Summer Solstice, My Birthday 

Today the sun stands like a giant 

beacon in the center of the sky—it 

doesn’t walk, it doesn’t bend, it 

simply is: the heart of all that breathes. 

I was born in that instant 

when its light becomes taut and 

ready to unleash the longest day 

like an unwrapped gift. 

My body is a field of wheat 

germinating in the warmth of its gaze, 

each hair a stalk seeking the blue fire of the sky. 

I am not just another day among days: 

I am the whisper of the sun when it realizes 

it has arrived home, the space 

where time stops to take a sip of solar honey. 

The air fills with tiny shadows, like 

letters in a letter the sun writes to the earth—

and I am the last word,

the one not read but felt on the skin, 

like a warm kiss that doesn’t fade. 

My lungs are windows open to the light, 

each breath a thread harvesting the entire day, 

weaving it into the fabric of my being. 

Today the world doesn’t revolve around the sun: 

it revolves around this instant in which 

I am the point where the sun meets itself, 

where summer becomes a heartbeat, 

where birth is the reflection of all that shines. 

December 21st, my birthday

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’s 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.

To Archangel Michael 

To You, exalted Angel, 

I pray and give thanks even in happiness. 

Your eyes are a path, 

your eyes are deep as the ocean. 

Your sword is sharp,

cutting through all knots, 

all pain and injustice. 

Your wings are my protection — 

with them, mercifully and without touch, 

you embraced my soul. 

You have your army, 

your path is the path of righteousness. 

You granted me mercy 

which I open only in the secrecy of the heart. 

Last night, Your feather touched me, 

sent through a guide — 

it makes incisions, 

it hurts, yet it liberates. 

My words flew like comets 

in different directions, 

seeking forgiveness. 

Your words of comfort 

guarded my secrets. 

My heart is a witness 

that coincidences do not exist: 

with every wound there is a healer, 

with every tear — a hand holding a handkerchief, 

with every cry — a word of solace. 

I know You protect me. 

I know that when I wish to fall asleep, 

Your prayer 

becomes a call to awakening.

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.

Knowledge

To the real world with the mind’s connection

What should be or not

To face anything good or bad

Wrong or right

Presents unseen

To the conscience with the light to justice

No other than human being it possesses

It is set up to live better in life

Like the starry light on the garden

The smooth way to go

The world is decorated in such a way

We think and make our own design

Not to see the devastation on Gaza

Or other country’s death in fight

Or in racial conflict in our country or others

Or in starvation in Africa

Let all the birds die and only we live

Knowledge, how are you always being used to lead? 

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.

New oath 

New year anew 

calling again, 

Forgetting past memories 

Be careful now. 

As wrong as before 

Clean it up, 

First for the country 

go ahead. 

In a new day of new light 

Take a new oath, 

No matter how many obstacles come 

No one will be misled. 

Name: Imran Khan Raj 

Writer And Journalist.

Alumni, B.B.S., Padma Government College, 

Dohar, Dhaka, Bangladesh. 

Imran Khan Raj was born on 12th October to a noble Muslim family in Dohar Upazila of Dhaka District In Bangladesh. He Passed HSC from Government Padma College of Dohar Upozila and completed graduation from the same college. Later, he enrolled in Masters in Management Department at Sheikh Borhanuddin Post Graduate College, Dhaka, Bangladesh.

So far, many stories, rhymes, poems written by him have been published in various newspapers and magazines. His favorite hobby is writing.

His published collective poetry books are – 71’s Raktasnat Bangla, Padma, Konkhane Rakhib Pranaam, Shrestha Bickeler Kavita, Bhasha Shahid, Diganter Neelima, Susheel Kavyasambahar, Humanity’s Demand and his published collective story book is – Nagar Phul.

The e-books published by Imran Khan Raj are destination unknown, motivation to move forward, illuminated rhymes. More of his books are on the way.

