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The improvement of educational-training values is of paramount importance within
most institutions
Utkir Tolipov & Azamat Akbarov
Tashkent State Pedagogical University Named After Nizami, Uzbekistan & International
Burch University, Bosnia and Herzegovina
Abstract:
This article examines the essence of such concepts as "educational values","national values";
"common to all mankind values"; their interrelation and harmonious parity are shown.
Special attention is given to the characteristic of values "ustoz-shogird" (teacher-pupil), from
the historical and cultural heritage of outstanding thinkers of the East.
Keywords: spiritual heritage, national and common to all humankind values, personal and
professional qualities, creative abilities, relations "ustoz-shogird"(teacher-pupil), mentor,
socialization of the person.
1. Introduction
With republican independence changes of national consciousness are realized
at the level of government program of problem of deep studying created by our ancestors
throughout centuries of an invaluable spiritual heritage, revival of the lost values, revival of
national traditions and values has led to basic changes in the activity of teachers – mentors,
and the training of future pedagogical staff.
First of all the task in respect to providing future experts with knowledge, skills on
bases of sciences with the account of their interests, abilities and propensities, along with
their attraction to creative scientific research activity, formation of high spirituality, the
organizations of a substantial free time of addressees of formation.
National education of indissoluble is connected with the history and philosophy of
people. In this aspect, an important means of educating young people is cultural-pedagogical
past heritages. One of the traditions, having huge educational "value, tradition is "Ustozshogird"(the master, or mentor, teacher-pupil).
One of the responsibilities delegated to educational system are those for establishing
curricula at the course and degree levels and to evaluate the effectiveness of proposed
curricula in achieving the aims of the students. (Berkley, 2013) The development is to be
shown as an assessment matrix that deepens the pupil-teacher relationship and the overall
achievement of students.
Colleges and schools have to be entrepreneurial in establishing revenue, generating
programs that will enhance the quality of education, as well as providing experts in their field
in order to educate new generations of experts. For instance, at Berkley University, they have
developed a Center for Teaching and Learning, which offers support and further education of
�teaching staff, in order to enhance their effectiveness in the areas of pedagogy, curriculum,
and assessment.
In an era of massively delivered asynchronous learning, the residential character of
the teaching system should become the core of the academic mission (Berkley, 2013), even
when implementing possibilities proposed by new technologies into curricula.
2. "Ustoz-shogird" Tradition
Tradition "Ustoz-shogird" makes huge impact on the transfer of professional skills to
young people, an increase of their spiritual-educational potential, development of creative
abilities, in a word – the formation of a comprehensively developed person. Features of this
tradition consist of, that under supervision of the teacher of the trained gets confidence of the
possibilities, to estimate situations strong-willed qualities, abilities are correctly formed, and
social activity is shown.
To prepare good pupils, the teacher first should take care of the development of a
global outlook and healthy thinking and certain professional qualities. Relations "Ustozshogird" are expedient for installing based on the concrete program of the plan. From these
positions, the teacher should organize the activity in the following directions:
positive impact on the student (trained) by providing knowledge
according to requirements of time and laws of society;
to influence spirituality, mentality of the pupil and at the same time to
be exacting to oneself;
to develop a habit of respect to oneself and others;
to use in the course of education various advanced methods and
innovative technologies;
teachers should be examples from the point of view of spirituality,
morals, professionalism;
to form at trainees of call of duty, responsibility, compulsion of
performance of the task and others;
Use of tradition "Ustoz-shogird" leans against the following pedagogical principles;
consciousness and activity, that is full comprehension of the essence of
activity within the limits of relations "ustoz-shogird", their development and prospect;
mastering by "secrets" of scientific knowledge.
indissoluble communication of training and education with a life;
orientation on independence and creative searches with the account of
interrelation of theoretical knowledge and practice;
account age and specific features trained.
The using of tradition "Ustoz-shogird" will give positive results in a system of
continuous education, as pupils form practical skills based on the pedagogical theory. Pupils,
students, young teachers, direct tradition „Ustoz-shogird“to the display of creative
possibilities. Special value thus gets acceptance in attention to specific features in training,
development of their talents and hobbies, the creation, necessary conditions for this purpose.
�Intensive development of the Republic of Uzbekistan in the time of independence has
caused the necessary formation of various personal qualities of future citizens of the country,
including the professional qualities corresponding to conditions of market economy, subject
to constant changes. In the course of fast adaptation to market conditions especially increases
the role of teacher, mentor, and the master.
Not without thought, the society pays much attention to "Устоз"(teacher), as
education of perfect person as the main motive power of the progress of society, directly
depends on educational values, authority of the mentor, relations between teacher and pupil.
The concept of "value" is treated as a complex of subjects and the phenomena
representing an understanding of the concept, especially essential meaning. (6.618р)
The concept of "value" is treated differently at household level and in scientific
literature, accordingly and is used differently. Since ancient times it was widely applied in
scientific and vital terminology and was grounded based on scientific thinking. In each
society, the values were established. Therefore, the basic value is national mentality.
Values had great value during not only the past, but also today and in the future they
will make a positive impact and influence on the development of society, raising the
consciousness of people, they get social value. The modern concept of values includes a
complex of material, spiritual, natural, religious, moral, philosophical and other wealth
(4,285р).
During different epochs, the concept of value has influenced society, the ideals, hopes
of society; it means that, values were perceived as a special problem and the purposes, which
the society puts before them.
According to their content, values are divided into national, universal, scientific,
spiritual and material. Every nation seeks to achieve harmonization of national spiritual
values and universal values. The spiritual heritage of the past is of high importance and the
task of modern generations is to fully master and develop them. Not knowing the cultural
heritage of his people, or ignoring them, means being a cultureless person. Not enriching the
value and not raising them to a high level, means harming people and its prospects.
In some nations and nationalities, national values represent the aggregate of all
material and spiritual wealth. Universal human values inherently have a wide range, as they
absorbed the values of many civilizations, ethnicities both of the past and the present. At the
same time, there are certain differences in values and each of the world's civilizations.
Scientific values should be used for the development of science and education,
improving their live conditions, achieving harmony in the family, the enrichment of the
public good, improving the socio-economic development, strengthening the spiritual and
educational potential.
Knowledge and science are recognized to be the highest values. The hadiths state that
a person needs knowledge, shrewdness, and power of observation and memory to master the
skills in any craft. Hadiths recommend ‘Be a scientist, study skills, or be a listener, and if you
do not know, then try reaching the educated people. If you just do not do it, then you die’.
There is a saying: ‘Do not climb onto the roof of the house, where your father sits’.
This aphorism has a deep meaning: the father is the creator and teacher. He always thinks
about the peace and the happiness of his children, working tirelessly for their benefit.
Sometimes there are no words to express opinions about a father. The teacher (ustoz) is not
�equated to the father by a chance. Father works for his child, not knowing fatigue, as well as
every teacher gets satisfaction from the results of his work in teaching students.
The education of fully developed, harmonious generations was considered one of the
major tasks of society at all times, as far as the younger generation provides the future of the
country. In its dreams and hopes, society wants to see its children physically and mentally
healthy, successfully building their own future, not conceding in anything to other people and
countries, to see them as people with a strong will and high spirituality. That is why so much
attention is given to secondary school, which is tasked with identifying and global supporting
of talented, creative, enthusiastic students who are the future leading scientists, worthy
purveyors of the great heritage of our ancestors.
‘Everyone knows that the way to a man's heart lies primarily through education’.
Therefore, along with the worship of the priceless heritage of our ancestors, we give due
respect to the noble work of teachers and mentors that are on a par with parents educate our
children’, - stressed the head of our state in his book ‘High spirituality - an invincible power’.
Actually, today the role of teachers and trainers are invaluable in the upbringing of an
intellectual and comprehensively developed generation. It does not matter, what kind of
success would be achieved in human’s life.
First, he should be grateful to his teacher, whose lessons would be remembered for a
long time longtime.The tradition of "teacher-pupil" – is one common to all humankind’s
values. The content of human values isdeep and full, that is why they acquire global
importance. Human values correspond to the goals and aspirations of all the peoples, nations
and ethnic groups. National and universal values are closely related, as historically they were
formed based on the principles of life. The development of values opens up wide possibilities
for common progress and moral improvement."Our ancestors created a set of requirements
for a relatively perfect man, speaking in modern language, developed the eastern version of
the moral code. Every person must ruthlessly suppress the unfairness and injustice, to prevent
unlawful acts", - emphasized by our President [1; 53 p.] The Uzbek people can be proud of
their past. He made an enormous contribution to the worlds of science and culture. The great
thinkers of our people Imam Bukhari, Imam Tirmidhi, Bahauddin Naqshband, Khoja Ahmed
Yasawi, Al-Khorazmiy, Beruniy, Ibn Sina, Amir Temur (Tamerlane), Mirzo Ulugbek (Ulugh
Beg), Alisher Navoi, Zahiriddin Muhammad Bobur (Babur), and many others who
contributed to the development of national culture, is the pride of the people.
"Plutarch claimed, there are two main advantages in human nature – the mind and the
thinking" [3; 144p.] It means, that the main measure of human essence is his mind,
consciousness and thinking, which make up the value of the individual, on which is also
based on personal qualities such as honesty, conscientiousness, respect to others, which are
particularly highly prized among the Eastern nations.
Objects and phenomenon, which serve the formation and development of the inner
world of people mastering their spiritual riches, are called spiritual values. They are the
product of human activity, his labor and creativity. Every nation has the spiritual riches that
are particularly revered. These values are passed from generation to generation, and today
they have not lost their value. They are a source of pride and inspiration of people. For
values, we can include proverbs, teachings, and the edification of the Uzbek people. In each
of them signed the spiritual wealth.In the educational process, which is aimed at the study of
�values, there is an interconnection between the value of the object and the value of the
subject, because the subject holds a peculiar path to its perfection. For example, the pupil or
the student's place, where they receive education, can be in a classroom, gym, study of
spirituality and education, information and resource center. In turn, these objects are being
served as a means of training and education. The same can be said about the students, the
educational equipment. Teacher and student are being involved in the educational process,
are also the values of the transmission and acquisition of knowledge.
While teaching about the values, the teacher uses a variety of means - texts, handouts,
slides, based on national traditions, festivals, historical heritage. A visit to the holy places of
our compatriots, house-museums, history museums, art and culture are greatly enrich the
national consciousness of students, forms of their spiritual world.In the process of the
assimilation of values,students master the abilities and skills of analysis, synthesis, separation
of the main meaning, independent thinking, perception, formulate and express their opinion
and assessment. Students are able to reconsider their views based on acquired values.
3. Conclusion
As a result of the implementation of previously shown program, the teachers will be
able to achieve a more holistic and integrated approach that benefits the common good, and
develop a much better understanding of the overall teaching position. Through implementing
these views and values, the quality of administrative operations will also reach its peak.
Based on the foregoing, we consider that it is necessary to pay special attention to
certain aspects of improving efficiency in the establishment of relations "Ustoz-shogird."
(Teacher-pupil).
Stirring up the internal creative communication in a relationship
"Ustoz-shogird";
Disposition of logical sequence of the content and stages of training of
students on the basis of the principle of continuity;
Formation of students' skills of self-control of their behavior and
actions, spiritual aspect, abilities continuous self and self;
Implementation in the minds of young people of a complete
philosophy of life, aimed to achieve the status of a decent citizen of his country;
Development of pupils and students of high personal qualities, the
desire to promote the prosperity of the motherland and serve for the good of the
people;
Development of youth national identity and national pride in the basis
of harmonization of national and universal values;
The people, the homeland for the performance of their duties and
obligations;
Introduction into the educational improvements and additions basing
on the standards of fairness, honesty and openness.
The effective use of restored values in continuing education, of course, will give a
positive result.
�References:
1. Hawkins, D. 1990. “Ways of Knowing.” In M. A. Shea ed., On Teaching Vol. II: 3542. Boulder, CO: University of Colorado at Boulder.
2. Weimer, M. 2002. Learner-Centered Teaching: Five Key Changes to Practice. San
Francisco, CA: Jossey-Bass.
