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

Abstract

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

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

Introduction: 

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

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

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

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

Literature review

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

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

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

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

Methodology 

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

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

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

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

Results and Discussion

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

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

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

Conclusion:

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

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

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

References

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

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

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

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

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

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

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

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

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

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

actualizing the 'evening' answer
to The Riddle of the Sphinx


     *


what I heard was not what was being said


     *



he'd spit in his own Pepsi if you asked for a sip


     *


aisle seat for the sorrowful ballet


     *


not in the script, the gull that flew past the bay window


     *


my incessant blathering wore out 
her hammer, anvil and that other bone
I can never remember


     *


limping toward unknown archipelagos
with a notebook and two childhood prayers


     *


brown blood in the hambone
and the first-class relic


     *


words everywhere, the oceanic fears of the illiterate


     *


maybe Gutei just needed a minute to think


     *


he's where it widens and slows with Sarah Vaughan


     *


it's hard to be alone in the hereafter

(ALL MY WORKS ARE DEDICATED TO MY BELOVED TEACHER A.T. KAMILJANOVNA   —- TO THE LIGHT OF MY DARK EDUCATIONAL LIFE.)

You are like a sun ¢ in winter

i mean : we see you very rarely, like the sun in winter, but at every meeting your radiant smile, your eyes filled with warmth warm us, i would like to see the sun * every day I hope to have more sunny days in 2 semester

Don’t take my words as a compliment or sycophancy

As only with you my tongue is connected with my heart

Each

word, each message I share with you, is a melody of my soul.

Missing you is like waiting for spring in the midst of a harsh

winter.❄️

We do not say I miss you… 

Between us, chilly winds still blow,

As if spring got lost in the snow.

You are my sun, my inspiration bright,

But now you shine only in dream’s light.

I’m your ray, breaking through the grey,

Through silence, still seeking the way.

I long for spring to bloom once more,

For my soul to tremble ̶ but not from war.

Let cold fade in the warmth of your hand,

You’re like April ̶ you always withstand.

Even in storms, even apart,

I reach for you, with all my heart.

You Didn’t See….

You didn’t see the love I gave you — 

Pure and bright, like springtime light.

I kept waiting, hoping, dreaming,

That your warmth would make things right.

What’s my fault? — Just standing near you?

Being a ray through storm and snow?

While the ones who hurt with glances

Let their silent anger grow.

I kept quiet — you heard no sorrow,

Just my voice behind a wall.

But you were more than just a moment –

You were spring and sun and all.

And the things between the phrases, 

All the words you didn’t see —

They were more than dreams or silence…

They were simply you and me.

I am Khamzayeva Rukhshona Bakhodirovna, a second-year student at the Faculty of Theory and Practice of English Translation at Silk Road University of Tourism and Cultural Heritage in Samarkand. My academic and professional interests focus on written and oral translation as well as on the impact of artificial intelligence on contemporary translation practice.

My research interests include translation studies, intercultural communication, advertising and literary translation, and the integration of digital technologies in the language industry. I am the author of analytical and research papers examining the challenges and prospects of the translation profession in the era of digitalization.

In addition to my academic work, I work as a translator in the jewelry industry and participate in international forums and conferences, including events with foreign experts. I am fluent in Russian and English and currently study Turkish. I plan to further develop my professional skills in translation, international relations, and diplomacy.

I am particularly interested in academic writing, public speaking, and cross-cultural communication, and I am committed to continuous professional and intellectual development.

PSYCHOLOGICAL CHARACTERISTICS OF STRESS AND EMOTIONAL STABILITY IN STUDENTS

Mamatqulova Mukarram Nuriddin qizi
Termez State University
1st-year Student, Department of Psychology

mamatqulovamukarram588@gamil.com

SCIENTIFIC SUPERVISOR: 

Senior Lecturer, Department of Psychology  

Almardanova Salomat Bobonazarovna

ANNOTATSIYA;Mazkur maqolada oliy ta’lim muassasalarida tahsil olayotgan talabalarda stress holatlarining vujudga kelish omillari hamda emotsional barqarorlikning psixologik xususiyatlari ilmiy-nazariy jihatdan tahlil qilinadi. Tadqiqot jarayonida stress va emotsional barqarorlik o‘rtasidagi funksional bog‘liqlik ochib berilgan. Shuningdek, talabalarda stressga chidamlilikni shakllantirish va emotsional barqarorlikni rivojlantirishga qaratilgan amaliy-psixologik tavsiyalar ishlab chiqilgan.

Kalit so‘zlar: stress, emotsional barqarorlik, talaba, psixologik moslashuv, ruhiy holat, motivatsiya. 