DEVELOPING STUDENTS’ ORAL SPEECH THROUGH AUDIO-VISUAL MATERIALS IN THE PROCESS OF LEARNING FRENCH

Samarkand State Institute of Foreign Languages
Philology and Language Teaching (French)
1st year student
Eshpo’latova Khilola Davron kizi
0009-0005-9329-4347

Annotatsiya: Mazkur maqolada fransuz tilini o’rganayotgan talabalarning og’zaki nutqini rivojlantirishda audiovizual materiallarning tutgan o’rni va samaradorligi tahlil qilinadi. Bu tilni o’rganishda audiovizual vositalar talabalarning muloqot kompeteniyasini rivojlantiradi va bu til egalari bilan bo’lgan amaliy suhbatlarga tayyorlaydi. Tadqiqot davomida audiovizual materiallar, xususan, videoroliklar, filmlar, podkastlar, television ko’rsatuvlar va video ma’ruzalardan foydalanishning afzalliklari ko’rsatib beriladi.

Keywords: audiovisual materials, oral speech, pronunciation development, speech activity, educational effectiveness, authentic materials

Аннотация: В статье анализируется роль и эффективность аудиовизуальных материалов в развитии устной речи студентов, изучающих французский язык. При изучении языка аудиовизуальные средства развивают коммуникативную компетенцию учащихся и готовят их к практическому
общению с носителями языка. В ходе исследования будут
продемонстрированы преимущества использования аудиовизуальных материалов, в частности видеороликов, фильмов, подкастов, телевизионных шоу и видеолекций.
Ключевые слова: аудиовизуальные материалы, устная речь, развитие произношения, речевая активность, эффективность обучения, аутентичные материалы

Abstract: This article analyzes the role and effectiveness of audiovisual materials in developing oral speech in students learning French. Audiovisual aids in learning this language develop students’ communicative competence and prepare them for practical conversations with native speakers. The study highlights the benefits of using audiovisual materials, particularly videos, films, podcasts, television shows, and video lectures.

Keywords: audiovisual materials, oral speech, speech development, speech activity, educational effectiveness, authentic materials

INTRODUCTION
Today, due to the growing interest in the French language in many parts of the world, the use of modern methods is required in the process of learning this language. Especially one of the pressing issues is the development of speaking skills, which is the main way of communicating in a foreign language. Therefore, a number of studies are currently being carried out on improving the ability to speak orally. However, we are facing several problems in their practical application.

The main purpose of this article is to improve the ability of spoken speech among students with a particular specialty of young people studying French, to adapt them to live communication and to analyze the effective aspects of the use of audiovisual materials in the formation of the skills of not only speaking French but also thinking. The results of this study provide an opportunity to develop oral speech in the process of learning French by using audiovisual tools correctly and purposefully.

RESEARCH METHODOLOGY
This study was conducted in a practical and experimental direction, using audiovisual tools to improve students’ oral skills and develop their ability to speak independently, as if they were native speakers of the language. First of all, to analyze theoretical approaches to the topic.

Important scientific articles such as Karimov’s “The Role of Video Lessons in the Educational Process” and Jo’rayeva Mohina’s “Linguodidactic Foundations of Developing Students’ Oral Speech” were collected and studied. At the same time, international experiences were summarized based on the article “The Use of Audio-Visual Materials as Strategies to Enhance Speaking Skills among ESL Young Learners”, prepared under the global collaboration of Keeth Kthirvel and Harvati Hashim.

In the practical stage, pedagogical observation, comparison, and experimental methods were widely used. During this experiment, audiovisual materials (video clips, films, podcasts, and subtitled videos) were used in French language lessons. Changes were
observed and analyzed in depth during the lessons and exams. The methods chosen based on these observations are fully consistent with the main goal of the study and serve to determine the importance of audiovisual materials in developing the oral
speech of students learning French.

In the final stage, the useful and harmful aspects of these methods were fully studied and suggestions and recommendations
were developed for the purposeful use of the above tools.

REVIEW OF LITERATURE USED

Today, the use of audiovisual materials in modern pedagogy and education is one of the most important of the issues that is at the center of current and heated discussions. In recent years, many practical and theoretical studies have been conducted on this topic,
confirming the usefulness of these tools (audiovisual materials) in the learning process, especially in developing speaking skills.

In the scientific article of Karimova “the role of video cameras in the
educational process”. Videodars and presentations have scientifically substantiated the development of independent thinking and talkative skills. Also, in her article “Linguodidactic Foundations of Developing Students’ Oral Speech” by KarSU doctoral student Jo’rayeva Mohina, she emphasizes the use of audiovisual materials as an effective method of developing oral speech.