3. Karimov I.A. “Basic tendencies of political-social and economic future of
Uzbekistan”.-T.: Uzbekistan, 1995-74p.
4. UC Berkley Institutional Self- Study for Accreditation, August 2013.
5. Karimov I.A. “High spirituality – is undefeated power” –1.–Т.:“Manaviyt”, 2008. –
130 p.
6. Thought – blooming. Composition of V.Vorontsov-T.: Publishing house of literature
and art named after G.Gulom, 1989-484p.
7. Tulenov J., Gofurov Z. Philosophy. Textbook for students of higher education. –
T.:”O’qituvchi”, 1997.-384p.
8. MusurmonovaO.Spiritual traditions and upbringing of youths.-T.: ”O’qituvchi”,1996192p.
9. Khasanbayev Y., Turaqulov H., Khaydarov M., Khasanbayeva O., Usmonov N.
Dictionary for pedagogy. – T: Subject and technology (Fanvatexnologiya), 2009.672p.
10. Inoyatova M. Determination of educational values and using them in pedagogic
practice.-T.:”Sharq” (East),2010.-180p.
11. U.Q.Tolipov. Basic ways and means of using educational values.-T.: ”Continual
education” journal.-2014.-№1
�
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The improvement of educational-training values is of paramount importance within most institutions
Author
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Tolipov, Utkir
Akbarov, Azamat
Abstract
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This article examines the essence of such concepts as "educational values","national values"; "common to all mankind values"; their interrelation and harmonious parity are shown. Special attention is given to the characteristic of values "ustoz-shogird" (teacher-pupil), from the historical and cultural heritage of outstanding thinkers of the East. Keywords: spiritual heritage, national and common to all humankind values, personal and professional qualities, creative abilities, relations "ustoz-shogird"(teacher-pupil), mentor, socialization of the person.
Publisher
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International Burch University
Date
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2016-05-30
Keywords
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1
Irony in William Blake’s Poetry
Serap Denizer Bozkurt
Kocaeli University, Turkey
Abstract:
Irony, stating something meaning another, turns into a philosophical method of understanding
opposite concepts with Friedrich Schlegel’s Fragments published in the eighteenth century. It
accords irony an ontological and epistemological function and changes its scope. William
Blake, one of the prominent names of Romantic poetry, employs the binary oppositions and
creates a different perspective of irony. In addition to the usage of traditional binary systems
such as; good and evil, heaven and hell, he structures new binary systems. The traditional
binary systems used by Blake are challenging as he redefines the opposite concepts in a
holistic manner. On analyzing these three poems; “The Marriage of Heaven and Hell”, “The
Tyger” and “The Lamb” it would be fair to claim that he presents a different perspective of
construing the world with the employment of irony using integrative binary oppositions in the
Romantic period.
Keywords: romantic poetry, irony, William Blake
1. Introduction
In his A Blake Dictionary, The Ideas and Symbols of William Blake. S. F. Damon
(2013) states that: “Every sect is self-limited, whereas Truth is universal. Instead of any
religion, Blake wanted the truth—the whole truth including all errors, life including death,
the soul including the body, the world of mind including the world of matter, the profound
discoveries of the mystics reconciled with the scoffings of the skeptics, heaven and hell
married and working together, and in the ultimate heart, Man eternally in the arms of
God”(61).
2. Analysis
William Blake, one of the first and major representatives of Romanticism in England, is a
challenging poet with his works full of opposites, which gives birth to the employment of
irony. The changing scope of irony displays its effects on William Blake’s works. M. A. R.
Habib (2011) explains the changing scope of irony as follows:
By the end of the eighteenth century, irony had risen from being a mere rhetorical
device to an entire way of looking at the world. Schlegel’s Fragments of 1797
accords irony an epistemological and ontological function, seeing it as a mode of
confronting and transcending the contradictions of the finite world. … At the core
of irony as formulated by most nineteenth-century thinkers was a romantic
�2
propensity to confront, rather than overlook, the obstinate disorder, contingency,
flux, and mystery of the world. In this sense, an ironic vision accepts that the world
can be viewed from numerous irreconcilable perspectives, and rejects any
providential, rational, or logical foreclosure of the world’s absurdity and
contradictions into a spurious unity.(147)
Habib, (2011) also states that William Blake, the first major figure of English Romanticism,
had recourse to mysticism and a mythical vision of history, and he saw the world as
inherently harboring opposites and contradictions which was the poet’s task to harmonize
(153). In these lines, Habib defines Blake’s perception of the world and the function of the
poet very clearly. It can be said that Blake is very good at reflecting his perception of the
world by combining these contradictions. However, he does not only apply these
contradictions, but he also redefines them in a holistic manner. Even the titles of his works
prove it; The Marriage of Heaven and Hell, The Songs of Innocence and The Songs of
Experience. He chooses to unite these concepts perceived as opposite by mankind. Reading
Blake’s poems makes the reader question, criticize and revalue concepts such as; heaven,
hell, angel, devil, good, and evil which are considered to be the traditional binary oppositions
in western thought.
‘The Romantics’ only recourse was to an ironic vision which insisted that reality is not
confined to here and now but embraces the past and is located in a Platonic ideal realm.’
(Habib,148). William Blake is also one of these poets who is endeavoring to define the
reality. Damon (2013) states that Blake’s basic purpose was the discovery and recording of
new truths about the human soul. He asserts that for Blake the most exciting thing possible
was the discovery of these truths (55). In this paper, the poems; The Marriage of Heaven and
Hell, The Tygerand The Lambwill be analyzed in terms of the employment of irony through
the usage of opposites and contradictions in the light of Blake’s search of truth.
The Marriage of Heaven and Hell, the title, which is to be examined first, gives the
readers some clues about Blake’s usage of seemingly opposite concepts. Blake redefines and
reshapes the heaven and hell in a philosophical point of view and unites them. Habib’s lines
explaining the relationship between Romanticism and irony, also helps the reader understand
the fundamental disposition of Blake’s poetry;
The ideals of Romanticism included an intense focus on expressing human
subjectivity, an exaltation of nature, of childhood and spontaneity, of primitive
forms of society, of human passion and emotion, of the poet, of the sublime, and of
imagination as a more comprehensive and inclusive faculty than reason. The most
fundamental philosophical disposition of Romanticism has often been seen as
irony, an ability to accommodate conflicting perspectives of the world. (Habib,
145)
The heaven and hell are perceived as conflicting perspectives. However, it would not be right
to say that Blake depicts the heaven and hell as places designed for afterlife to punish or
reward the souls. John Beer (2005) claims that the heaven and hell are described as ‘the states
�3
of the human soul’ by many critics (67). The title The Marriage of Heaven and Hell
welcomes the reader to the world of contraries blending and forming a unity. The following
lines are taken from the very first section of The Marriage of Heaven and Hell called
‘Argument’:
Without contraries is no progression. Attraction and repulsion, reason and energy, love
and hate, are necessary to human existence.
From these contraries spring what the religious call good and evil. Good is the passive
that obeys reason; evil is the active springing from energy.
Good is heaven. Evil is hell(Blake, 163).
Blake does not only use the contraries to strengthen his narration or strike the reader. He
attributes more to the contraries seeing them as a must. Damon (2013) expresses this notion
in his words; “These two worlds, Hell and Heaven, are essential to each other; they exist
simultaneously in God. Thus there is the Opposition of Contraries in God himself, without
which there could be no life ”(213). Beer criticizes Blake stating; “How far Blake expected
his ideas to be taken completely seriously is hard to determine. Allowance must certainly be
made for his sense of irony. The very fact that The Marriage of Heaven and Hell was cast in
precisely those terms suggests that he was allowing for a possible equality of value between
the two sides ”(Beer, 23). The readers can agree with Beer on the issue of irony, but it is hard
to say that Blake was allowing for a possible equality of value between two sides. In Blake’s
definition of heaven and hell, it is clear that he foregrounds the hell and the components of
hell. The definition of devils and the comparison of the angels and the devils, and the flames
in hell can prove it. First, Blake destroys the image of hell, which is a place for the corrupted,
full of torment and cruelty. Damon’s lines also reflect it; ‘God is good; all things that proceed
from him are good in essence, nor can that essence ever be corrupted. Therefore ‘Hell’ which
is of God must be good; and the life force proceeding from it cannot be evil and far from
being everlasting pain, is eternal delight. Everything that lives is holy (Damon, 214). To
propound that hell is a formidable, scary place would be wrong in Blake’s world of
perception. Damrosh’s ideas on the Blake’s perception of hell supports this idea;
In celebrating what he calls Hell, Blake has in mind something very different from
the usual connotations of that word. The fundamental idea in The Marriage of
Heaven and Hell is that theologians and preachers have wrongly stigmatized energy
as diabolical, even though it is absolutely essential to existence. They claim that
“good is the passive that obeys reason; evil is the active springing from energy.”
Blake’s counterclaim is that Heaven and Hell must interact as vital contraries, like
partners in a marriage who are different yet joined. Both are equally important.
(Damrosch, 101)
We all have a concept of hell in our minds, but Damon (2013) asserts that the hell depicted
by Blake in his paintings of the last judgment is the lake of fire into which errors, but not
people are cast and annihilated (72). Even the fires of the hell are thought to be ‘the flames of
�4
inspiration’ by Damon (Damon, 772). The comparison of the angels and the devils is also
very striking:
Devils for Blake are usually evil spirits, probably accuser of sin; but in The
Marriage of Heaven and Hell, for once they are the original geniuses, those who
are familiars in the hell of the subconscious, which is the source of all energy.
They are contrasted to the Angels, the restricting spirits of conventionality. …All
genius varies thus. Devils are various. Angels are all alike.(Damon, 445)
Devils are not portrayed to be wicked creatures, their liability is not to make humankind
commit a sin, but to remind them that they are capable of committing sins. Northrop Frye
(1990) defines devils as follows;
‘If man,’ Blake asks, ‘is considered as only evil and god only good, how then is
regeneration effected which turns the evil to good?... Satan in the Bible is called
‘diabolos’ or accuser because he is forever reminding man of his own
insufficiency. … For Satan is not himself a sinner but a self-righteous prig’. (65)
Harold Bloom (2003) interprets The Marriage of Heaven and Hell in characteristics of two
kinds of people; ‘Blake now gets back to the “contraries” mentioned earlier in the work. He
contends that there are only two kinds of people, the Prolific and the Devouring, and that
these opposites are both inimical to each other and necessary—for ‘if they were reconciled
mankind would cease to exist ’ (105).
Proverbs of Hell, the second part of The Marriage of Heaven and Hell starts with a
note; A Memorable Fancy – 1;
As I was walking among the fires of hell, delighted with the enjoyments of genius,
which to angels look like torment and insanity, I collected some of their proverbs,
thinking that as the sayings used in a nation mark its character, so the proverbs of
hell show the nature of infernal wisdom better than any description or buildings or
garments.(Blake, 165)
In this section of the poem, Blake goes on expressing the concepts using their
opposites and his ironic manner can be clearly analyzed in his lines;
Prisons are built with stones of law, brothels with bricks of Religion.
The best wine is the oldest, the best water the newest.
Prayers plough not; praises reap not; joys laugh not; sorrows weep not.
The head sublime, the heart pathos, the genitals beauty, the hands and feet
proportion.(Blake, 168)
Leo Damrosh (2015) explains the section, Proverbs of Hell, as a dictionary of anti-proverbs;
A memorable section of The Marriage of Heaven and Hell is entitled “Proverbs of
Hell,” which are really anti-proverbs. Ordinary proverbs convey conventional
�5
truisms, … Blake’s aphorisms are anything but conventional: “Exuberance is
beauty”; “The cistern contains, the fountain overflows”; …“The road of excess
leads to the palace of wisdom.” At times these anti-proverbs seem deliberately
intended to shock: “Sooner murder an infant in its cradle than nurse unacted
desires.” (103)
The second poem which will be analyzed is ‘The Tyger’ which has been a source of
speculation with its different interpretations;
When the stars threw down their spears
And watered heaven with their tears,
Did He smile His work to see?
Did He who made the Lamb make thee?
