosophize on a para-mystical subject, some questions are doing ramp walk before me: Whatever a man has done, does he do it by himself? Or were there any forces, visible or invisible, which acted upon his choices and made him act in certain ways? Could he have performed better if he was left to himself and granted greater freedom? What propelled him, and what stopped him? What was the final settlement between the forces of action, inaction and reaction? Who fixes man’s limits? What stops a man from realising his dreams?
Whatever we achieve is the result of an honourable settlement with time. The past is frozen and shows our limits. The present and future are in a constant dialogue with time for a permanent settlement. We invest time, we invest money, we invest resources. What we get is decided by the balancing out operations of our destiny.
Dr. Jernail Singh Anand, with an opus of 180 plus books, is Laureate of the Seneca, Charter of Morava, Franz Kafka and Maxim Gorky awards. His name adorns the Poets’ Rock in Serbia. Anand is a towering literary figure whose work embodies a rare fusion of creativity, intellect, and moral vision. He is not only lone of the most influential voices in contemporary Indian poetry, but a global voice, challenging readers to confront the complexities of existence while offering hope through art and ethics.
Annotation: This article provides a literary and philosophical analysis of “Jimjitlik” (Silence), a work by one of the prominent representatives of Uzbek literature, Said Ahmad. The study reveals how the author portrays the contrast between external silence and inner rebellion, the contradictions within the human psyche, and the issues of injustice and indifference in society. Through the characters of Tolibjon and Mirvali, the writer artistically interprets the struggle between good and evil, awakening and heedlessness. The article explores the symbolic and spiritual essence of the concept of “silence”, arguing that a person’s habituation to silence becomes one of the main causes of social tragedies. This study aims to deepen the understanding of the social significance of Said Ahmad to highlight the educational and awakening power of literature.
Keywords: Said Ahmad, Jimjitlik ( Silence), silence and rebellion, heedlessness, justice and oppression, human psychology, society and the individual, artistic character, spiritual awakening, social responsibility.
REBELLION BEHIND SILENCE: THE TRAGEDY OF STILLNESS IN SAID AHMAD’S WORK
Introduction
One of the most distinguished figures of Uzbek literature, Said Ahmad, portrays life’s realities, human emotions, and social transformations with remarkable depth in his works, offering consolation through words to the unspoken pain and suffering burning in people’s hearts. The author elevates everyday realities to the level of art. The work “Jimjitlik” likewise raises pressing social and spiritual issues, confronting the reader with a truth wrapped in comforting illusions, even if only for a moment.
Where does silence exist? Is it in the mountains caressed by clouds, in the steppes filled with blooming tulips, in streets resonating with children’s joyful laughter, or in hearts where childhood id buried, or perhaps in graves where hearts that once sheltered goodness now lie?
The work depicts the inner storms hidden behind external silence, the contradictions within human psyche, indifference toward social changes, and how those in high positions, with bloodstained hands, rock the cradle of the people and hinder the awakening of a new generation. It reflects the lives of individuals struggling through the complexities of existence and their responses to social injustice.
The characters in the work are vivid, convincing, and genuinely representative of the people. Each character is a product of their environment. The narrative begins with Tolibjon – who has suffered the merciless blows of life, whose unfortunate fate has left him disoriented, and who seeks a quiet refuge from the turbulent, noisy storms of a restless era – silently swallowing his bitter tears. His heart’s mute cry and wordless rebellion unfold within the embrace of “silence”. He wishes for the mountain children growing up in heedlessness to receive education, to advance not only through physical labor but also through intellectual development.
“My youth lives in Tolibjon. The best part of my life remained in the chest of this young man”, he would say.
At first glance, these words seem to touch the heart. Yet they belong to Mirvali – a man whose eyes have hardened like mountain rocks, whose conscience does not tremble at the sight of death, who has destroyed the lives of countless young women.
Know this: when a person commits a sin, the face of the heart darkens. If one is fortunate, that darkness emerges outward so that they may quickly refrain from sin. But if one is unfortunate, the darkness remains hidden within, unnoticed even by the person themselves. As a result, they sink deeper into sin. Thus, Mirvali – transformed into a “frog prince” by the swamp of sin – soils his hands with the blood of countless innocents, driven by his eyes that can never be filled except with soil and by his fear of losing his seat of power.
Conclusion
Such Tolibjons and Mirvalis can be found in every era and every place – only under different names and appearances. As you read the work, you fell an urge to caress the head of the orphan and to seize the banner of Truth from the hands of the righteous, raising it high. Yet this is not something achieved through empty words or mere imagination. First and foremost, one must refuse to accept silence and prove resistance through action. Knowledge is essential both to give voice to the emotions surging within the diminishing their power. A reader of this book comes to understand that the root of all ignorance lies in heedlessness and indifference
References
Said Ahmad. Jimjitlik – Tashkent: G’afur G’ulom Publishing House, various editions.