At the global level, Keeth Kthirvel and Harvati Hashim conducted a study on the use of audiovisual materials as strategies to enhance speaking skills among ESL students and young learners in their article “The Use of Audiovisual Materials as Strategies to
Enhance Speaking Skills among ESL Young Learners.” The article provides a scientific basis for the use of videos, podcasts, and audio-video tasks to improve students’ oral communication skills.

Studying the above studies, we can see that although the importance of audiovisual materials has been thoroughly analyzed, there is a lack of methodological approach to using these tools. This article examines this issue.

ANALYSIS AND RESULTS
The results of the experiments conducted showed that the regular and purposeful use of audiovisual materials is important in improving students’ oral speech. And it came to my stop taking into account the percentage indicators of the following experiment.

In the first stage of the experiment, two groups of New simple and experimental groups were formed from 1st year students with a homogeneous level of knowledge. In normal gruhs, classes were held in the traditional style of Experimental while in gruhi, classes were held using audiovisual materials. In 2 months of favomi, changes in these groups were monitored and deeply observed. 2
months later, an examination was carried out and their level of knowledge was assessed. According to preliminary results, 30% of students in ordinary Gruh satisfactorily underestimated the skills of oral speech.48% showed an average of while 22% of students performed low. In the case of experimental gruhi, the results
were significantly improved. Specifically, 50% of students returned satisfactory grades, 35% returned average grades, and 15% returned low grades.

According to the results obtained, the learning effectiveness in the group using audiovisual materials was higher and more effective than in the control group. In particular, students who achieved satisfactory results were 20 percent higher, while those who achieved low results were 7 percent lower. These percentages are clear evidence
that audiovisual materials are useful in developing oral speech.

This study showed that audiovisual materials are extremely necessary and useful for every student studying French. The above figures are a clear proof.

In a typical group, a large proportion of students (58%) reported a low average of 22%. This result suggests that traditional teaching methods are inadequate in the development of student oral speech. This situation was mainly explained by the limited opportunities for real-world and auditory-visual learning during the lesson.

In the experimental group, the proportion of students who showed satisfactory results reached 50%, indicating that audiovisual materials increased students’ speech activity. Through video materials and audio recordings, as well as various films and podcasts, students can better master the pronunciation, speaking style, and speed of speech in French. Furthermore, the 15% reduction in the proportion of students who performed poorly in the experimental group showed that audiovisual materials are an important pedagogical factor in the development of oral speech.

CONCLUSION
In conclusion, audiovisual materials are important in studying the natural world because they demonstrate the pronunciation, speaking style, and cultural characteristics of the French language.
Through video materials, podcasts, films, and shows, students’ vocabulary and pronunciation improve. From the results of the study, we can know that the use of audiovisual materials in the course of the lesson increases the interest of students in relation to the lesson and forms the skills of free communication. This serves as an
important foundation in tending them to a real-life environment.

It is also worth noting that these methods are an important guide in the process of interactive learning and an important factor in the development of students’ communicative skills and competencies. Pedagogical research has shown that each student should use
additional materials on the language they are learning, which will be beneficial to their perspective and their ability to communicate freely in that language. In addition, each language that needs to be learned requires regular development and work on itself. If every student uses advanced methodologies such as audiovisual materials on a regular basis, they will make great progress in this field. This is the main goal of the study.

LITERATURE USED

1. Karimovan B. Y. Videodarslarning ta’lim jarayonidagi o‘rni // Zamonaviy ta’lim muammolari. – 2022. – №3. – B. 45–52.
2. Jo‘rayeva M. Talabalarning og‘zaki nutqini rivojlantirishning lingvistik asoslari // Til va adabiyot ta’limi. – 2021. – №4. – B. 33–39.
3. Khirivel K., Hashim H. The Use of Audio-Visual Materials as Strategies to Enhance Speaking Skills among ESL Young Learners // International Journal of Language Education. – 2020. – Vol. 4, №2. – P. 120–128.
   4.TV5 Monde. Apprendre le français avec des vidéos [Elektron resurs]. – Kirish rejimi: https://apprendre.tv5monde.com (murojaat sanasi: 25.12.2025).
   5.RFI Savoirs. Le français par l’audio et la vidéo [Elektron resurs]. – Kirish rejimi: https://savoirs.rfi.fr
4. YouTube platformasi. Fransuz tilini o‘rganish uchun autentik audiovizual materiallar [Elektron resurs]. – Kirish rejimi: https://www.youtube.com