АННОТАЦИЯ:В статье проводится научно-теоретический анализ причин возникновения стрессовых состояний у студентов высших учебных заведений, а также психологических особенностей эмоциональной устойчивости личности. В ходе исследования раскрыта взаимосвязь между уровнем стресса и эмоциональной стабильностью студентов. Разработаны практические психологические рекомендации, направленные на повышение стрессоустойчивости и укрепление эмоционального равновесия студентов.

Ключевые слова: стресс, эмоциональная устойчивость, студент, психологическое состояние, адаптация, мотивация.

ANNOTATION: This article presents a scientific and theoretical analysis of the causes of stress among university students and the psychological characteristics of emotional stability. The study reveals the relationship between stress levels and emotional resilience. In addition, practical psychological recommendations aimed at reducing stress and enhancing emotional stability among students are proposed.

Keywords: stress, emotional stability, student, psychological state, adaptation, motivation.

INTRODUCTION. In modern society, the reforms being implemented in the higher education system place a significant responsibility on students. The increasing complexity of the educational process, the rising demand for knowledge, and the necessity for independent decision-making have a substantial impact on students’ psychological well-being.

Particularly, the widespread prevalence of stress among youth is negatively affecting their mental health and academic efficiency. In psychological science, the issue of stress and emotional stability is considered a crucial factor in personality development. The student years represent a transitional stage in an individual’s life, during which stress resistance and emotional stability are formed. Therefore, studying this problem on a scientific basis holds great relevance. It is well known that the adolescent-student period encompasses various ages, during which numerous psychological characteristics can be observed. Students who study far from their parents, face financial difficulties, or experience heavy intellectual workloads may encounter negative issues in peer relationships.

Furthermore, during this period, family relationships also show a high susceptibility to stress. The concept of stress was introduced into scientific discourse by H. Selye, who interpreted it as the body’s general adaptation response to various unfavorable influences. In the psychological approach, stress is interpreted as a state of mental tension that occurs in situations where an individual’s internal resources are insufficient. Stress in students manifests in the following forms: slowing of cognitive processes; emotional instability; increased feelings of anxiety and fear; and negative changes in behavior. Prolonged stress can also lead to psychosomatic disorders in the individual.

RESEARCH METHODOLOGY. The study was conducted based on random sampling; for example, 200 students (100 males and 100 females) studying in the 1st-4th years of Tashkent State Universities participated. The participants’ age range was between 18 and 23 years. A systematic approach, comparative analysis, and psychodiagnostic survey methods were utilized during the research process. The sample group consisted of 150 students studying in various fields of higher education institutions. The study employed Ch. Spielberger’s “State-Trait Anxiety Inventory,” R. Lazarus’s “Coping Test,” and V. Boyko’s “Emotional Stability” methodologies regarding exams, heavy course loads, and time shortages. The obtained data were correlated using statistical analysis (SPSS software).

LITERATURE REVIEW. The problem of stress and emotional stability among students is one of the fundamental directions of psychology and has been studied by international and local scholars based on various approaches. The scientific foundations of the stress concept were developed by H. Selye, who defined stress as the body’s non-specific response to any external demand (General Adaptation Syndrome). The cognitive-phenomenological theory of R. Lazarus and S. Folkman holds significant importance in studying stress during the student years.

According to their view, stress is not merely the result of external environmental influences but rather depends on how an individual evaluates these influences and to what extent they perceive their own resources as sufficient. The issue of emotional stability has been extensively covered in the research of L. Kulikov, B. Vardanyan, and K. Izard. K. Izard evaluates emotional stability as an individual’s ability to maintain a positive emotional state in complex situations without decreasing performance efficiency. Regarding stress-coping mechanisms in students, E. Frydenberg and N. Endler conducted research proving a direct correlation between adaptive coping strategies and academic success.

ANALYSIS AND RESULTS
To determine the stress levels of students, Ch. Spielberger’s “Anxiety Scale” was used; to evaluate emotional stability, H. Eysenck’s “EPI” questionnaire and Goleman’s emotional intelligence test were employed. The study involved 120 undergraduate students.

Analysis of the dependence of stress levels on educational stages
The results show that stress levels manifest differently depending on the students’ year of study.

Table 1. Student stress levels by year of study (in percent)

Year of Study	Low (Reactive)	Medium (Optimal)	High (Destructive)
1st Year	15%	45%	40%
2nd-3rd Year	25%	55%	20%
4th Year	10%	50%	40%

The high stress indicator in 1st-year students (40%) is explained by the process of adaptation to a new socio-psychological environment. In 4th-year students, the increase in stress is a result of “existential anxiety” related to the final qualification work and future employment issues.