Tiger, tiger, burning bright
In the forests of the night,
What immortal hand or eye
Dare frame thy fearful symmetry? (Blake 67-74)
In this poem, it is clear that Blake uses ‘the tyger’ and ‘the lamb’ as contraries. The tyger and
the lamb are not clear-cut opposites like the heaven and hell, but the characteristics of the
tyger and the lamb can be considered to be considerably diversified. Bloom (2003) explains
the characteristics of the tyger and the lamb stating that;
It would be simplistic to state that “The Lamb” is good and “The Tyger” is evil.
And it is probably not what Blake intended. “The Tyger” is experience. It is bright,
energetic, and vital. It is familiar with its domain and is assertive in its
environment. While the Lamb merely follows the flock, the tiger has learned from
experience and is autonomous. No longer following the crowd or a single
shepherd, the tiger is a hunter directly in search of satisfaction. (19)
Though there are different explanations of the tyger, Bloom sees it as a luminous creature
roaming the forest at night. He also identifies the tyger with Lucifer and thinks that Blake
is struck by the beauty, strength, and balance of the beast, and questions what inspiration
is behind its creation. The powerful imagery, comparing the fire in the tiger’s eyes and the
fire used to create it, suggesting that the tiger can also be a reflection of the fires of Hell
(Bloom 2003, 17).
Line by line, the tiger grows more powerful and frightening: a beast without
boundaries. Yet, the speaker tries to reason with the mighty animal, asking about its
creator and its opposite of the animal kingdom: the lamb. The work bears a
similarity to Blake’s “The Lamb”, which appears, appropriately, in the “Innocence”
part of the volume of poems. “The Tyger” is part of the “Experience.” Did Blake
believe that transformation from the gentle lamb into the powerful tiger is an
integral part of maturation?(Bloom 2003, 18)
�6
These lines above bring a new perspective to the relationship of the tyger and the lamb.
The question; ‘Did Blake believe that transformation from the gentle lamb into the
powerful tyger is an integral part of maturation?’ also brings a new dimension to the
speculation. Though lamb is seen and stated as opposite, it can be the superior version of
the tyger. As William Blake sees the opposites and contraries as complementary, it can be
assumed that the tyger and the lamb are also complementary elements, which are created
by the same power embodying all the contraries.
The third poem is The Lamb, in which Blake asks the same question, but this time it
is about the creator of the Lamb. However in this poem, we have the answer, Blake states
that ‘the creator’ calls himself a Lamb.
Little lamb, who made thee?
Dost thou know who made thee?
Little lamb, I’ll tell thee;
Little lamb, I’ll tell thee;
He is callèd by thy name,
For He calls Himself a Lamb.(Blake44-49)
As it was mentioned before that William Blake sees the opposites as complementary, it can
be said that the Tyger and the Lamb are also integrative elements. Damon (2013) supports
this notion in his A Blake Dictionary. ‘In the song of Innocence and experience, it
counterbalances ‘The Lamb.’ The Lamb symbolizes the Loving God; the Tyger, the Angry
God. … The Tyger is not the contrary of the Lamb, but its negation’ (1577). The quotation
below, defines the concept, the Lamb and also foregrounds the embodying feature of the
creator. Blake is against the idea of interpreting God as having only good characteristics.
Goodness cannot define God, as it is not enough to define the source of everything created.
However, goodness can be a concept created by God, as good, evil, heaven, hell, angels,
devils, the Tyger, and the Lamb were created. Everything is unified and represents God in
Blake’s poetry.
But that is not what Blake meant when he made the lamb the symbol of innocence.
He meant that there really is behind the universe an eternal image called the lamb,
of which all living lambs are merely the copies or the approximation. He held that
eternal innocence to be an actual and even an awful thing. … God is not a symbol
of goodness. Goodness is a symbol of God.(Bloom 2008, 96)
3. Conclusion
In conclusion, in the poems The Marriage of Heaven and Hell, The Tyger, and The Lamb,
Blake employs the contrary ideas, a way of irony, to criticize and portray the effects of the
social transformations of his age. However, the reader needs to gain a deeper understanding
of Blake’s purpose. To see the concepts as only contrary on the surface may not fulfill his
�7
purpose. He tries to unite all the contraries, which are sprung from the same source. In The
Tyger, Blake asks a question; ‘Did He who made the Lamb make thee?’ (Blake, 74). To
categorize and label the concepts as purely ‘good’ or ‘evil’ is not a good way to follow in the
journey of understanding them. Blake tries to define some of the concepts with their
contraries, but in his perception, he gives a different meaning to them. Blake’s depiction of
hell, for example, is completely different than the sense of hell, which was depicted by
religion. It can be said that the contraries of Blake as the substance are distinct from the
contraries of mankind, but the characteristics referred to them are opposites. Blake’s utilizing
irony in his definitions of the concepts is a good example of the view that in a philosophical
disposition of Romanticism has often been seen as irony, an ability to accommodate
conflicting perspectives of the world (Habib, 145).
References:
Beer, John. 2005. William Blake, A Literary Life. New York: Palgrave Macmillan.
Blake, William.2005.Collected Poems. Ed. W. B. Yeats. New York: Routledge Classics.
Bloom, Harold Ed. 2003. Comprehensive Research and Study Guide, William Blake. New
York, Infobase Publishing.
Bloom, Harold Ed. 2008. Bloom’s Classic Critical Views, William Blake. USA: Infobase
Publishing.
Damon, S. F. 2013. A Blake Dictionary, The Ideas and Symbols of William Blake. Hanover,
New Hampshire: Darthmouth College Press.
Damrosch, Leo. 2015. Eternity’s Sunrise, The Imaginative World of William Blake. UK: Yale
University Press.
Frye, Northrop. 1990.Fearful Symmetry, A Study of William Blake. New Jersey, USA:
Princeton University Press. 10th Printing.
Habib, M.A.R. 2011.Literary Criticism from Plato to Present, An Introduction. UK: WileyBlackwell.
�
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Irony in William Blake’s Poetry
Author
Author
Denizer Bozkurt, Serap
Abstract
A summary of the resource.
Irony, stating something meaning another, turns into a philosophical method of understanding opposite concepts with Friedrich Schlegel’s Fragments published in the eighteenth century. It accords irony an ontological and epistemological function and changes its scope. William Blake, one of the prominent names of Romantic poetry, employs the binary oppositions and creates a different perspective of irony. In addition to the usage of traditional binary systems such as; good and evil, heaven and hell, he structures new binary systems. The traditional binary systems used by Blake are challenging as he redefines the opposite concepts in a holistic manner. On analyzing these three poems; “The Marriage of Heaven and Hell”, “The Tyger” and “The Lamb” it would be fair to claim that he presents a different perspective of construing the world with the employment of irony using integrative binary oppositions in the Romantic period. Keywords: romantic poetry, irony, William Blake
Publisher
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International Burch University
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2016-05-25
Keywords
Keywords.
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The Conceptual Direction of Prevention Informational Threats in Academic and Educational
Publications
Sarvar Mahmudov & Muhayo Umaralieva
Uzbek Scientific-Research Institute of Pedagogical Sciences, Uzbekistan
Abstract
In this article the ability (potentialities) of pedagogical publications in information security
through analysis and monitoring of published materials, developmentcriteria for evaluating their
content revealed; the structure of the concept of prevention of information threats in scientific –
pedagogical and educational publicationsis presented.
Key words. Pedagogical publications, information threats, psychology, manipulation of
consciousness, information, content.
Introduction
After Uzbekistan’sindependence, the mass media, in particular, scientific-pedagogical and
educational-methodical publications turned into a tribune of free expression of their thoughts,
attitudes, and positions of scientific and pedagogical community (public) and professionals.
Therefore, (accordingly) the pedagogical publications facing the challenge (teaching editions
of the task)to protect of the recipients of education from the negative effects on their culture and
spirituality through publications submitted materials, information and recommendations.In this
context, the pertinentquestions are:
(of) studying the main reasons for the emergence in the academic and educational publications
not scientifically grounded materials, informationthat leads(leading) to a negative conclusion,
monitoring and acceptance of necessary measures on prevention of negative influence of the
ideas alien to our society and psychological manipulation through media; the development of criteria
for evaluation of materials prepared for publication and the implementation of public control in this
direction.
In his congratulatory message to the media and the press in connection with their national
holiday, the President of the Republic of Uzbekistan stressed that from time to time, there is a sense
of nostalgia for an outdated system and ideology of the past, and not to fall into dependence on these
sentiments.It is necessary to open the eyes of our people, especially the youth to the true value, in
connection with which all increased the role and responsibility of the media in the education of the
�person with solid convictions and a strong will.
As a result of studying and analyzing the problems associated with the prevention of
information risk in the academic and educational publications. some activities have been identified
that need to be urgently implemented.
These include:
– development and introduction of a mechanism of public control and assessment of the
content presented in the academic and educational publications;
– revision and improvement of the procedure and recommendations for publication of articles,
analytical materials, represented in mass media publications, and their expertise;
– definition of the role of scientific-pedagogical and educational-methodical publications in the
strengthening of spiritual and moral positions, pedagogical and psychological ideology (Outlook) of
the teacher’s, their political views and beliefs;
– providing continuous protection from potential threats in the media, development of
appropriate scientifically grounded concept in this area.
Stages of monitoring and implementation
A mechanism to counter information threats through monitoring of scientific-pedagogical and
educational publications implies implementation of the following functions:
Social. The identification of the essence (entity) of (to) ensuring information security in
academic and educational publications, i.e. formation and development of critical views, evaluations
in relation to information, that represents threat and negatively affects the research and teaching
community.
Spiritual and moral. The strengthening of the teacher’s ability to counter information threats
through scientific-pedagogical and educational-methodical publications, the strengthening and
development of socially significant qualities of critical thinking in relation to values and norms
accepted by the society, the mechanism of protection of spiritual, social and psychological health.
Cultural. The development and adoption among the scientific and pedagogical community of
culture of information consumption.
In the course of our study we turned to teachers of educational institutions with a request to
answer the survey questions.Read:
"Is there a (do you) need to perform a special study on ways to counter information threats
through research and teaching and methodical publications, to monitor them, to instill in teachers the
threat of the confrontation of information risk, to introduce into the curricula and programs of
courses of retraining and the improvement of of teachers qualifications, the theme of combating
�information threats by means of scientific-pedagogical and educational publications?"Almost all the
teachers and faculty respondents gave a positive answer.
According to the result of the study, it was concluded that a threat to society may come from
submitting materials to be published in pedagogical publications with the aim of changing attitudes
in a negative way on national history, folk traditions and customs, national culture, development of
education in the country, national and universal values, spiritual and moral qualities, political and
socio – psychological principles, or informationprepared (is executed) at a low professional level
that does not meet scientific-methodical requirements.
Therefore, material or information that is not scientifically grounded, does not have a clear
structure, is defective in the scientific-theoretical attitudecan be (it is also possible to) classified as
informationallydangerous.In order to prevent informational threats from the materials published in
pedagogical publications (journals), it is necessary to develop and openly publish criteria to assess
the content of materials from the point of view of their safety.In our opinion, it should befocusedon
the following indicators:
– disclosure of human abilities and satisfaction of its educational requirements, ensuring the
priority of national and universal values, the harmonious interaction of man, society and the
environment;
– enrichment of the aesthetic worldview of the recipients of education, formation of their high
spirituality, culture and inventive thinking;
– the preservation and enrichment of national history, national traditions and customs in their
continuity and connection with national culture, development of the national education system;
respect for the history and culture of other peoples;
– the intrinsic link (unity) of training and education, the focus of the education process at
comprehensive development of personality;
– the formation of spiritual-moral qualities, work skills, creative thinking, conscious attitude to
the environment and career choices on the basis of educational and scientific and cultural
knowledge, national and universal values;
– implementation of the principles of building a democratic state and fair (just) civil society;
– implementation of the principle of priority of a combination of personal interests and
education in the state social policy;
– the perception of the concepts of national consciousness, patriotism, national pride as the
basis of a rich national cultural – historical traditions and intellectual heritage of our people;
– refusal of the ideological views of the past;
– continuous implementation of the requirements of high spirituality and morality,
corresponding to the level of developed democratic countries (States).