The Content and Main Directions of Upbringing

Andijan State University
Faculty of History and Social Sciences
Student of Applied Psychology
Tolqinova Marifatoi Shavkatjon qizi
Email: aprmaaprov@gmail.com
Tel:+998930759404

Annotation: This article mainly focuses on the process of upbringing, namely the essence, content, and significance of the upbringing process. The content of the article is upbringing is understood as a system of knowledge, skills, beliefs, personal qualities, character traits, and patterns of behavior that learners are expected to
acquire in accordance with the set goals and objectives. The main purpose of upbringing is to form a well-rounded and harmonious individual. In other words, the primary goal of upbringing is to educate a person who is fully developed in the spiritual, scientific, moral, and social aspects.

The main task of upbringing is to ensure the purposeful development of members of society and to create appropriate conditions for meeting their various needs. When one need is satisfied, another emerges. If these needs are chosen and developed based on proper upbringing, an individual can achieve the necessary successes and levels of personal development. For example, a person who chooses the path of education and knowledge has certain needs that can be explained step by step: the first step is admission to a bachelor’s program, the second step is entering a master’s program,
the third step is enrollment in doctoral studies, followed by further stages of academic and professional growth.

Keywords: educational process, content of education, essence of education, significance of education, well-rounded personality, personal development, goals of education and objectives, knowledge and skills, belief, personal qualities, behavior, social
needs, continuous development, motivation, professional growth.

Аннотация:В данной статье в основном рассматриваются процессы воспитания, а именно содержание, сущность и значение воспитательного процесса. Содержание воспитания понимается как система знаний, умений, убеждений, личностных качеств, характера и поведенческих установок, которые обучающиеся должны усвоить в соответствии с поставленными
целями и задачами.Основная цель воспитания заключается в формировании всесторонне развитой личности. То есть главной целью воспитания является становление личности, гармонично развитой в духовном, научном и коллективном аспектах.

Основной задачей воспитания является создание
условий для целенаправленного развития членов общества, а также для удовлетворения их различных потребностей. Иными словами, при удовлетворении одной потребности возникает следующая, и если данные потребности формируются на основе правильно организованного воспитания, личность способна достигать необходимых успехов и уровней развития.В качестве примера можно привести образовательный путь личности: первая ступень — поступление в бакалавриат, вторая ступень —
обучение в магистратуре, третья ступень — поступление в докторантуру, а также последующие этапы профессионального и научного роста.

Ключевые слова:воспитательный процесс, содержание воспитания, сущность воспитания, значение воспитания, всесторонне развитая личность, развитие личности, цели и задачи, знания и умения, убеждения, личностные качества, поведение, социальные потребности, непрерывное развитие,
мотивация, профессиональный рост.

Introduction

Throughout the historical development of society and pedagogy, various approaches have emerged to explain the concept of upbringing. First of all, a distinction is made between upbringing in its broad and narrow senses. In the broad sense, upbringing refers to the overall influence of society on an individual, in which the process of upbringing is closely interconnected with socialization. In this context, a person’s development occurs through continuous interaction with social norms, values, and cultural traditions. In the narrow sense, upbringing is understood as the purposeful educational activity carried out by educators, which is
commonly referred to as educational or upbringing work.

This approach emphasizes the intentional and organized influence of pedagogical efforts aimed at shaping an individual’s moral, intellectual, and social qualities. This article examines views and reflections on upbringing presented in the works of prominent
scholars such as Jan Amos Comenius, Anton Makarenko, and Abu Nasr al-Farabi, highlighting their contributions to the understanding of the essence and significance of upbringing in human development.

Review of the Literature
In his work “The Virtuous City”, Abu Nasr al-Farabi considers upbringing to be a fundamental factor in the formation of a morally perfect individual. This viewpoint is highly valid, as upbringing can be regarded as the foundation upon which knowledge is built. An individual who has received proper upbringing tends to acquire knowledge more quickly and effectively.

