MODERN PSYCHOLOGY AND ITS PLACE IN SCIENCE

Ibragimov Muhammadrasul Abdumoʻminovich

Lecturer, Department of Psychology, National University of Uzbekistan

Oʻrozboyeva Mohina Nuraliyevna

2nd-year student, Applied Psychology, National University of Uzbekistan

       Psychology is a complex field that has been studying the human personality, consciousness, and mental processes since ancient times. Today, this field has secured its place among the developed sciences.

       Modern psychology is perceived differently by people, and it faces several important tasks. One of the most significant tasks of modern psychology is related to strengthening our independence. In addition, psychology as a science has both theoretical and practical responsibilities.

        Its theoretical tasks include:

– Studying the origins and characteristics of psychological phenomena;

– Scientifically explaining their mechanisms and patterns;

– Interpreting mental processes along with physiological processes;

–  Investigating the factors that cause psychological phenomena to appear in life, practice, and various activities.

          Its practical tasks involve delivering psychological knowledge to the wider public. This requires working with the community, dealing with children with behavioral difficulties, helping those influenced by harmful ideologies, and supporting children lagging in psychological development.

         By the 20th century, psychology had reached the peak of development and achieved numerous successes, as proven by V. Wundt’s experiments. In 1879, German scientist V. Wundt founded the world’s first experimental psychology laboratory at the University of Leipzig. The hundreds of experiments conducted there proved that psychology had the right to exist as an independent science. Wundt’s influence was so great that in another part of the world—the United States—a new school of thought called functionalism emerged. Founded by E. Titchener, its representatives argued that human behavior could be evaluated not only through invisible mental elements but also through observable signs and activity results. Another major American psychologist, W. James, conducted studies of great practical significance, redefining psychology as the science that studies mental activity rather than mental elements.

         The 20th century was characterized by science taking on concrete tasks, and psychology had to substantiate psychological laws through research. Today, modern psychology continues to develop and diversify without losing its relevance.

          In recent years, new branches of psychology have emerged, such as anthropological psychology, developmental psychology, growth psychology, the psychology of living beings, forensic psychology, psychological literary studies, bioconstitutional psychology, esoteric psychology, psychology of abilities, higher education psychology, psychology of religion, and others.

           Modern psychology now has more than 300 branches, each with its own object of study. To make them easier to research, they are classified into specific groups. Professor A. V. Petrovskiy proposed the following classification:

– Psychology branches studying specific types of activity;

– Psychology branches studying developmental age characteristics;

– Psychology branches studying the relationship between the individual and society.

             Importantly, by the 20th century, applied branches of psychology had emerged, and their achievements began to be actively implemented in education, upbringing, art, business, marketing, management, and crime prevention. From this perspective, no topic or process is irrelevant to psychology in today’s era of globalization and market relations.

       Psychology is so broad in scope that its achievements are being used to realize human potential, stimulate activity, and increase productivity. Modern psychology employs electronic computing technology, as well as electrical and chemical tools, to study the psyche in depth.

       In Uzbekistan, psychology began to be taught as a science at the present-day National University of Uzbekistan in 1928. In 1929, a psychology laboratory was established under the People’s Commissariat of Education. Later, various branches of psychology began to be taught in pedagogical institutes. Today, psychological services have been introduced in Uzbekistan, and their network is expanding.

Reference

1. M. E. Zufarova, General Psychology, 2010.

2. U. Fayziyeva, N. Jumayev, General Psychology, 2021.

Orozboyeva Mohina Nuraliyevna

Student at the National University of Uzbekistan named after Mirzo Ulugbek in Tashkent.

Winner of the 2024 Profession Volunteer Competition

Winner of the 2025 International Scientific and Practical Conference among the CIS countries and recipient of the “Honor of the Homeland” medal.

Member and volunteer of the Tashkent city “Kizlar Ovozi” club.

“Andy Warhol – Federico Fellini – Federico Wardal”: a case of “muses”

This is a special story, one that emerged after a full 50 years.

About two years ago, an Instagram fan of mine, who knew I had been an inspiration to my mentor Federico Fellini and vice versa, sent me an Andy Warhol collage. My fan asked me if it was me in the photo, below the one of Liza Minnelli, second from the right, in a famous Andy Warhol collage, which also features Sylvester Stallone.

I replied to her that it wasn’t me, fully noticing that the Andy Warhol’s model in the photo appeared like a lookalike of me, wearing makeup, clothes, and attire like me at the time. The conversation between me and my Instagram fan was public and spread across social media and elsewhere, becoming popular. This is the real story. In the 70s, my photos (aka Wardal, my real name is Federico di Wardal) reached Federico Fellini and Andy Warhol via the film agencies of Franco Brel and Yvette Louis. Fellini chose me as the “adolescent alter ego of Casanova” in the first edition of his film “Casanova”, then entirely stolen, shortly before it appeared on the screens and then reshot.