�– the approach to defining the content of education from the point of view of prospects of
socio-economic development of the country, the needs of society, modern science, culture,
engineering and technology;
– the use of productive forms and methods of spiritual and moral upbringing and education of
recipients of education;
–ensuring effective integration of education, science and production.
The concept of information security in academic and educational publications includes the
following structural parts.
1.An analysis of real (practical) state of the availability of information threats in the media, in
particular, in scientific-pedagogical and educational publications.
2.The principles of prevention of informational threats to scientific-pedagogical and
educational publications.
3.Informational-logical model of counter information threats through scientific-pedagogical
and educational-methodical publications.
4. Characteristics of the objects, participants, public co-executors of opposing information
threats through scientific-pedagogical and educational-methodical publications.
5.The stages of the movement.
Conclusion
Today is quite acutely felt the impact of the threats, ideological propaganda and cultural
expansion in education and spiritually - moral education of students: so it's important to remember
about the organization of effective protection of young people from information risk.
References:
1. Богатырева Ю. Подготовка будущих педагогов к обеспечению информационной
безопасности школьников. – Тула.: 2014.
2. Белов Е.Б., Лось В.П., Мещеряков Р.В., Шелупанов А.А. Основы информационной
безопасности. Учебное пособие для вузов. – М.: Горячая линия, 2006.
3. Бохеньский Ю. Духовная ситуация веремени. // вопросы филисофии. – 1993.
4. Глобализация, энциклопедия. Под ред. И.И.Мазур и А.Н.Чумакова. – М., 2003.
�
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3282
Title
A name given to the resource
The Conceptual Direction of Prevention Informational Threats in Academic and Educational Publications
Author
Author
Mahmudov, Sarvar
Umaralieva, Muhayo
Abstract
A summary of the resource.
In this article the ability (potentialities) of pedagogical publications in information security through analysis and monitoring of published materials, developmentcriteria for evaluating their content revealed; the structure of the concept of prevention of information threats in scientific – pedagogical and educational publicationsis presented. Key words. Pedagogical publications, information threats, psychology, manipulation of consciousness, information, content.
Publisher
An entity responsible for making the resource available
International Burch University
Date
A point or period of time associated with an event in the lifecycle of the resource
2016-05-24
Keywords
Keywords.
Article
PeerReviewed
PE English
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https://omeka.ibu.edu.ba/files/original/862356dbf8e35b7a4b4a13366a2df05b.pdf
d121768fa09991c981ed8d9a7e080be4
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The Development of the Professional Competencies of Teachers on the Basis of an
Innovative Approach
Sabithon Turgunov & Muhayo Umaralieva
Uzbek Scientific-Research Institute of Pedagogical Sciences,
Uzbekistan
Abstract:
In the article the question of organization, management and improvement of the quality and
effectiveness of teaching processes in secondary institutions,revealed the role of the teacher
in coordinating students ' activities. The authors have proposed a number of
recommendations on the development of the professional competence of the teacher.
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cm, Bottom: 2,54 cm
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Keywords: Competence, a component of the pedagogical process, management, quality,
efficiency.
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1. Introduction
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One of the important stages of continuing education identified in the National
programme on personnel training, is training and coaching that, in turn, is directly connected
with reforming the system of retraining and advanced training of pedagogical staff and
providing the necessary conditions for the organization of this process at a high level.
Comprehensive development and modernization of the educational system has necessitated
the necessary skill set of today's teacher. This is high spirituality and pedagogical skills,
social activities, independent thinking and innovation, a sense of responsibility towards
society, government and family for the results of training and education.
2. Coordination of pedagogical processes and activities
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Rapid changes and improvements occurring in the field of education and youth policy
of the state require teachers to quickly orientate themselves in their essence, to constantly
enhance professional knowledge, to master the skills of working in partnership with students
with regard to the principles of subjectivization and activity of students ' personality, to create
conditions to increase the motivation and organization of reflexive activity in the educational
process.
From this it follows that the main tasks of educational institutions for the organization
and management of pedagogical processes are: the organization and control of educational
process on a scientific basis, making available to students the necessary information related to
the assimilation of the program material, all-round personality development of students,
preparing them for life in modern society.
Organization of pedagogical processes and management is implemented in many areas.
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�Denote primary:
– define instructional, educational and developmental goals based on the topics studied
in accordance with educational programmes;
planning students ' activities on implementation of the identified goals and objectives;
the use of educational technology;
– identification of potential students and projections of situations that allow you to
implement scheduled tasks, their distribution;
– determination of factors affecting the efficiency of the educational process; ensuring
an individual approach to students, the use of "active" technologies;
– selection and preparation of teaching tools used in the pedagogical process;
– ensuring succession and continuity of the pedagogical process;
– establishment of cooperation between schools, families, makhallas;
– the use of advanced pedagogical experience and modern information technologies in
the pedagogical process;
– implementation of STATE requirements and monitor compliance;
– collection and analysis of information about the learning process by conducting a
questionnaire survey among the students;
– correction and update tasks aimed at the development and improvement of the
activities of the students;
– organization self-study in accordance with the requirements of the STATE;
– organization of innovation activities, and contributing to the formation and
development of interest in self-learning activities;
– control and coordination of learning, of work and play activities of students.
Therefore, the functional duties of a teacher are extremely versatile: from the
organization and management of pedagogical process, and achieving the planned results to
the monitoring, analysis and assessment of the level of mastering of educational material,
implementation of the requirements of the STATE subject to the coordination of all activities
of subjects within the educational process.
Coordinating the activities of the subjects of the educational process involves not only
the cooperation of teachers and students directly in the process of cognitive activity( in class
or outside of it), but also the cooperation of the teaching staff and administration of
educational institutions in matters of management of the educational process.
Management activity, organized on the principles of cooperation and friendly relations,
is essential to determine the educational and developmental goals, the choice of direction of
their implementation, the rational allocation of tasks, coordination of activity of participants
of the educational process, improvement of pedagogical skills and professional experience of
the teaching staff.
In the educational process in the framework of cooperation defined by the equal status
of teachers and students, the status of subjects of this process, in which achievement of
results, is related to the level of professional competence of the teacher. According to many
experts, the educational process is carried out on subjective relations, greatly enriches the
experience of the teacher. The quality of the management depends on the effectiveness of
�pedagogical processes, sustainable competency development of teachers, improving their
expertise and skills. In turn, the teacher's personality largely determines the success of
students and ways of achieving it. The teacher in the pedagogical process serves as a
manager and as a member of the cognitive activity, and the role of the manager, and as a
member of the cognitive activity, and this status obliges them to possess professional training
and high moral qualities.
In our opinion, the quality of competence that should be possessed by the head of the
educational institution, is fully applicable also to ordinary teachers.
3.
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The competence of the teacher consists of his spiritual worldview, psychological and
pedagogical, organizational and technological abilities, and all together creates a capacityfor
professionalism. This potential is manifested in the pedagogical process and affects its
efficiency.
The concept of the competence of the teacher in organizing and managing pedagogical
processes includes individual abilities and the professional level of teachers and their desire
for self-development and continuous updating of knowledge, and the desire to organize the
educational process according to modern requirements.
In the organization of the pedagogical process the teacher needs to rely on
atechnological systematic approach to management; to master the features and tools of
management; to know the content and significance of educational technology and to
implement them in practice; it is reasonable to use methods of leadership; to learn the basics
of management education, to innovate, to apply information technology and communication
tools; to organize the management of the educational process on a scientific basis; to
implement state educational standards, to accumulate and use necessary information, etc.
From the above it follows that the competence of teachers selects a number of areas and
components which play a role in the development of personal and human qualities of the
teacher, his professionalism and ability to work, communication and morale. i.e.
communication skills and moral character. So, a competent teacher: knows the necessary
skills for the effective organization of the educational process, knows the psychology of the
age, has a moral potential and high spirituality, has the ability to use modern technologies in
the educational process, has a rich professional experience. He owns the secrets of
professional skills, world and religious knowledge. This organizer and entrepreneur, a patriot
and internationalist, friendly and caring person, and most importantly – he is able to teach
another, to come to the rescue at the right moment. About say, "He's a master of his craft".
"Skills" (the Arabic word for "maarat" means art, skill, dexterity. Used expressions: the
great master, a craftsman, an artisan.
Hence the expression and even the term "professional skills" When people say that
about a teacher, we primarily mean the ability to organize and manage the pedagogical
process, to coordinate the activities of process participants, to enhance their activity.
In the current understanding of professional competence nested components such as the
organization of the educational process on a scientific basis, the research skills of the teacher,
the ability for management, leadership, propensity for self-development and self-education –
�in short, the ability to build the educational process in accordance with modern requirements.
4.
In conclusion it should be emphasized that the scientific organization of the educational
process contributes to its quality and effectiveness, enhancing the students’ objective analysis
and assessment from the teacher.
To realize its purpose in this process the teacher with the philosophical and spiritual
world view, psychological-pedagogical and organizational-technological potential,
possessing the technology of data collection, objective evaluation and information
processing, able to predict situations and factors that adversely affect the activity of the
pupils, and to identify ways of achieving the objectives. Such a teacher can be called a
teacher with a high degree of pedagogical competence.
References:
1.Моисеев А.М. Качество управления школой: каким оно должно быть.–Москва, 2001.
.Азизхўжаева Н.Н. Ўқитувчимутахассислигигатайёрлаштехнологияси. –Тошкент:
НизомийномлиТДПУ,2000.
3. Джураев Р.Х, ТурғуновС.Т. Таълиммуассасаларинибошқаришдаменежментнинг
асосий тушунчалари. – Тошкент: “Фан”,2006.
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�
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Extent
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3281
Title
A name given to the resource
The Development of the Professional Competencies of Teachers on the Basis of an Innovative Approach
Author
Author
Turgunov, Sabithon
Umaralieva, Muhayo
Abstract
A summary of the resource.
In the article the question of organization, management and improvement of the quality and effectiveness of teaching processes in secondary institutions,revealed the role of the teacher in coordinating students ' activities. The authors have proposed a number of recommendations on the development of the professional competence of the teacher. Keywords: Competence, a component of the pedagogical process, management, quality, efficiency.
Publisher
An entity responsible for making the resource available
International Burch University
Date
A point or period of time associated with an event in the lifecycle of the resource
2016-05-21
Keywords
Keywords.
Article
PeerReviewed
PE English
-
https://omeka.ibu.edu.ba/files/original/51ded43fed075ce940721ed2cfe55c22.pdf
e270edbdc4823208fcee2c8a3da61df5
PDF Text
Text
Women in Coleridge’s “Christabel”, “The Rime of the Ancient Mariner” and “The
Eolian Harp”: Sexualisation and the Cultural Expectations
Muammer Özoltulular
Bülent Ecevit University, Turkey
Abstract:
To face it, it is quite challenging to draw distinctive borders of women issues when it comes
to Romantic poets of English literature. These poets were reforming many issues of the
contemporary culture of England such as valuing the nature, which was deteriorated by
Industrial Revolution of the period, and emphasizing intuition over reason. However, the
changes those poets endeavouring to create might not be considered as revolutionary since
these poets could not manage to stay away from the traditions of their societies. The aim of
this paper is to analyse the place of women in Coleridge's "The Rime of the Ancient Mariner,
The Eolian Harp and Christabel": how he sexualised women and what were the cultural
expectation from women at the time. Allocating an exaggerated feminine aspect to women
nearly climaxes in one of Coleridge’s memorable poems “The Rime of the Ancient Mariner”.
Coleridge attends sexualising women in “Christabel” with the help of specific word choice.
Additionally, it might be put forward that Coleridge gives significance to virginity, which is
identified with the Blessed Virgin Mary in Christianity when Coleridge’s being ‘a staunch
Anglican in religion’ is taken into consideration. In most of the patriarchal societies, virginity
equates purity, which is utilized by men to suppress women. Moreover, negative attitudes of
Coleridge towards his wife, Sara Fricker, must be concentrated on to have an insight into the
poet’s views on women. Considering the attitudes of Coleridge towards his wife, the
assertions above on sexualisation of women and cultural expectations from them in the eyes
of Coleridge might be conceived as accurate.