Correlation between emotional stability and academic achievement. During the research, the relationship between emotional stability indicators and students’ Grade Point Average (GPA) was calculated using the Pearson correlation coefficient. A positive correlation was identified between emotional stability and educational efficiency. Students with high emotional stability can effectively manage cognitive functions (memory, attention, logical thinking) during exam sessions. Conversely, it was found that students with a high level of emotional lability (instability) experience an “intellectual blockade” in stressful situations, leading to lower results despite having a high level of knowledge.

Psychological determinants of stress resistance
An analysis of the coping strategies (overcoming mechanisms) used by respondents revealed the following:

Constructive strategy (62%): Planned problem solving, seeking social support.

Non-constructive strategy (38%): Avoiding responsibility, suppressing emotions, or aggression. The research results indicate that simply providing knowledge is not enough to develop emotional stability in students; it is also necessary to form the quality of psychological resilience (flexibility). Following training sessions conducted on developing emotional intelligence, a decrease in the anxiety level of subjects by an average of 18% was observed.

CONCLUSION
The theoretical analysis and empirical research results allow for the following scientific conclusions regarding the psychological characteristics of stress and emotional stability in students: It was determined that the level of stress in students has a variable character according to the stages of the educational process. Adaptive stress dominates in the 1st year, while professional anxiety prevails in the 4th year. This indicates the necessity of introducing a differentiated psychological support system for each stage in higher education institutions. Research results proved a direct positive correlation between emotional stability and academic achievement. Emotional stability serves as a “filter” for students to fully manifest their intellectual potential during stressful situations (exams, colloquiums).

Constructive coping strategies (problem analysis, time management) used by students emerged as the main determinants strengthening emotional stability. Non-constructive strategies (avoiding the situation) were confirmed to lead to chronic stress and psychosomatic disorders.

Recommendations 

Incorporating special training modules aimed at developing students’ emotional intelligence into the curriculum.

Establishing systematic activities of psychological counseling centers at universities to form self-regulation skills in students. Considering the psychophysiological capabilities of students when optimizing academic workloads. The scientific novelty of the research lies in revealing the mechanisms of emotional stability’s influence on cognitive functions in overcoming crisis situations during the student years. These results serve to enrich the theoretical foundation in the fields of pedagogical and developmental psychology. 

REFERENCES 

1. Mirziyoyeva.S.SH (2024). Talabalar shaxsida emotsional intellektni rivojlantirishning psixologik mexanizmlari. Toshkent: “Fan va texnologiyalar” nashriyoti. 
2. G’oziyev.E.E. (2010). Umumiy psixologiya. Toshkent: Universitet nashriyoti. 
3. Lazarus.R S.  Folkman, S.  (2021).  Stress, Appraisal, and Coping: Modern Perspectives. New York: Springer Publishing Company. 
4. Boymurodov. N. (2023).  Amaliy psixologiya: Talabalar va yoshlar bilan ishlash metodikasi. Toshkent: Yangi asr avlodi. 
5. Smith. J. Johnson. K.  (2025).  Emotional Stability and Academic Success in Higher Education: A Longitudinal Study. Journal of Educational Psychology, 117(2), 45-62. Google Scholar orqali ko’rish. 
6. Karimova, V. M. (2022).  Ijtimoiy psixologiya va muloqot tizimidagi stress omillari. O’zbekiston Milliy universiteti ilmiy axborotnomasi.  
7. Bar-On, R. (2023). The Impact of Emotional Intelligence on Stress Management. Educational Research Review, 18(4). 

Plea

I have nothing to say to the dead

for they are evidence of my broken prayer.

God, I have nothing to say to these broken-winged birds

for they are evidence of the fear stitched 

into the fabric of my existence.

But Lord, I have come to the threshold of my doubt,

let me not be barren of your mercy. 

Let the dawn of my grief not break 

for I am a fragile vessel holding a breath.

If I am lucky to survive my morning, 

let the sun scorch away every hatred I hold in my heart 

for my neighbor. When the curtain of the night falls, 

may my couch not mock me of loneliness.

I have known pain, and a bit of betrayal. Yes. 

Caress this sinking heart with the finger of love. 

Lord, are you listening? Let me not tread

on the knife-edge of anger and burn this little joy 

I own. Let my ignorance grow a wild patience 

to know your will. Send me a sign.

Maybe a dove perching on the hill of my weariness. 

Speak a word, Lord, to the bones of my dead faith 

& let them breathe again, like Lazarus. Amen.