According to al-Farabi, upbringing plays a crucial role in developing moral virtues, intellectual maturity, and abilities that enable a person to contribute positively to society. This idea appears well grounded, since the development of such qualities indeed leads to the formation of individuals who are beneficial to society. However, upbringing should not be limited solely to these aspects; it is also essential to cultivate additional abilities in children, such as communication skills, social interaction, appropriate behavior, and the ability to speak and act suitably in different social contexts.

Jan Amos Comenius viewed upbringing as a natural, continuous, and systematic process. He emphasized that education and upbringing should be equal and compulsory for all individuals. While this perspective is partially acceptable, excessive enforcement and rigid compulsion may lead to fatigue and resistance among children. Treating all individuals identically in the process of upbringing
can diminish the diversity and meaning of human life.

Every individual requires upbringing, but not in the same manner, as people differ in their personalities, needs, challenges, and developmental conditions. Therefore, forced uniformity in
upbringing is inappropriate. Nevertheless, in collective and public environments, adherence to common rules and norms is necessary. Thus, when Comenius’s views are examined from both objective and subjective perspectives, they can be considered largely valid and well-founded.

Research Methodology
In order to determine the effectiveness of the upbringing process, this study employs several research methods widely used in pedagogical science, including historical-pedagogical analysis, descriptive analysis, comparative analysis, and pedagogical experimentation. As the methodological foundation of the research, A. S. Makarenko’s concept of upbringing through the collective was selected.

Makarenko’s practical experience in collective education was
implemented during the 1920s–1930s at the M. Gorky Labor Colony located in Ukraine. This pedagogical experiment primarily involved orphaned children, adolescents prone to delinquent behavior, and individuals belonging to socially vulnerable groups. During the research process, the participants were educated on the basis of collective labor, strict discipline, responsibility, and mutual
respect.

The central idea of the experiment was that the collective, as a leading educational tool, exerts a strong influence on personal development. According to Makarenko’s theory, the harmony between high demands and respect within the upbringing process ensures effective outcomes. This approach contributed to the
formation of such qualities as social responsibility, diligence, discipline, and social usefulness among the participants.

The analysis of the experimental results indicates that approximately 80–85 percent of the participants successfully achieved social adaptation and developed into individuals who found their place in society. At the same time, 15–20 percent of the participants continued to experience various social difficulties. This situation
can be explained by the large number of participants involved in the experiment, the complexity of their psychological conditions, and differences in their ability to accept and respond to educational influence.

Overall, Makarenko’s methodology of upbringing through the collective demonstrated high effectiveness and was scientifically substantiated as one of the most significant pedagogical approaches
for fostering social development and personal maturity. The findings of the study highlight the necessity of strengthening the role and importance of the collective within the upbringing process.

Analysis and Results
During the research process, the effectiveness of the pedagogical approach based on A. S. Makarenko’s concept of upbringing through the collective was analyzed using criteria for assessing personal development. The evaluation focused on key indicators such as changes in the participants’ social adaptation, level of discipline,
sense of responsibility, and skills of cooperation within the collective.

The results of the conducted pedagogical experiment revealed that approximately 80–85 percent of the participants demonstrated positive changes. Within this group, clear improvements were observed in adaptation to collective activities, awareness of
social responsibility, a more positive attitude toward labor, and the development of personal discipline. These findings confirm the practical effectiveness of Makarenko’s theoretical view that regards the collective as a leading instrument of upbringing.

At the same time, the study identified that 15–20 percent of the
participants did not achieve the expected level of outcomes. This result can primarily be explained by the individuals’ psychological characteristics, negative social experiences, and a low level of receptiveness to educational influence.

Additionally, the large number of participants limited the possibility of fully implementing an individualized approach during the research process.

Discussion

The discussion indicates that although the approach of upbringing through the collective demonstrates high effectiveness, applying it uniformly to all learners is not advisable. This method can fully achieve the expected outcomes only when it is integrated with individual and differentiated approaches. In this regard, the
findings are consistent with the ideas proposed by Jan Amos Comenius concerning the continuous and systematic nature of upbringing.

The analysis of the results shows that the model of collective upbringing remains highly relevant within the modern educational system. It serves as an effective means of fostering social activity, self-awareness, and motivation to attain a достойное place in society. At the same time, it has been scientifically substantiated that successful implementation of this approach requires careful consideration of the learners’ individual characteristics and psychological conditions.