Keywords: Sexualisation, Women, Samuel Taylor Coleridge, Cultural Expectations
1. Introduction
To face it, it is quite challenging to draw distinctive borders of women issues when it
comes to Romantic poets of English literature. These poets were reforming many issues of
the contemporary culture of England such as appreciating nature, which was deteriorated by
Industrial Revolution of the period, and emphasizing intuition over reason. However, the
changes those poets endeavouring to create might not be considered as revolutionary since
they could not manage to separate themselves from the traditional norms of their societies.
Therefore, the poetry of Romantic period poets is commonly criticised by many scholars
nowadays.
It may be argued that Samuel Taylor Coleridge, one of the limited reformist poets of
the period, prisons female characters in his poems to the norms of the society of his time even
�2
though it is known that he is impressed by the writings of Mary Wollstonecraft, who is
considered one of the founding feminist philosophers. H. J. Jackson (1993) states that he
fears that the inhabitants of the twentieth century most probably will not like Coleridge when
they are informed about Coleridge’s views on women in “Coleridge’s Women, or Girls,
Girls, Girls are Made to Love” (p. 577).The aim of this paper is to analyse the place of
women in “Christabel”, “The Rime of the Ancient Mariner” and “The Eolian Harp”: how he
sexualised women and what were the cultural expectations from women during his time.
2. Analysis of Coleridge’s Poems on the Basis of Cultural Expectation from Women
during 19th Century and the Sexualisation of Women
In the first place, it may be claimed that sexualising women is frequently encountered
in Coleridge’s poetry when the fact that the poet’s descriptions of female characters are
excessively feminine is taken into account. Allocating an exaggerated feminine aspect to
women nearly climaxes in one of Coleridge’s memorable poems “The Rime of the Ancient
Mariner”:
Her lips were red, her looks were free,
Her locks were yellow as gold:
Her skin was as white as leprosy,
The Night-mare Life-in-Death was she,
Who thicks man’s blood with cold.(190-4)
In the excerpt, Coleridge identifies the spirit beast haunting the ship as a curse due to unfair
killing of the Albatross. His identification of the spirit beast as feminine may be asserted to
conform to female image in his time, which is capable of drawing the attention of the reader
with feminist concerns. The spirit beast’s red lips and free looks may be regarded sexual
representatives of an attractive woman for men considering the norms of beauty in patriarchal
societies. In addition, the phrase ‘Life-in-Death was she’ in the excerpt reveals the attitude of
the poet towards women, who is attractive, desirable and provocative. According to
Coleridge, to approach towards such a women might be sinful and dangerous as her beauty
and sexual attractiveness have the power of freezing the blood of men, who looks at him.
Coleridge sexualises women not only in his poem mentioned above but also in
“Christabel” poem of his. The excerpt below is taken from the first part of the poem
“Christabel”, where the reader meets with Christabel and Geraldine, two main characters of
the poem:
There she seems a damsel bright,
Drest in a silken robe of white,
That shadowy in the moonlight shone:
The neck that made that white robe wan,
Her stately neck, and arms were bare;
Her blue-veined feet unsandal’d were,
And widely glittered here and there
The gems entangled in her hair.
I guess, ‘twas frightful there to see,
�3
A lady so richly clad as sheBeautiful exceedingly! (58-68)
Coleridge, in the first line of this verse, applies to the word ‘damsel’ instead of a word usage
such as ‘a young woman’, most probably because he considered this usage as required for
implying the significance of being virgin. Besides, the colour of the robe chosen for the
young woman may convey a specific meaning of virginity as colour white signifies purity
and the state of being untouched. It might be put forward that Coleridge gives significance to
virginity, which is identified with the Blessed Virgin Mary in Christianity when Coleridge’s
being ‘a staunch Anglican in religion’ (Stillinger, Lynch. 2012 p. 437) is taken into
consideration.
In the second line, Coleridge continues to attribute a different feminine beauty to the
‘damsel’ clothing her in silk. Silk as a fabric has a function of directly reminding the reader
of sexuality. In the third and fourth lines, Coleridge focuses on this young woman’s white
neck and bare arms. Moreover, the poet with bare feet image creates a so-called requirement
for women to stay inside their houses. Bare feet image finds ground with the phrase ‘barefoot
and pregnant’, which was put forward in the early twentieth century, meaning that women
should not work outside their houses and should have many children during their productive
years.
In the same poem, the readers proceed to encounter with sensational depiction of
women according to the sets of patriarchal system in terms of beauty. A simile is benefited
from to sexualise women in the second line of the excerpt taken from “Christabel”: “Red as a
rose is she (34)”. The purpose of Coleridge’s preference of red colour for a rose while
depicting a woman might be considered concrete as sexualising women in the eyes of men.
The subject of virginity is also encountered in “The Elion Harp”. The excessive pride
allocated for virginity in the poet’s time is reflected in his poem. In the line “Like some coy
maid yielding to her lover (16)”, Coleridge reveals that he regards virginity significant and
draws a parallel between purity and virginity with his word usage. His choice of the word
‘maid’ may be claimed to be connected with his view of women, which is humiliating since
women are evaluated based on phallocentric value, virginity. Additionally, it might be
claimed that he creates an image of submissive women, whereby he claims that virginity is
advantageous for a woman. The maid’s defining as ‘coy’ supports the idea that submission is
told to be positive characteristics of a woman by the poet.
The speaker of the poem “The Elion Harp” expresses his gratitude to God in the
stanza below:
I praise him, and with Faith inly feels,
Who with his saving mercies healéd me,
A sinful and most miserable man,
Wildered and dark, and gave me to possess,
Peace, and this Cot, and thee, heart-honoured Maid.(61-5)
As can be seen from the last line of the stanza above, Coleridge regards women as a private
property such as a place to live, granted by God to him. Besides, the poet utilizes the word
�4
‘maid’ one more time in the poem, which is capable of helping the readers to comprehend the
importance of virginity for the poet.
In the second place, Coleridge displays cultural expectations from women such as
being mild, obedient, withdrawn, and passive in his poems. When the poetry of Coleridge is
examined, the reader may easily come to the conclusion that the poet himself claims that a
perfect woman is a submissive one. For instance, the poet likens the desultory breeze to
/some coy maid half yielding to her lover/ in his poem “The Eolian Harp”. Another example
of requirements of women according to the poet comes in the same poem identifying Mariana
with the adjective of ‘meek’ in the line: Meek daughter in the family of Christ.
Similar connotations are abundant in Coleridge’s poetry:
The lovely lady, Christabel,
Whom her father loves so well,
What makes her in the wood so late,
A furlong from the castle gate?
She had dreams all yesternight
Of her own betrothed knight;
And she in the midnight wood will pray
For the weal of her lover that's far away. (23-30)
The verse above is taken from “Christabel” and sheds light upon the vision of favourable
women from the perspective of the poet. Christabel’s being a lovely lady is paralleled with
her father’s love towards her in the first two lines. The reader seems to be asked to value
Christabel as lovely only because her father loves her. In short, Christabel is a lovely lady
since she corresponds to the requirements that have been allocated by men. A different
indication of cultural expectations from women comes in the sixth line of the verse above.
The joint usage of the words, which function for the same purpose; ‘her’ and ‘own’
respectively, points to the possession of men over women in the line. Finally, Christabel’s
pray for her fiancé might be considered as submissiveness of women as well.
3. Conclusion
Negative attitudes of Coleridge towards his wife, Sara Fricker, must be concentrated
on to have an insight into the poet’s views on women. He humiliates Sara whenever possible
blaming her due to her sex, intellect, and her abilities, which might provide readers with an
micro-understanding of Coleridge’s perspective of women in general. Additionally,
Coleridge dares to declare that women are inferior to men in some aspects:“Permit me, my
dear Sara! Without offence to you, as Heaven knows! It is without any feeling of Pride in
myself, to say – that in sex, acquirements, and in the quantity and quality of natural
endowments whether of Feeling, or of Intellect, you are the Inferior.”(Coleridge & Taylor.
1994. p. 163). This is a part from a letter that Coleridge writes to his wife, Sara, after they
have a serious quarrel. In his letter, as can be seen; Coleridge has his own criteria for a good
woman and finds those, who stay under the limit of his criteria, inferior. The poet utilizes the
exaggerated power received from patriarchal system to humiliate women on the basis of sex
�5
.after all.
Considering the attitudes of Coleridge towards his wife, the assertions above on
sexualisation of women and the conformity of Coleridge’s views on women to the cultural
expectations of his period might be conceived as accurate. As is seen in the analysis of the
poems of Coleridge in the body part of this paper, it may be argued that he sexualises women
in his poems: “Christabel”, “The Rime of the Ancient Mariner” and “The Eolian Harp”. It
might be concluded that Coleridge conforms to the ideals and responsibilities assigned to
women in patriarchal societies in his time and sexualises women, which can be understood
with a focus on the word usage of him in his poetry.
References:
Abrams, M. H., & Greenblatt, S. (2012). The Norton Anthology of English Literature.
New York: Norton.
Coleridge, S. T., & Taylor, A. (1994). Coleridge’s Writings. Basingstoke: Macmillan.
Griggs, E. L. (1956). Collected Letters of Samuel Taylor Coleridge.UK: Clarendon
Press.
Jackson, H. J. (1993). Coleridge’s Women, or Girls, Girls, Girls are Made to Love.
Studies of Romanticism 3, 577-600.
�
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Title
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Women in Coleridge’s “Christabel”, “The Rime of the Ancient Mariner” and “The Eolian Harp”: Sexualisation and the Cultural Expectations
Author
Author
Özoltulular, Muammer
Abstract
A summary of the resource.
To face it, it is quite challenging to draw distinctive borders of women issues when it comes to Romantic poets of English literature. These poets were reforming many issues of the contemporary culture of England such as valuing the nature, which was deteriorated by Industrial Revolution of the period, and emphasizing intuition over reason. However, the changes those poets endeavouring to create might not be considered as revolutionary since these poets could not manage to stay away from the traditions of their societies. The aim of this paper is to analyse the place of women in Coleridge's "The Rime of the Ancient Mariner, The Eolian Harp and Christabel": how he sexualised women and what were the cultural expectation from women at the time. Allocating an exaggerated feminine aspect to women nearly climaxes in one of Coleridge’s memorable poems “The Rime of the Ancient Mariner”. Coleridge attends sexualising women in “Christabel” with the help of specific word choice. Additionally, it might be put forward that Coleridge gives significance to virginity, which is identified with the Blessed Virgin Mary in Christianity when Coleridge’s being ‘a staunch Anglican in religion’ is taken into consideration. In most of the patriarchal societies, virginity equates purity, which is utilized by men to suppress women. Moreover, negative attitudes of Coleridge towards his wife, Sara Fricker, must be concentrated on to have an insight into the poet’s views on women. Considering the attitudes of Coleridge towards his wife, the assertions above on sexualisation of women and cultural expectations from them in the eyes of Coleridge might be conceived as accurate. Keywords: Sexualisation, Women, Samuel Taylor Coleridge, Cultural Expectations
Publisher
An entity responsible for making the resource available
International Burch University
Date
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2016-05-19
Keywords
Keywords.
Article
PeerReviewed
PE English
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Interpretation of Navoi’s Image in the Uzbek Poetry during the Years of Independence
Gulbakhor Ashurova
Tashkent State Pedagogical University Named After Nizami, Uzbekistan
Abstract:
This article is dedicated to the issue of the interpretation of Navoi’s image in Uzbek poetry
during the years of independence. It also sheds light on how this issue is presented in the
works of modern Uzbek poets.
Keywords: Alisher Navoi, Uzbek poetry during the years of independence, Navoi’s image,
Navoi’s personality, creative work, ailment, spirit, spirituality, perfection.