Andy Warhol requested a contract from my manager Mr. Drago to be able to use my image in his compositions, but the agreement did not come to fruition. Surprisingly, it now appears, as I said, that Andy Warhol’s model Mrs. Iris, strongly resembling me, dressed and made up like me, was included in the attached photo, in the same period in which my image was exclusive to Federico Fellini. Fellini had chosen me not only because my aesthetic characteristics fit into his imaginative world , but also for my “metaphysical” personality, but at the same time intense and physical. My image, however, also fit into Warhol’s imaginative world, aside from my personality.

Both Fellini and Warhol always chose characters that no one forgets, and this is certainly positive for me, since for 50 years I have continued to galvanize audiences. But there is one aspect or challenge that has always fascinated me: the power to cancel or obscure my image, when I perform a show, through intense, pregnant acting. That said, Federico Fellini requested me not only as an “image,” but also as an actor, giving me the opportunity to express myself through acting, while Andy Warhol focused only on my special facial expression and my look, and rightly so, since Fellini is a great film director and Andy Warhol is, I think, above all a great visual artist.

For an artist who has a galvanizing image, everything can become very difficult, since producers make you play roles that are more linked to the image and not to the abilities and skills of an actor. It is truly a hard struggle to impose on producers roles that we artists believe in, roles that we feel and love. 

In my case, I have been very lucky because I have inspired many directors, authors, writers, poets of different genres, ages, cultures who wanted me in roles that I have immensely loved. The names? Federico Fellini, Carlo Lizzani, Alberto Bevilacqua, Dario Bellezza, Mario Fratti, Franco Cuomo and now Enrico Bernard with the film “Lila” (A Monster Called Lila) https://youtu.be/aURAiSWSK1Y?si=Oqv5RbnlOfRbhrDQ. But also young and very young talents from California, Egypt, Italy , they are inspired by me.

This entire “story” turns 50 this year and will be celebrated in Italy in Pompeii, an ancient city and archaeological site, from December 3 to 13, 2025, during the sixth edition of the Vesuvius Film Festival (vesuviusfilmfestival.it), dedicated to my mentor Federico Fellini. The festival is chaired by Giovanna D’Amodio. I, who always love to act, not just to appear, will give the performance: “FELLINI’s Dream,” directed by the president of the Historical Archive of Italian Cinema, the authoritative film critic Graziano Marraffa. Key partners of the Vesuvius Film Festival are the Vesuvius National Park Authority, chaired by Raffaele De Luca, and ANILDD, chaired by engineer Lino Marasco.

The foreign films in the international section of the film festival are highly anticipated, such as “Kamilah the Miracle Filly” by Angela Alioto, with Joe Mantegna as narrator, and the other film is “Anita” by Wardal and Ceccomori, with Wardal and music by Andrea Ceccomori. The film is under the auspices of the national Giuseppe Garibaldi association, chaired by the descendant of the hero Francesco Garibaldi Hibbert, a special guest of the film festival. https://youtu.be/VMBSioZfN-U?si=f-h04f_CAYd40RVx. I will be accompanied by Maria Luisa Lo Monte, an international television personality. At the Vesuvius Film Festival, a photographic exhibition on Fellini and I will be inaugurated, with photos by the famous Pierluigi Praturlon, but we will also talk about Andy Warhol and the story I told you.

Special Education Day 

Butterfly garden, wings of diverse

colors, unique flights.

Mosaic of stars, each with its own

intense light.

Ocean of sounds, each wave a

unique melody.

Labyrinth of paths, each toward a

personal destiny.

Puzzle of pieces, joining together

with perseverance and love.

Rainbow of talents, painting a more

diverse and radiant world.

Beacon of hope, guiding each soul

to its own horizon.

Warm embrace, embracing

diversity as strength.

Song of inclusion, resonating in the

heart of the community.

GRACIELA NOEMI VILLAVERDE is a writer and poet from Concepción del Uruguay (Entre Rios) Argentina, based in Buenos Aires She graduated in letters and is the author of seven books of poetry, awarded several times worldwide. She works as the World Manager of Educational and Social Projects of the Hispanic World Union of Writers and is the UHE World Honorary President of the same institution Activa de la Sade, Argentine Society of Writers. She is the Commissioner of Honor in the executive cabinet IN THE EDUCATIONAL AND SOCIAL RELATIONS DIVISION, of the UNACCC SOUTH AMERICA ARGENTINA CHAPTER.