Sarah Adeyemo, SWAN IX, is a Nigerian poet, editor, writer, and spoken word artiste. The debut author of The Shape of Silence, a micro chapbook. She draws inspiration from solitude and experiences. She is a fellow of the SprinNG Writing Fellowship. Sarah has published/forthcoming work on Pepper Coast Magazine, The Weeds Review, Akpata Magazine, The Shallow Tales Review, The Muse Journal, The Weganda Review, Everscribe Magazine, Afrillhill Press, TV-63 Magazine, Poems for Persons Interest, Northern Writers Forum Journal, Eboquills, Rinna Lit. Anthologies, and elsewhere.

Electric Silence

have you ever been in a space

where it is so quiet

that you experience

electric silence

as your ears rest

you feel the natural electrical currents

running through you

connecting you to mother earth

if you relax enough

you can feel each tiny vibration

in a soothing sensation

rippling through your nerves

caressing all your curves

making you swerve

in an intricate motion

electric silence

deafening

yet soothing

My Special Place

I want to hug the palms

because their leaves

feel like pliable arms

able to hold me close

let me caress the bougainvillea

even with their rounded edge needles

the beauty outweighs

any worries of pain

but the flora that excites me the most

is the cocoplum

darkly beautiful

carrying a special tasty magic

I smell the sweetness while

basking in the uniqueness

tasting the tropical treats

while sitting by the pond

filled with lily pads
—

this fragile nightmare

fifty years into this

fragile nightmare

an old bottle of whiskey

hidden under some

dirty clothes

another lost girlfriend

texting madly on the

phone

not accepting that

everything comes

to an end

and here i thought

eventually, shit gets

better

maturity comes about

they don’t explain to you

when you’re younger that

money plays a much larger

role

i suppose they don’t want

you dying until you make

someone else a rich fuck

$11 at the grocery store

supposed to snow like

the end is near this

weekend

i’ll make a sandwich and

watch the snow as i slowly

drink the hours away with

some gin

———————————————————————-

your turn to talk

the muse called from germany

at three in the morning my

time and needed to talk

this is what happens when

you learn to listen and not

just wait for your turn to

talk

she told me she loved me

at the end of the call

i told her i love her as well

we both know it doesn’t

mean what it could have

twenty years ago

but time has brought

a different place at

least

put on an old morphine

record and think about

when you were cool

nothing but laughter

i often wonder when it

all turned to shit

was it when the cocaine

went bad or the music

stopped selling or when

the women stopped liking

the dirty jokes

loneliness does have some

perks

dinner doesn’t cost as much

———————————————————–

happy birthday

i put it out into the

universe that i didn’t

want to be alone on

my 50th birthday

the universe responded

and told me to go fuck

myself

there has to be some

point where i no longer

have to chase shadows

where the mountains

will relent and allow

me to breathe

i am also sadly aware

that the opposite is also

happening at the same

time

if life is a series of choices

how many fucking times

can you lose before the

walls break and all hell

is about

apparently, i’m stuck

fucking testing the limits

and here my grandmother

thought i was going to be

president one day

———————————————————-

everything is the next one

winter storm coming

the sad neon blinking

across the valley

between the ice and snow,

the stores were running

out of everything

this is what we do

since the pandemic

everything is the next

one

sadly, they are hardly

ever right

the worrying fuckers

and the ones on tv

doing the weather

having remembered

what it was like before

everything got fucked

we’ll get some snow,

the plows will get out,

life moves on

there was a big ass

blizzard when i was

an infant

i have no memories

of it

but i do remember

a cold stretch when

i had just started

working at the

airport

nothing like driving

equipment at -40

degrees

————————————————————–

find god

the simpler times cling

to me like a ragged old

shirt

chasing pussy was fucking

easier when it didn’t hurt

to walk a few miles

time doesn’t heal shit

liquor doesn’t either

i have a collection of bent

spoons that would like to

have the floor to talk about

a few things

and there is always some

young beauty that will tell

me to find god

i kindly ask when was the

last time you were told to

go fuck yourself

when she gets offended

i know i just gave her

the first lesson of life

but this generation doesn’t

know shit about minding

your own business

so alas, it is fucking useless

i’m sure the next one will

be laced

hopefully

J.J. Campbell (1976 – ?) is old enough to know better. He’s been widely published over the last 30 years, most recently at The Rye Whiskey Review, Night Owl Narrative, Disturb the Universe Magazine, Crossroads Magazine and The Beatnik Cowboy. J.J. is a 3 time Best of The Net nominee and a two time Pushcart Prize nominee. You can find more info on his latest book, to live your dreams, by going here: https://www.goodreads.com/book/show/245883678-to-live-your-dreams