Said Ahmad. Selected Works. – Tashkent: National Encyclopedia of Uzbekistan Publishing House.
Qo’shjonov, M. Modern Uzbek Prose and Artistic Thought. – Tashkent.
Jumanazarova Mohlaroyim Islombek qizi was born in Uzbekistan on April 6, 2007. Currently, she is studying at Denou institute of entrepreneurship and pedagogy. She has successfully obtained a B2 level in English and holds several international certificates
Abstract: In the 21st century, education has shifted from rote memorization to the development of higher-order cognitive skills. Among these, critical thinking is recognized as one of the most essential competencies for modern learners. Critical thinking involves the ability to analyze, evaluate, and interpret information logically and independently (Facione, 2013). This article examines the role of critical thinking in contemporary education, its relationship with higher-order thinking skills, problem-solving, and digital literacy, and explores effective pedagogical strategies for fostering critical thinking. The study argues that integrating critical thinking into educational systems is crucial for academic success, professional development, and responsible citizenship in a rapidly changing world.
Modern education systems operate in a rapidly evolving environment shaped by globalization, technological advancement, and the exponential growth of information. Traditional teaching approaches that emphasize memorization are increasingly inadequate for preparing students to navigate complex academic and social challenges. As a result, critical thinking has become a central objective of educational reform worldwide (OECD, 2019).
Critical thinking is defined as purposeful, self-regulatory judgment involving interpretation, analysis, evaluation, and inference (Facione, 2013). These abilities are closely related to higher-order cognitive processes described in Bloom’s revised taxonomy, such as analyzing, evaluating, and creating (Anderson & Krathwohl, 2001). Therefore, developing critical thinking is essential for equipping students with the skills needed for lifelong learning and adaptation in the modern world.
Literature Review
Concept of Critical Thinking
Critical thinking has been extensively studied in educational research. Ennis (2011) defines critical thinking as reasonable and reflective thinking focused on deciding what to believe or do. Similarly, Paul and Elder (2006) emphasize that critical thinking involves analyzing and evaluating one’s thinking in order to improve it. These definitions highlight that critical thinking encompasses both cognitive skills and metacognitive awareness.
Higher-order thinking skills (HOTS) serve as the foundation of critical thinking. Bloom’s revised taxonomy illustrates how learning progresses from lower-order skills, such as remembering and understanding, to higher-order skills, such as analysis and evaluation (Anderson & Krathwohl, 2001). Research shows that students who engage in higher-order thinking demonstrate deeper understanding and improved problem-solving abilities.
Role of Critical Thinking in Learning
Empirical studies indicate that critical thinking significantly contributes to academic achievement and cognitive development. Hattie (2009) found that teaching strategies promoting deep learning and critical engagement have a strong impact on student performance. Furthermore, Fisher and Scriven (1997) argue that critical thinking enhances students’ ability to interpret information, construct logical arguments, and make informed decisions.
In the digital era, critical thinking is closely connected to digital literacy. Buckingham (2007) notes that learners must critically evaluate online information, distinguish reliable sources from misinformation, and engage responsibly with digital media. Thus, critical thinking is essential not only for academic success but also for navigating the digital information landscape.
Discussion
Critical Thinking as a Core 21st-Century Skill
The rapid development of artificial intelligence, automation, and global communication networks has transformed the nature of work and learning. Employers increasingly value skills such as critical thinking, creativity, collaboration, and adaptability (OECD, 2019).
Students equipped with critical thinking skills are better prepared to handle uncertainty, evaluate complex information, and develop innovative solutions.
Moreover, critical thinking is essential for global citizenship and democratic participation. It enables individuals to make informed judgments, resist misinformation, and engage constructively in social and political discourse.
Pedagogical Strategies for Developing Critical Thinking
Problem-Based Learning
Problem-based learning (PBL) encourages students to engage with real-world problems and develop solutions through inquiry and collaboration. Hmelo-Silver (2004) demonstrates that PBL enhances analytical reasoning and problem-solving skills by immersing students in authentic learning contexts.
Collaborative Learning
Collaborative learning environments promote interaction, dialogue, and shared problem-solving. Johnson and Johnson (2009) argue that cooperative learning fosters critical thinking by encouraging students to articulate ideas, evaluate alternative perspectives, and construct knowledge collectively.
Inquiry-Based Learning
Inquiry-based and inductive teaching methods stimulate higher-order thinking by encouraging students to actively construct knowledge rather than passively receive information. Prince and Felder (2006) highlight that inquiry-based approaches improve students’ conceptual understanding and critical reasoning skills.
Reflective Practice
Reflection is a key component of critical thinking. Schön (1983) suggests that reflective practice enables learners to examine their cognitive processes and improve their reasoning abilities. Tools such as journals, self-assessment tasks, and reflective discussions are effective in promoting metacognitive awareness.