Conclusion

The findings of the study indicate that pedagogical activities organized through the collective play a significant role in ensuring personal development within the upbringing process. The concept of collective upbringing developed by A. S. Makarenko remains relevant and applicable in contemporary pedagogical contexts. The results of the experimental research demonstrate that upbringing based on collective activity contributes to the formation of essential qualities such as social adaptation, responsibility, discipline, cooperation, and diligence.

At the same time, the necessity of incorporating elements of an individual approach into the upbringing process has been scientifically substantiated. The limitations identified during the study highlight the need to further improve the upbringing process by harmonizing collective and individual approaches, as well as by
developing methodological recommendations aimed at increasing the effectiveness of educational influence.

The outcomes of this research have practical significance
for general education institutions, educational and upbringing organizations, and the training of pedagogical personnel, contributing to the overall enhancement of the upbringing process.

References

1 Al-Farabi, A. N. The Virtuous City. Tashkent: Fan Publishing House, 1993, pp. 45–52.
2.Comenius, J. A. The Great Didactic (Didactica Magna). Tashkent: O‘qituvchi Publishing House, 1975, pp. 88–96.
3.Makarenko, A. S. The Pedagogical Poem. Tashkent: O‘qituvchi Publishing House, 1988, pp. 134–156.
4.Mavlonova, R., & Vohidova, N. Pedagogy: A Textbook for Higher Education. Tashkent: Fan va Texnologiya Publishing House, 2010, pp. 201–215.
5.Xolmatova, M. Pedagogical Foundations of Personality Development. Tashkent: Nizami Tashkent State Pedagogical University, 2015, pp. 67–79.

Memorial

‎

‎Memory does not do much harm without traces

‎That day, I suddenly found a memory

‎In the longitudinal section of the rib bone

‎I was overwhelmed with love and happiness

‎The tired heart swam in the water of my eyes

‎Promises were scattered from the soul,

‎A supernatural promise

‎The wound wanted to settle

‎But like many, I am nostalgic myself

‎So I postponed the amputation.

‎

‎A memory from the tomb of the river said,

‎’People who have lost their memory are helpless’

‎Even blood stirs up a thousand memories

‎The memories of the world never retire

‎You will return – I know it is pointless

‎Still, it is for a dignified life.

‎

‎One day I went to see the sea

‎There were countless memories on the beach

‎I picked up memories from the pebbles

‎Some memories shouted

‎’Forgive me, forgive me’

‎I couldn’t express my tears for you

‎The ocean’s tears were filled with memories

‎I didn’t pronounce it clearly with my open chest

‎Your name that you gave me

‎The ocean waited for me

‎I waited for your embrace.

‎

‎One day the rain touched my past

‎It wanted to give me freedom

‎It couldn’t erase all the sorrow

‎And couldn’t separate me from the sorrow

‎By the one who taught me to love

‎Only you can give me a river free from sorrow.

‎

‎You know, memories are eternal, heavenly

‎Revived in solitude

‎I will feel pride in your memory

‎As long as I live

‎I too have secret memories

‎There is the sorrow of losing my soul

‎Who will pay the price of losing my soul?

‎

‎Memories mixed with the intoxicating air

‎Who can afford to ignore it?

‎I continuously drink the essence of memories

‎Feelings hanging from a window filled with sadness

‎I remove the window curtain and see the horizon line

‎Where the poetic essence merges with the essence of me.

‎

‎No one questions the wind above my head,

‎The ground beneath my feet,

‎The waves of adolescence,

‎The dreams of youth,

‎The stars falling in the darkness,

‎The stopped watch –

‎How have they kept me?

‎

‎Don’t you ask – at what price is memory sold,

‎at what price is time sold?

‎I haven’t learned to sell memory

‎I haven’t learned to sell time

‎I couldn’t bow my head like a slave for a moment.

‎

‎Now the poetry shops are not crowded

‎Like the forbidden shops are crowded

‎Poetry does not glorify the soul

‎Because you do not recite the exiled poem

‎Open the window of the soul once

‎Purify my tears

‎With breath, purify the soil

‎Purify our surroundings again

‎Let’s drink together morning, afternoon, evening

‎Let’s drink hand in hand the song of time

‎Let’s release the anxious stars

‎Let’s embrace the earth deeply.

‎