Missing You

when it dawns,

I feel the dew on my lips

gently moistening your face…

With the passion that burns in my heart

like summer sun chaco…

my soul burns

love

I put it out with tears

of an unexpected rain of my eyes

Knowing that I can only imagine you.

crying for you

after feeling

the company of my pillow

confirming that you will never return…

Mirta Liliana Ramírez has been a poet and writer since she was 12 years old. She has been a Cultural Manager for more than 35 years. Creator and Director of the Groups of Writers and Artists: Together for the Letters, Artescritores, MultiArt, JPL world youth, Together for the letters Uzbekistan 1 and 2. She firmly defends that culture is the key to unite all the countries of the world. She works only with his own, free and integrating projects at a world cultural level. She has created the Cultural Movement with Rastrillaje Cultural and Forming the New Cultural Belts at the local level and also from Argentina to the world.

Whispers to You (Beloved Mother)

At night I climb where the wind can hear,

The stars above feel somehow near.

Clouds drift slow, like her gentle hands,

Still guiding me through life’s strange lands.

I tell the sky the words for my mom I save,

Stories I wish, to her I gave.

The moon just listens, the stars don’t reply,

In silent light in the midnight sky.

Though she’s far, I still believe,

In every breeze, her love I receive.

Wazed Abdullah is a student of grade ten in Harimohan Government High School, Chapainawabganj, Bangladesh.

Dark Clouds

Dark clouds floating in the sky

Wearing the black blanket

Upside down

Ticks in the heart

In the deep forest the hungry lions

Devours all the existence

It drizzles

It blows the sweetness of heart

Of course a healthy green atmosphere we step on

On the other

It revives the volcano

Erupting lava spread all around

Burn the earth with the firing

Birds fly away from there

Taking a shelter to the alternatives.

Md. Mahbubul Alam is from Bangladesh. His writer name is Mahbub John in Bangladesh. He is a Senior Teacher (English) of Harimohan Government High School, Chapainawabganj, Bangladesh. Chapainawabganj is a district town of Bangladesh. He is an MA in English Literature from Rajshahi College under National University. He has published three books of poems in Bangla. He writes mainly poems but other branches of literature such as prose, article, essay etc. also have been published in national and local newspapers, magazines, little magazines. He has achieved three times the Best Teacher Certificate and Crest in National Education Week in the District Wise Competition in Chapainawabganj District. He has gained many literary awards from home and abroad. His English writings have been published in Synchronized Chaos for seven years.

SPEAKING  ACTIVITIES  FOR  FLUENCY  AND ACCURACY:                                    

                 A BALANCED APPROACH

Annotation: One of the most important but difficult goals for teachers in language teaching is to find a balance between fluency and accuracy. Fluency helps learners express their thoughts clearly and confidently, while accuracy makes sure that their language use is correct and fits the situation. Focusing on just one part of communicative competence may slow down its overall growth. So, for language learning to be effective, it’s important to take a balanced approach that includes activities that focus on both fluency and accuracy. So, this article talks about how important it is to have a balanced approach to helping students improve their grammar and fluency. It looks at free conversation, role-playing, and discussion exercises to help people speak more fluently, as well as grammar and pronunciation exercises that are designed to help people speak more accurately. The article gives teachers suggestions on how to do things and real-life examples that will help them get good results in the classroom.

  Key words: Educational technology, positive learning environment, direct instructions, fluency, accuracy, natural, repetition, drilling, pronunciation, pairwork games, tongue twister.

  Firstly, teachers have a significant impact on students’ values, attitudes, and behaviours, and this influence frequently extends beyond the classroom. Whether intentionally or unintentionally, teachers act as role models for their students because they are authority figures who engage with them on a daily basis. Students are more likely to internalise and emulate teachings that exhibit traits like honesty, respect, punctuality, and a love of learning. This influence is particularly potent when the younger generation is developing their social identities and moral convictions.

For instance, a teacher who treats every student fairly and kindly not only fosters a positive learning environment in the classroom but also sets an example for how to use empathy and respect in daily interactions. Likewise, when a teacher calmly manages a challenging lesson or adjusts to unforeseen circumstances in the classroom, they can encourage students to be resilient and determined in their own lives. Since students witness values being exhibited in practical settings rather than merely in theory, such a role model frequently has greater impact than direct instruction. 

The movie Freedom Writers tells the story of Erin Gruwell, a teacher who really lived. She changed the lives of many students from troubled backgrounds by being dedicated, caring, and willing to go above and beyond the standard curriculum. Through her work, they learnt that discipline, empathy, and faith in the potential of others can help them get through difficult times. In daily life, even small things like warmly greeting students every morning, showing real interest in their lives, or admitting mistakes can have a big impact on how students think and act. In short, teachers are not only teaching academic subjects when they show their students the qualities they want to develop in them. They are also helping young people grow as a whole. Their actions become a living program that teaches them life skills and moral values, and the effects of education go far beyond the classroom.