Benefits of Critical Thinking
For students, critical thinking enhances academic performance, creativity, and decision-making abilities. Students who develop critical thinking skills are better equipped to evaluate information, solve complex problems, and adapt to new learning contexts.
For education systems, prioritizing critical thinking leads to deeper learning, increased student engagement, and innovation in teaching practices. Integrating critical thinking into curricula also aligns education with global standards and labor market demands.
For society, critical thinking contributes to informed citizenship, resistance to misinformation, and constructive social dialogue. It enables individuals to participate responsibly in democratic processes and contribute to social and technological progress.
Conclusion
Critical thinking is a fundamental competence for success in modern education and society. It enables learners to analyze information, solve problems, and make informed decisions in complex environments. The literature reviewed in this article demonstrates that critical thinking is closely linked to higher-order thinking skills, digital literacy, and lifelong learning.
Effective pedagogical approaches such as problem-based learning, collaborative learning, inquiry-based instruction, and reflective practice play a crucial role in developing critical thinking. Therefore, educational institutions must move beyond traditional memorization-based teaching and adopt innovative, student-centered approaches that foster critical reasoning and lifelong learning. Ultimately, cultivating critical thinking is essential for preparing students to navigate the challenges of a rapidly changing world.
References:
1.Anderson, L. W., & Krathwohl, D. R. (2001).
A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives.
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 titled “Qaldirg‘ochlar” (Swallows) was published with the participation of amateur student writers.
She is currently a second-year student at the Uzbekistan State World Languages University, Faculty of English Philology. She is a member of the “Aurora” volleyball team and a winner of several competitions. Zamira has been an active participant in projects such as “English Quest: Freshmen Edition,” “EmpowerHer: Republican Forum of Young Women Leaders,” and “Eco Marathon.” She has also taken part in various conferences and is the author of several articles.
Uzbekistan World Languages University English philology faculty, 2nd year student Ne’matullayeva Mukhlisa Sherali kizi nematullayevam8@gmail.com
Abstract: In the context of modern higher education, the development of critical thinking skills has become a central objective of academic instruction. As universities prepare students for complex professional and social environments, the ability to analyze information, evaluate arguments, and make reasoned decisions is increasingly essential. This article explores the concept of critical thinking and its significance in higher education. It examines key components of critical thinking, including analysis, evaluation, reflection, and problem-solving. Drawing on educational and cognitive research, the study discusses common barriers to the development of critical thinking, such as passive learning methods, overreliance on memorization, and limited student engagement. The article also highlights effective pedagogical strategies for fostering critical thinking, including active learning, discussion-based instruction, problem-based learning, and reflective practices. Overall, the article provides a structured framework for integrating critical thinking development into higher education and enhancing students’ academic and intellectual independence.
Аннотация: В условиях современного высшего образования развитие навыков критического мышления становится одной из ключевых задач академического обучения. Поскольку университеты готовят студентов к сложной профессиональной и социальной среде, способность анализировать информацию, оценивать аргументы и принимать обоснованные решения приобретает особую значимость. В данной статье рассматривается понятие критического мышления и его роль в системе высшего образования. Анализируются основные компоненты критического мышления, включая анализ, оценку, рефлексию и решение проблем. На основе педагогических и когнитивных исследований обсуждаются распространенные препятствия развитию критического мышления, такие как пассивные методы обучения, чрезмерная ориентация на заучивание и ограниченная вовлеченность студентов. Также в статье выделяются эффективные педагогические стратегии формирования критического мышления, включая активное обучение, дискуссионные методы, проблемно-ориентированное обучение и рефлексивные практики. В целом статья предлагает системный подход к интеграции развития критического мышления в высшее образование и повышению академической и интеллектуальной самостоятельности студентов.
Ключевые слова: критическое мышление; высшее образование; аналитические навыки; решение проблем; активное обучение; вовлеченность студентов; рефлексивное мышление; академическая самостоятельность.
The mission of higher education in the twenty-first century extends far beyond the transmission of disciplinary knowledge. Universities are increasingly expected to develop graduates who can think independently, evaluate information critically, and respond thoughtfully to complex global challenges. In this context, critical thinking has emerged as a cornerstone of academic excellence and lifelong learning. The rapid expansion of digital information has transformed the learning environment, making students more vulnerable to superficial understanding and passive consumption of content. Without well-developed critical thinking skills, learners may struggle to distinguish reliable information from misinformation, synthesize diverse perspectives, or construct coherent arguments. Therefore, fostering critical thinking is not only an academic necessity but also a societal imperative. This article seeks to examine the nature of critical thinking in higher education and explore systematic strategies for its effective development.