1. Introduction
There are quite a lot of works in the Uzbek poetry devoted to Alisher Navoi, a great thinker, a
statesman, who had made a considerable contribution to the progress of science, culture,
literature and art of his epoch, to his image and his unique character. Through the image of
Alisher Navoi, depicted in different styles, one can visualize the spiritual world of this master
of words from new horizons. Since the times of Navoi, many hundreds of poets have written
emulations, hemistiches and studies devoted to his works. The world of imagination and
astonishment, figurativeness and artistic merit of Navoi are so strong that one cannot help
become inspired by them. It goes without saying that the unique personality of this thinker
and poet is behind all these achievements.
Navoi is not an ordinary personality. Apart from being a promoter of the ideas of
humaneness, he was an active and courageous man who tried to implement them into real
life. This is why he became a hero of poems and tales during his lifetime. Special research
has been devoted to the image of Navoi in people’s thoughts and interpretations (Ahmedov
N. Mangu barhayot obraz “Eternal image”. SharqYulduzi. 1988, No4; Ahmedov N. Tarixiy
shaxs talqini.“About historical personality”. Tashkent, publishing house named after G.
Gulom, 1989).
Alisher Navoi is an incomparable son, thinker and poet of not only the Uzbek people, but he
is a representative of all the Turkic-speaking peoples as well. Studying his personality and
creative work closely helps to understand and resolve many such important issues related to
life, epoch, time, nation and human destiny.
2. Analysis
�After Uzbekistan gained independence, interest in Navoi’s personality and artistic work
increased even further. In this article, we are going to focus our attention on poems devoted
to Alisher Navoi’s image in Uzbek poetry during the years of independence.
The creative approach of the people’s poet of Uzbekistan (state honorary title) and a hero of
Uzbekistan Abdulla Oripov to the image of Navoi is unique: according to him, the poet is our
national pride, honor and dignity, because “Such a name called Uzbek has become known to
the world thanks to Navoi.” We could feel Abdulla Oripov’s special love towards Alisher
Navoi. For Abdulla Oripov, Alisher Navoi is the greatest of great people, the master of
masters and his “creative work and activities are equal to an entire ocean” (Oripov A.
Selected works. Four volumes. – Tashkent: Adabiyot va san’at, 2001. Fourth volume.– p
129). Because Navoi “used his creative work and artistic merit and poems not only for the
sake of art, but in order to implement his ideas, goals and wishes” (Oripov A. Selected works.
Four volumes. – Tashkent: Adabiyot va san’at, 2001. Fourth volume.– p 130).
More than five centuries have passed since the times of Navoi and the poets of the XXI
century are still inspired by his poems. They stress that, “as a one thousand-year-old man
makes the history speak, he speaks about poet Navoi that he never parted with the works of
such poets like Nizami and Fuzuli”. Abdulla Oripov’s poem called “The Navoi Street” is
devoted to a street named after Navoi:
Streets are also like people sometimes.
They have their name, fate and honor.
Some of them are called O’rda, others like a sacred place,
Some of them carry nation’s honor.
This is the history of a street, which still has the footprints of such great people like
(writers) Oybek and Mirtemir, (actors) Olim Xo’jayev and Shukur Burxonov …
All of them are dear to the motherland.
The nation will never forget them.
Though Alisher was always in the lead.
People like Majdiddin dared to challenge him.
One could feel that Navoi’s image, his spirit and views are living in one of the ancient
streets of the capital. It is always crowded day and night. In the poem we could see
clearly how Navoi is living with the nation and the people of Tashkent, which is
expressed by means of comparison, transference and description.
For the generation of young poets, going back to Navoi is felicity. A poem called “My
poetry” by the people’s poet Sirojiddin Sayyid is full of these feelings:
I am on earth but my master is in the skies.
�My university is Navoi.
I am like a straw in his ocean.
I just love its waves.
His poem called “Mutolaa” (“Reading”) speaks about a generation who has read
Navoi’s works and is inspired by them:
Your passes shine by the light.
Your skies are so blue.
And Navoi enters our hearts.
Like an ocean and like skies.
In his poem called “ Mir Alisher” he describes Navoi using such comparisons like
“the dawn of Turkic people,” “the loud sound of being alive,” “the color of
greatness,”“the great ocean,” “endless motherland” and “eternal like motherland.”
Whereas his poem called “Navoini o’qish” (“Reading Navoi”) stresses that everyone who
is afraid of ignorance “should read Navoi.”“In order not to be second to anyone,” in order
to control one’s own desires, to learn to not to be ashamed of and to blessed by the
people, one should read Navoi
Beruni and Avicenna,
Ulugbek and Babur Mirza.
Have left so many magnificent buildings,
So, young hearts should beat stronger,
And should read Navoi!
What if Uzbeks stop reading Navoi? People’s poet Erkin Vohidov has described such
a tragedy in this way:
If Uzbeks stop reading Navoi,
There will be no more golden heads.
If they love Demyan Bedniy (a Russian poet) instead of Bedil,
There will be no black hair, just yellows.
If Uzbeks stop reading Navoi,
It is the time for crying.
�If they make fun and ignore education,
It is equal to singing when someone is dying.
If an Uzbek knowsUzbek knows himself perfectly,
That means he acted thumbs up.
He would tell the entire world,
That he is the descendant of Navoi.
One has to work hard to learn Navoi. Not only the Uzbek people, but the peoples of
the entire world and representatives of various nations should also read Navoi!
He is a great poet of not only one nation or people. He is an incomparable creator of
the universe and humanity. It is not for nothing that his monuments have been erected in
such cities asMoscow, Baku and Tokyo.
In order to be with Navoi, we should at least try to study and understand him. The
poem above, by the people’s poet Erkin Vohidov, proves this truth clearly. We learn
humanity from Navoi. As if our hearts become calm, our feelings controlled and our faces
shine.
People’s poet of Karakalpakistan Guliston Matyoqubova’s poem called “Ziyoga
botayotgan daryo” (“The river getting filled with knowledge”) expresses endless gifts,
restless thoughts of a lyric hero whose feelings are like a river. Due to a “secret that
makes your heart feel sad,” “me” who “has become pale” and “busy with his own
thoughts” imagines that he is standing next to Navoi .
“… I am alone on the river shore.
You are my world, you are in my heart.
I am like a star in a heart’s night,
You are the dream of this helpless heart.”
The lyric hero who is looking for Navoi with the aim of telling him about his “pains
floating on the water,” talks to him in his thoughts, “his heart trembles in his voice” like a
“seven-day-old moon.” As if the eyes of the lyric hero “smile full of shine”. While
entering the world of poetry, he feels as if “his heart is left” with roads through which
Navoi passed once. Like Navoi, her feelings flow over the banks of Amu Darya and
“pains float” on the water … The lyric hero “through wings made of great hopes sees the
view of his own city.” She says with pride that “with the help of a great force and free
love, we walked with Navoi.”
�In his poem called “Alisher Navoi”, one of the young poets G’ulom Fathiddin expresses
his endless respect and admiration for the master of words in the following way:
No one can carry Navoi’s weight,
He opened a thousand doors to hearts.
I am speechless how a cradle,
Could embrace such a great heart?!!!
He compares the greatness of Navoi’s heart with mountains and stresses that his life,
words, image, the way he loves life, his spiritual heritage left for the motherland, are
given to him from the Almighty. Thanking the Almighty for giving such a gift to
generations, he expresses his final amazement in a high tone:
“Tell me how the earth and the sky could embrace such a nation which grew up such a
great scholar?”
The poet’s poem called “The valley of amazement” begins with the description of the
birthday of the great thinker: girls from heaven, angels bring a cradle, stars sing lullabies,
no sound of dangerous swords and the night is quiet, the morning of Khorasan is lit with a
rainbow and mother Turkestan expressing thanks…
Wishing you all good deeds.
Angels bring milk from heaven’s river.
And a kingly decorated cradle.
Calmly rocks with pleasure.
The author describes Navoi’s childhood by means of a poem, and we clearly imagine for
ourselves the childhood of a genius before who,“there were many wet-nurses, and many
authors gave up before your talent”; at seven he learnt by heart the Koran, Hadith and
Mantiqut-Tayr, stood on the path of gaining knowledge, gifted by God and who surprised
the world. Unwillingly, we can imagine communication between young Alisher and
Sharafiddin Ali Yazdi, and relations between teacher Jami and Navoi. This historical truth
is described in a poem in the following way:
Praised for him in pleasant surprise.
Even teacher Sharafiddin Ali Yazdi
Lutfi was also amazed many times,
Jami looks shocked at this young child.
The author, when he was young, wanders around the world.
�After he was expelled by Mirza Abu Said, in his dreams he travels across Saikhun,
Jaikhun, Taft, Herat, Mashhad, Astrabad, Bukhara and Samarkand, which had seen the
sufferings of the poet. And while traveling he tries to understand Navoi’s thoughts about
missing the fatherland, kith and kin and friends. And gives him his due. In his poems
inspired by the spirit and prayers of teachers, connects himself with Lutfi and Jami,
Yassavi and Khoja Ahrar, Farididdun Attar, and by showing respect to them tries to draw
the image of the poet, who created in the blossoming valley and cured hearts suffering
from love”. A part of the poem called “Ishq vodiysi ichra…” (“Through the valley of
love”) in a poetic way describes the great love of Navoi:
Every moment and every time,
You were supported by great love and by great beauty.
About what kind of “great love” is the author talking about? In this case the author is
talking about “divine love”, peculiar to Navoi’s creative work, which has a higher
meaning than images of “flower and nightingale”, “lover and beloved”. As Navoi began
to know himself through the stairs of perfection and describes the lover moving towards
the “divine love” through mystic ideas, the author of the poem also colorfully revived the
image of the poet whose heart was filled with the ideas of Sufism. Those who followed
Navoi, from beggars to kings, “flew to highest levels of perfection.”
You have Lutfi’s look in your hearts,
You have a belt given to you by Jami.
In the first of these two lines, if Sufism in Navoi’s creative work has links with Lutfi’s
spiritual world; then the “belt” presented by Jami means firmness of the person in love
towards divine love, his will and courage, and proves his decisiveness in achieving his
goals. This is why, every line written by Navoi is filled with spirit and gives our hearts
divine light.
The author describes Navoi’s creative field in the following way:
You have entered this space like a lion,/
You created your works driven by inspiration.
You read sufferings of deer in their eyes.
You create cloth for divine spirits.
While describing the quality of the great master of words with the help of such poetic
methods like comparison, transferring, metaphor, metonymy, the author stresses
proportionality between the figure and image. The attention of the reader is focused on
the spiritual world of a great person and a perfect master who had achieved the happiness
of both worlds. By the image of “deer” we understand agile, elegant and graceful people.
�Like human beings, signs of sufferings could be seen in their eyes, too. For Navoi, this
means sufferings of people moving towards “divine love” through the stairs of perfection.
3. Conclusion
Coming back to Navoi is an ongoing and inspiring process. Studying its continuity also
helps to make exemplary conclusions. This is why, from the times of Navoi till the
present times works have been written praising Navoi’s image. The life and creative work
of Navoi is truly a school of example for us. For any talent acting, based on the
experience of this thinker and poet, improves his knowledge and skills, ensures creative
success.
Because, of Navoi’s exemplary life, his great personality and attractive inspiration are
still of the utmost importancetoday.
References:
“Abadiyat gulshani” (“The blossoming land of eternity”): Second book; Devoted to the
575th anniversary of Alisher Navoi’s birthday. The manager of the project is O’.
Rahmatov, -T.:”Sharq”,2016. – p 192
Karimov I.A. “Yuksakma’navitat – yengilmas kuch” (“High spirituality – invincible
power”). T.:”Ma’naviyat”, 2008. – p 176.
Sirojiddin Sh. “Alisher Navoi: manbalarning qiyosiy-tipologik, tekstologik tahlili”
(“Alisher Navoi: comparative-typological, textual analysis of sources”). T.: “Akadem
nashr”, 2011. – p 328.
Yusuv Chetindog. Alisher Navoi. T.: “Muharrir”, 2013. – p 156.
Haqqulov I. “Navoiga qaytish” (“Back to Navoi”). T.: The Academy of Sciences of the
Republic of Uzbekistan, “Fan”, 2007. – p 224.
Almaz Ulvi. “Alisher Navoi hayoti va ijodi namuna maktabi” (“The life and creative
work of Alisher Navoi as a school of example”). Materials of a national conference. T.:
2016, 26 February.