  Activities that focus on clarity put a lot of emphasis on using the right language, which helps students improve their grammar, vocabulary, and pronunciation, making their communication clear and professional. Fluency encourages people to speak without thinking, while precision stops mistakes from becoming ingrained over time and builds a strong language base. Typically, these kinds of activities are short, controlled, and meant to help students practise certain language patterns before they use them in free communication. To help students remember how to use things correctly, teachers often use repetition, targeted correction, and clear explanations. One of the most common ways to learn is through drilling, where students repeat certain structures over and over again until they know them by heart.

For instance, practicing conditional sentences like “If I had studied harder, I would have passed the test” helps students learn both how to do things automatically and how to do them correctly. Games with a grammar focus are also useful resources. Grammar review becomes engaging and interactive when students are required to use the appropriate tense when asking and responding to questions, such as “Find someone who has been to London,” in the “Find someone who…” activity. Simple pairwork exercises that teach students to hear and pronounce subtle sound differences that can impact meaning, like differentiating between ship and sheep, can help students improve their pronunciation accuracy.

  It is commonly known that tongue twisters, which are brief sentences or phrases with repeated and similar sounds, are useful tools for improving spoken language accuracy and fluency. Their ability to engage several facets of speech production—pronunciation, articulation, rhythm, and intonation—all at once makes them valuable in the learning process. From the standpoint of fluency, tongue twisters instruct students on how to rapidly and fluidly pronounce a series of sounds without making undue pauses or hesitations. The speaker concentrates on creating seamless transitions between the sounds because they are frequently similar but marginally different, which is reminiscent of the requirements of natural communication. The tongue twister “She sells seashells by the seashore,” for instance, compels the learner to make rapid sounds, improving speech coordination. With regular practice, such tasks reduce hesitation and improve the natural flow of speech.

  In conclusion, developing comprehensive language competence requires striking an efficient balance between speaking activities’ accuracy and fluency. While accuracy guarantees that their speech is grammatically correct, precise, and socially acceptable, fluency enables students to convey their ideas clearly, maintain communication flow, and grow confident in real-life confrontations. A balanced approach recognises that these two elements are not mutually exclusive but rather interdependent: accuracy without fluency may impede spontaneity and natural expression, while fluency without accuracy runs the risk of fossilising errors. Teachers must use a variety of teaching strategies that incorporate both form-focused and meaning-focused activities in order to achieve this balance. While focused drills, constructive criticism, and pronunciation practice help improve accuracy, role-plays, debates, and discussions encourage students to speak freely, fostering fluency.

Importantly, activity sequencing and adaptation should be in line with learners’ communicative needs, learning objectives, and proficiency levels. Students are more willing to take chances and try new things with language when they are in a classroom setting that is encouraging and views errors as chances for improvement. So, a well-rounded approach gives students the communicative competence they need to operate with assurance and effectiveness in a variety of real-world situations, in addition to improving language proficiency. Teachers can develop students who are not only articulate and expressive but also precise and contextually appropriate in their speech by carefully crafting speaking exercises that foster both fluency and accuracy. By ensuring that language acquisition progresses from isolated skill mastery to true communicative ability, this all-encompassing approach equips students for meaningful interaction in everyday, professional, and academic contexts.

References:

1. Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). Pearson Education.

2. Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Longman.

3. Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. Routledge.

4. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.

5. Thornbury, S. (2005). How to Teach Speaking. Pearson Longman.

6. Ur, P. (2012). A Course in English Language Teaching (2nd ed.). Cambridge University Press.

7. Bygate, M. (1998). Theoretical Perspectives on Speaking. Annual Review of Applied Linguistics, 18, 20–42.

8. Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.

Panoyeva Jasmina O’tkirovna was born on November 14, 2006, in the Shofirkon district of Bukhara region. She graduated with a gold medal from School No. 13 in Shofirkon, demonstrating academic excellence and dedication throughout her studies.

Currently, she is a first-year student at Bukhara State Pedagogical Institute, majoring in Foreign Languages and Literature. Jasmina is an intellectually curious and active young woman who regularly participates in the “Zakovat” intellectual game, showcasing her critical thinking and broad knowledge.

In addition to her academic and intellectual pursuits, Jasmina has also contributed as a volunteer to several environmental projects, reflecting her strong sense of social responsibility and commitment to sustainable development.

With her passion for learning and active involvement in both academic and social initiatives, Jasmina continues to grow as a promising and motivated student, ready to make meaningful contributions to her field and community.