Theoretical foundations of critical thinking
Critical thinking is commonly conceptualized as a form of higher-order thinking involving analysis, evaluation, inference, and self-regulation. According to Facione, critical thinking consists of both cognitive skills and dispositional elements, such as intellectual humility, open-mindedness, and persistence. These dimensions interact to enable individuals to engage in purposeful and reflective judgment. From a constructivist perspective, critical thinking develops through active engagement with knowledge rather than passive reception. Learners construct meaning by questioning assumptions, testing hypotheses, and reflecting on outcomes. In higher education, this process is supported through academic discourse, research-based learning, and exposure to multiple viewpoints. As a result, critical thinking becomes a dynamic intellectual practice rather than a fixed skill.
Cognitive and metacognitive components
Critical thinking involves a range of cognitive processes, including interpretation, analysis, evaluation, and synthesis. However, these processes alone are insufficient without metacognitive awareness. Metacognition allows students to monitor their own thinking, recognize cognitive biases, and adjust strategies accordingly.
University students who develop metacognitive skills demonstrate greater academic independence and deeper engagement with learning materials. They are more capable of identifying gaps in understanding, evaluating the strength of arguments, and revising their perspectives. Consequently, metacognition serves as a bridge between knowledge acquisition and critical application.
Methodological approach
This article adopts a qualitative analytical approach grounded in a review of interdisciplinary educational literature. Key theoretical frameworks and empirical studies on critical thinking development were examined to identify recurring patterns, challenges, and effective instructional practices. Sources were selected based on relevance, academic credibility, and applicability to higher education contexts. The analysis focuses on synthesizing existing research rather than conducting experimental investigation. This approach allows for a comprehensive understanding of critical thinking as a multidimensional construct influenced by pedagogical, institutional, and learner-related factors.
Barriers to critical thinking development
Despite its recognized importance, critical thinking remains insufficiently developed in many higher education systems. One significant barrier is the dominance of teacher-centered instruction, which positions students as passive recipients of information. Such environments limit opportunities for questioning, discussion, and intellectual risk-taking. Assessment practices also play a critical role. When examinations prioritize factual recall over analytical reasoning, students are discouraged from engaging in deeper learning. Psychological factors, including fear of failure, low self-confidence, and limited academic autonomy, further constrain critical engagement. These barriers highlight the need for structural and pedagogical reform.
Instructional strategies for enhancing critical thinking
Effective development of critical thinking requires intentional instructional design. Active learning strategies, such as debates, case studies, and collaborative problem-solving, promote analytical reasoning and perspective-taking. These methods encourage students to articulate arguments, challenge assumptions, and evaluate evidence. Problem-based learning (PBL) is particularly effective in higher education, as it situates learning within authentic, complex problems. Through inquiry-based tasks, students develop reasoning skills and connect theoretical knowledge to real-world contexts. Reflective practices, including journals and self-assessment, further strengthen metacognitive awareness and intellectual responsibility.
Curriculum integration and institutional responsibility
For critical thinking development to be sustainable, it must be embedded within curriculum structures rather than treated as an isolated objective. Learning outcomes should explicitly emphasize analytical and evaluative competencies, while assessment criteria must reward depth of reasoning and originality. Faculty development is equally essential. Educators require training in designing tasks that promote higher-order thinking and facilitating meaningful academic dialogue. Interdisciplinary learning environments also enhance critical thinking by exposing students to diverse epistemological perspectives.
The findings of this analysis suggest that critical thinking development is a complex, multi-layered process influenced by instructional practices, institutional culture, and learner motivation. While individual teaching strategies are effective, their impact remains limited without systemic support. A holistic approach that aligns pedagogy, assessment, and curriculum design is therefore essential. Developing critical thinking skills in higher education is a strategic priority for preparing students to meet academic, professional, and societal challenges. This article has demonstrated that critical thinking underpins intellectual autonomy, academic success, and lifelong learning. However, its development requires deliberate pedagogical planning and institutional commitment. By adopting learner-centered approaches, reforming assessment practices, and integrating critical thinking across curricula, higher education institutions can cultivate reflective, adaptable, and responsible graduates capable of navigating an increasingly complex world.
References:
Facione, P. A. (2011). Critical Thinking: What It Is and Why It Counts. Insight Assessment.
Paul, R., & Elder, L. (2006). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Pearson.
Brookfield, S. D. (2012). Teaching for Critical Thinking. Jossey-Bass.
Halpern, D. F. (2014). Thought and Knowledge. Psychology Press.
Kuhn, D. (1999). Educational Researcher, 28(2), 16–25.
Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University.
OECD. (2019). Future of Education and Skills 2030.
Muxlisa Ne’matullayeva was born on November 4, 2006. She is a second-year student at the Faculty of World Languages, where she is developing strong skills in foreign languages and intercultural communication. Muxlisa is known for her dedication to learning and her interest in global cultures. She strives to broaden her knowledge and build a successful future through education and continuous self-improvement.