Ahmedov N. “Mangu barhayot obraz” (“Eternal image”). SharqYulduzi. 1988, No4.
Oripov A. Selected works. Four volumes. – Tashkent: Adabiyot va san’at, 2001. Fourth
volume. – p 384.
�
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3278
Title
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Interpretation of Navoi’s Image in the Uzbek Poetry during the Years of Independence
Author
Author
Ashurova, Gulbakhor
Abstract
A summary of the resource.
This article is dedicated to the issue of the interpretation of Navoi’s image in Uzbek poetry during the years of independence. It also sheds light on how this issue is presented in the works of modern Uzbek poets. Keywords: Alisher Navoi, Uzbek poetry during the years of independence, Navoi’s image, Navoi’s personality, creative work, ailment, spirit, spirituality, perfection.
Publisher
An entity responsible for making the resource available
International Burch University
Date
A point or period of time associated with an event in the lifecycle of the resource
2016-05-17
Keywords
Keywords.
Article
PeerReviewed
PE English
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https://omeka.ibu.edu.ba/files/original/49d5f65879e198af400473679fc38173.pdf
b4de420b850e4833a922e8e71e909463
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The Photographic Message: Common people Images in Contemporary Ads
Mirza Džanić
University of Tuzla, Bosnia and Herzegovina
Abstract:
The use of common people and objects as persuasive tools is an advertising strategy focuses
on the assumption that common man can easily be identified with the masses i.e. target group
for an advertiser. The ads feature people who appear to be average and typical ant thus lead
the reader to believe that the product is for everyone (Howe and Edelstein 2000: 24). As
Goddard (2005: 81-82) points out, ‘symbolic representation can be a powerful source of
meaning in texts of all kinds. Symbols are much more about associations of ideas than about
any literal or straightforward equation, and much more about group convention than about
individual personalized meaning’. Accordingly, the semiotic analysis in this paper contains
what Barthes (1977: 33) explained as follows: ‘…if the image contains signs, we can be sure
that in advertising these signs are full, formed with a view to the optimum reading: the
advertising image is frank or at least emphatic’.
Keywords: semiotics, images, ads, common people, denotation, connotation.
1. Introduction
As an attention-drawing tool, advertisers exploit people’s desires, fears, wishes, guilts and
other motions and needs in general. In doing so, they encourage consumers to think that
particular products can satisfy their desires (whatever they may be: for social status,
belonging, sexual attractiveness etc.), alleviate their fears and calm their guilt. This strategy
produces results despite the fact that people mostly know, on a conscious level, that most of
products advertised will not satisfy their needs to such an extent. Companies, which spend a
lot on advertising, count on the assumption that people are ‘subconsciously more susceptible
then they would like to admit’ (Solomon 2001: 47). Advertisers presume that people have a
number of unfulfilled urges and motives in their minds. As Fowles (2001: 62) points out,
‘mental forces such as lust, ambition, tenderness, vulnerabilities are constantly bubbling up,
seeking resolution. Kress and Leuween (2006: 175) emphasize that ‘images represent the
relations between the people, places and things they depict, and the complex set of relations
that can exist between images and their viewers’. Each image contains a number of
representational relations. In a consumer society common objects are transformed into signs
of all the things that people covet most. In other words, special brands convey special status
that one is striving for. From a semiotic point of view, these special brands send a signal
which is a sign of some sort of power. A typical example of that power i.e. social distinction
is ‘owning a country estate and enjoying the peace and privacy that attend it’ (Solomon 2001:
50). Accordingly, ads for cars such as Mercedes-Benz or Jaguar usually feature drivers
�‘motoring quietly along a country road, presumably on their way to or from their country
houses’ (Solomon 2001: 50).
Any ad is placed within a circuit of a certain culture, as Matheson (2005: 44) puts it,
and people are identifying meaning within it. In other words, ‘communication works because
it draws on shared cultural resources in familiar social situations - something which becomes
apparent when people who speak the same language but live in different cultures manage to
misunderstand each other’ (Gumperz; cited in Matheson 2005: 35).
2. Plain Folks Advertising
What is most noticeable in these examples is the phenomenon called plain folks advertising.
(Howe and Edelstein 2000: 24) The use of common people as a persuasive tool is an
advertising strategy, which, unlike the one exploiting the images of celebrities, focuses on the
assumption that common man can easily be identified with the masses (i.e. target group for
an advertiser, in this context). The ads feature people who appear to be average and typical
ant thus lead the reader to believe that the product is for everyone (Howe and Edelstein 2000:
24).
Furthermore, the appeal to the need for autonomy is characterized by the use of the
second person pronoun - you. It is the individuality of the reader i.e. a potential customer that
is in focus here: possibilities are made for you - you need to think of them and you must
decide which one suits you best. Generally, what the examples below say is that ‘You can
have it the way you want it’ as Fowles (2001: 71) puts it. As for the common objects
exploited in the ads, the reader is challenged to decode the message, taking connoted meaning
into consideration in order to comprehend what message the advertiser is conveying by, for
example, employing illumination of the green light in the ad. Such examples illustrate the
importance of connoted message in the process of decoding a message.
As Goddard (2005: 81-82) points out, ‘symbolic representation can be a powerful
source of meaning in texts of all kinds. Symbols are much more about associations of ideas
than about any literal or straightforward equation, and much more about group convention
than about individual personalized meaning’.
3. Analysis
The messages these ads convey deal with common human problems as well, whether they are
considered as the most fundamental such as the issues of health, employment, life insurance,
or more consumerist issues (which, on the other hand, for some people are fundamental ones)
such as how to afford to buy a new car etc. In other words, everything that makes one’s life
miserable if not properly (and in time) taken care of. Accordingly, the faces and gestures of
common people in question suggest the problem (directly stated or implied, enhanced by the
textual part of the message), while the advertised product or service promise to solve the
problem in question, just as it happens to common people shown in the picture.
3.1. Example 1
�Figure 1
The key persuasive element in the textual part of this ad is the notion of the American dream,
which can be justified as follows. The American way of life or the way of doing business
upholds the individual and their right to make their own decisions autonomously. Therefore,
they are more or less ‘going it alone in their lives’ (Fowles 2001: 66), trying to achieve the
American dream of rising above the crowd, ‘of attaining a social summit beyond the reach of
ordinary citizens’ (Solomon 2001: 47).
In addition, the need for advertisers to use affiliation as an appeal presents something
contrary to that deeply-funded stereotype, which probably occurs because people privately
lack something. As a result, such a situation makes a fertile ground for advertisers to send the
messages like this one. The promotion of solitary way of the American life, which stands for
a virtue in terms of achieving the American dream on one’s own, often shows its
contradictory nature. Namely, such a way of life has led to developing an estranged society
with many categories of citizens (e.g. senior citizens, the sick, the poor etc.) ending up alone
and helpless. The focus of this appeal is on what people lack, miss or look forward to. This is
why the companies advertised usually do not mention their performances or qualities as being
the best, fastest or whatever by which they outperform the competition. Instead of that, the
reader is offered the phrases like: there before you need us, caring more about you, most
friendly airline, a smile in the sky, friendliness, the smiling faces of our friendly staff, smiles
that are unmistakable. Affiliation as a need used as the main persuasive and manipulative
tool in the language of advertising stands for the human need to be looked after, as far as
advertisers are concerned and as far as they assume what the reader’s need is. What we have
in this message in particular is a story of three firefighters who work hard for us so they need
to be appropriately awarded via proper retirement plans and life insurance once they are
retired. Pragmatically analyzed, from this notion, an implicature can be drawn that the
consulting company advertised needs to be hired in order to get such quality service and care,
otherwise there is no American dream fulfilled.
As for the pictorial part of the ad, i.e. the semiotic part of the analysis, the three
firefighters in the picture symbolize gender and race equality (featuring a white man, a black
man and a woman), by which the advertiser sends the message that anyone is capable of
achieving the American dream, regardless of their sex or race. Connotative meaning of
�heroism is also involved here as a persuasive tool, as firefighters are generally perceived in
the public as heroes. Thus everyone admires them and is ready to support them because,
among other things, they are crawling on their hands and knees through flames and heat
approaching 200 degrees. From the above, it can be noted that the advertiser here exploits an
empathy-based persuasive technique, placing the emphasis on the image rather than on the
textual part of the message.
According to Barthes (qtd. in Beasley and Danesi 2002: 45), ‘the notion of
connotation is of great importance for the study of advertisements because it constitutes a
fund of knowledge of a particular culture into which a sign taps’. Therefore, as we have to
take any ad within the appropriate social, historical and cultural setting, the picture of
firefighters is ultimately iconic, especially in the USA after the September 11 attacks, even
though the cult of firemen as heroes dates back to the 19th century. The images of firefighters
in all possible situations have become commonplace in mass media and frequently exploited
by advertisers.
What is additionally employed here is the necessity for those heroes to be taken care
of when they retire. Naturally, it applies to all other profession. The firefighters in the picture
are only a sign that even superheroes need what, as the advertiser puts it, individuals and
groups, companies and partnerships need: …the same quality service and care. Again,
equality is implicated here again this time through the means of a presupposition. The
advertiser’s message is that everyone, being offered the same freedom of choice, can achieve
the American dream.
Finally, this image contains is what Barthes (1977: 33) explained as follows: ‘…if the
image contains signs, we can be sure that in advertising these signs are full, formed with a
view to the optimum reading: the advertising image is frank or at least emphatic’.
3.2. Example 2
Figure 2
What characterizes this ad is the look of the people in it, they appear happy and content,
which has a calming effect on a potential customer and serves as a persuasive tool. In this
light, this advertising message is similar to the message conveyed in the previous example in
�the sense of using the stereotypical image of a happy family as a persuasive tool.
Accordingly, the similar iconicity is exploited here.
Therefore, in this example we have an image and the accompanying text that
underline the above mentioned notion as, apart from the fact that you have insurance on your
house and car, what really matters is we can help cover the things that mean most.
Pragmatically seen, it is presupposed that most people insure their houses and cars. However,
it is their own lives and the lives of their dearest ones that seem to be neglected in this
context. By the phrase We can help cover the things that mean most it is implicated that our
lives are above everything else (…the economy that means most: yours!). Accordingly, the
linguistic message is complemented by the image of a typical family, looking happy and
satisfied. This image is a sign that works as a signifier for the concept of what means most.
By employing such an image, the advertiser makes sure that the phrase what means most is
not misinterpreted or misunderstood, as it could have been, provided that there is no pictorial
element involved.
4. Conclusion
According to Jhally (2003: 251), advertising does not work by ‘creating values and
attitudes out of nothing but by drawing upon and rechanneling concerns that the target
audience (and the culture) already shares’. In addition, affiliation as a need used as the main
persuasive and manipulative tool in the language of advertising stands for the human need to
be looked after, as far as advertisers are concerned and as far as they assume what the
reader’s needs are. Here it is the need to feel secure and safe, and the desired feeling can only
be satisfied if the advertised service is used.
Among the things that make people happy, and this is what advertisers use a lot when
appealing to human emotions, are a happy family life, loving relations, control of your own
life, friendship etc. In a word, what matters, as the core of perceived happiness, is something
that is rather social life than material possessions. Therefore, according to most quality of life
surveys that ask people what they are seeking in life, commodities are ‘only weakly related to
these sources of satisfaction’ (Jhally 2003: 251). However, what advertisers do in such cases
is connecting goods, which are not the locus of perceived happiness, with the things that are
perceived to bring us satisfaction.
References:
Barthes, R. (1977). Image Music Text. London: Fontana Press.
Fowles, J. (2001). Advertising’s Fifteen Basic Appeals. In Petracca, M. and M. Sorapure
(eds.), Common Culture. 3rd Edition. Upper Saddle River, New Jersey: Prentice Hall.
Goddard, A. (2005). The Language of Advertising. London: Routledge.
Howe, K. and J.Edelstain (2000).Understanding Advertising: History, Persuasion,
Techniques, Mass Media, Target Audiences, Ad Creation.San Luis Obispo, CA:
Dandy Lion Publications.
�Jhally, S. (2003). Image-Based Culture: Advertising and Popular Culture. In Gender, Race,
and Class in Media. London: Sage Publications.
Kress, G. and T. van Leeuwen (2006). Reading Images: The Grammar of Visual Design.
London: Routledge.
Matheson, D. (2005). Media Discourses. New York: Open University Press.
Petracca, M. and M. Sorapure (eds.) (2001). Common Culture. 3rd Edition. Upper Saddle
River, New Jersey: Prentice Hall.
Solomon, J. (2001). Masters of Desire. In Petracca, M. and M. Sorapure (eds.), Common
Culture. 3rd Edition. Upper Saddle River, New Jersey: Prentice Hall.
�
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3279
Title
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The Photographic Message: Common people Images in Contemporary Ads
Author
Author
Džanić, Mirza
Abstract
A summary of the resource.
The use of common people and objects as persuasive tools is an advertising strategy focuses on the assumption that common man can easily be identified with the masses i.e. target group for an advertiser. The ads feature people who appear to be average and typical ant thus lead the reader to believe that the product is for everyone (Howe and Edelstein 2000: 24). As Goddard (2005: 81-82) points out, ‘symbolic representation can be a powerful source of meaning in texts of all kinds. Symbols are much more about associations of ideas than about any literal or straightforward equation, and much more about group convention than about individual personalized meaning’. Accordingly, the semiotic analysis in this paper contains what Barthes (1977: 33) explained as follows: ‘…if the image contains signs, we can be sure that in advertising these signs are full, formed with a view to the optimum reading: the advertising image is frank or at least emphatic’. Keywords: semiotics, images, ads, common people, denotation, connotation.
Publisher
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International Burch University
Date
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2016-05-17
Keywords
Keywords.
Article
PeerReviewed
PE English
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https://omeka.ibu.edu.ba/files/original/a045c84cdb9a64dd1ffb8cf43e0181ba.docx
c266db00d282eaf50016c20df25c5939
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3277
Title
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The Role of Construct State in Multi-Word Lexical Units Formation in Arabic
Author
Author
Dizdar, Elma
Abstract
A summary of the resource.
As times change and new concepts become part of our reality, Arabic, just like any other language, is facing the challenge of building new lexical units into its vocabulary. However, its word formation system, relying heavily on derivation based on root and pattern system, characteristic of Semitic languages, defies the use of affixation, conversion and compounding as major word formation methods in English and other Indo-European languages. Although there are some examples of affixation and compounding in Modern Standard Arabic, their use remains largely limited, with blurred boundaries in linguistic description between the two and the Arabic equivalent of blending, i.e. naḥt. Therefore concepts expressed by compounds in other languages are usually rendered by the construct state or annexation construction in Arabic. Still, such structures manifest a high degree of variation in terms of their lexicalization and semantic compositionality, thus ranging from free word combinations to multi-word lexical units. The paper focuses on description of lexicalized non-compositional instances of Arabic construct state, including examples from Modern Standard Arabic, as well as a phenomenon dating from Classical Arabic. In addition to analysis of syntactic and semantic structure of Arabic construct state multi-word lexical units, based on which they are divided into several classes, discussion centers on different stylistic mechanisms operative in formation of their meaning. Keywords: Arabic, lexical, units, formation, construct, state.
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International Burch University
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2016-05-15
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https://omeka.ibu.edu.ba/files/original/cdfcfe1f2a6fac0232d3e50f9c3ec398.pdf
225a75a3eb523e1bae8230db78e98085
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Text
Zero Semantic Extension of the Persian Origin Words in the Contemporary Bosnian
Language
Đenita Haverić & Amela Šehović
University of Sarajevo, Bosnia and Herzegovina
Abstract:
TheBosnian language lexis is characterised by a number of words of eastern origin, i.e. the
words from Turkish, Arabic or Persian have a prominent place. The Bosnian language
vocabulary contains a number of the Persian origin words that were introduced to the Bosnian
language mainly through Turkish language as an intermediary language during the Ottoman
rule in Bosnia and Herzegovina.
Comparation of the Persian words meaning in Bosnian language resulted in a conclusion that
a number of Persian words experienced zero semantic extension. The Persian Origin Words
that experienced zero semantic extension in Bosnian language are mostly related to
expressions limited to narrow specialized areas that we thematically grouped in: flowers,
fruits, vegetables, herbs; dishes, furniture and different objects; buildings, rooms, different
places; apparel, cloths, and jewelry; colors, metals, minerals and chemical elements; food,
drinks and spices; religious and sufi expressions; occupations; music instruments and animals.
Keywords: Persian origin words, zero semantic extension, thematic areas
1. Introduction
The Bosnian language vocabulary contains a number of the Persian origin words that were
introduced to the Bosnian language mainly through Turkish language as an intermediary
language during the Ottoman rule in Bosnia and Herzegovinai. However, in the process of
transition from the Persian to Bosnian language these words experienced a number of changes
at the phonological, morphological and semantic level.
Whith regard to the semantic adaptations it can be noticed that in Persian loan-words after
they have been integrated to the Bosnian language, restriction of meaning, expansion of
meaning as well as semantic incompability between the model and replicaii. But, comparation
of the Persian words meaning in Bosnian language resulted in a conclusion that a number of
Persian words experienced zero semantic extension. This means that after a Persian loan-word
has been integrated in the recipient language system, i.e., Bosnian language, its meaning
remained unchanged and corresponds with the original language.
Following the analysis that we conducted in our language corpus iiiwe classified all
words of Persian origin that experienced zero semantic extension into specific thematic areas
that contain majority of words.
1
�2. Thematic areas
2.1. Flowers, fruits, vegetables and herbs
Thematic area flowers, fruits, vegetables and herbs contains the most units and we will
classify it into four subgroups:
1. Flowers: jasmin/ 'jasmine'; jorgovan/ 'lilac';lala/ 'tulip'; nergić/ 'daisy'; nesrin/
'narcissus'; sumbul (zumbul)/ 'hyacinth'; šeboj/ 'Aegean wallflower'. This
groupcontains words that we refer to it as regionally or stilisticaly marked such as:
đul/ 'rose'; melekša (menekša)/ 'violet'; menevša/ 'violet'.
2. Fruits: dud/ 'mulberry'; hurma/ 'date'; limun/ 'lemon'; nar/'pomegranate'; narandža
(naranča)/ 'orange'. Here we also have regionaly and stilisticaly marked words such
as:rezakije (rezaćije)/ 'rasins', rezakija/ 'type of grapes that grows in Herzegovina';šeftelija/
'peach'. In this group there are some archaic words such as: armut/ 'pear', dževiz (dževiz-nut)/
'cashew', indžir/ 'anjeer',miva (mivka)/ 'fruit', turundža/ 'orange'.
3. Vegetable: patlidžan/ 'eggplant'; spanać (špinat)/ 'spinach'.
4. Herbs: nohut/ 'chickpea', pamuk/ 'cotton', pirinač /'rice', šimšir/ 'box plant', zendžefil/
'ginger and archaic names as: benđija/ 'Cannabis sativa', fustuk/ 'pistachio'; selvija (sevlija)/
'Mediterranean cypress'.
2.2. Dishes, furniture, and different objects
Second thematic area characterized by frequency of its units is: dishes, furniture, and
different objects, such as: ćilim, halija, zilija (all three words denote carpet); erende/ 'grater',
fildžan (findžan)/ 'cup', merdevine/ 'stairs',sepet/ 'basket', testera/ 'hand-saw',kibletnama/
'Kibla compass'.This group is characterized by presence of some archaic words such as:ajna/
'mirror'; armagan/ 'present, gift';buhurdanluk (buhurdar)/ 'censer incense or perfume burner';
fagfurija/ 'China porcelain', something made of China porcelain; nalpora/ 'a piece of horse
shoes'; nešter/ 'a sharp surgeon and barbers knife'; šemidan (šamidan)/ 'candle holder';
salnama/ 'almanach'; sindžir/ 'chains, hardware'; tabirnama/ 'dream interpretation
book';tebriknama/ 'greeting card'; tufek/ 'gun'. Words muhur/ ’seal’, peškeš (pešćeš)/
'gift',tahta/ 'board' are expressive in spoken language.
2.3. Buildings, rooms and different places
The third thematic area is buildings, rooms and different places such as: ambar (hambar)/
'warehouse'; bazar/ 'Market place'; đerdap/ 'whirlpool'; kafana (kahvana)/ 'coffee-house'.
Interestingly this thematic area contains most of archaic words such as: đumrukhana/
'custom'; hapsana/ 'jail'; kiraethana/ 'reading room'; kutubhana/ 'library'; muvekithana/
'observatory'; tabakhana (tabhana)/ 'tannery'; tefterhana (defterhana)/ 'accounting office';
telegrafhana/ 'post office'; dembelhana/ 'a place where lazy people gather'; dera/ 'a valley
between two hills, brook'; dershana/ 'class room'; kabristan/ 'cemetery' and historisms
menzilhana/ 'post station – a place where horses for postman were kept on standby' and
serhat/ 'border area'. In addition, there are number of words whose main feature is
2
�expressivity, such as: đulistan/ 'rosary';mezaristan/ 'cemetery'; musafirhana/ 'hostel', zindan/
'jail, dungeon'; viranija/ 'destroyed house'.
2.4.Apparel, cloth and jewelry
The fourth thematic area is: apparel, cloth and jewelry, which we will classify in three
subgroups:
1. Apparel:čador/ 'chador', čarapa/ 'sock',šal/ 'scarf' and words that are used in
ethnological context and they denote type of a hat and they are:arakčin, ćelepoš, taća.
2. Material and cloths: čadorbez (čador-bez)/ ‘linen’, diba, hara, ibrišim/ 'types of
silk'.
3. Jewelry: bazument/ 'amulet', ćehlibar (ćilibar)/ 'amber', dževahir/ 'jewel', menđuša
(minđuša)/ 'earing',piroze/ 'turquoise'.
2.5.Colours
The fifth thematic area is: colours, such as: al/ 'light-red' and a color azur/ 'sky-blue' is
emphasized with its expressivity. Also, we can notice a number of words that denote colors
that are archaic such as:jorgovani/ 'the color of lilac'; lal/ 'the color of rubi'; ružičast/ 'pink';
limuni/ 'the color of lemon'; pirozi/ 'the color of turquise'; sijah/ 'black color'; singav/ 'grey
color';višnjevi/ 'the color of chery'.
2.6. Metals, minerals and chemical elements
The sixth thematic area is: metals, minerals and chemical elements such as: bor/ 'boron';
boraks/ 'borax'; kreč/ 'lime' and nafta/ 'oil'.This thematic group is featured by a number of
archaic lexeme such as: ćezap (ćezab)/ 'nitrit acid', ćil/ 'clay'; ćukurt (ćurkut)/ 'sulphur';
đuverčila/ 'potassium nitrate'; pirinč (pirindž)/ 'yellow bronze'; tutija/ 'zinc'.
2.7. Food, drinks and spices
The seventh thematic area is food, drinks and spices includes meals: arpaš/ 'barley meal',
červiš/ ‘melted meat fat', čorba/ 'soupe, đunlač/ 'a type of sweets made of pastry with cream
with almonds and wallnuts', nišesta (nišeste)/ 'cornstarch, recelj (redžel)/ 'jam', then drink
boza/ 'boza';spicessirće/ 'vinegard'; šećer/ 'sugar'and tarčin / 'cinnamon'.
2.8. Religious and Sufi expressions
The eighth thematic area isreligious and Sufi expressionswhich take very important place
in the Bosnian language vocabulary primarily because these expressions are most often
irreplaceable, so they are presented today in both spoken and standard language.These are the
following lexemaabdesthana/ 'place for taking ablution'; abuzemze (abu-zemze)/'water from
3
�well Zemze close to Kabba in Mekka'; binamaz/ 'a Muslim who doesnt perform salat on
regular basis',derviš/ 'dervish'; din/ religion; đunah/ 'sin'; hanikah/ 'tekke' with boarding
school for darvish' and mevlevihana/ 'Mevlevi order tekke'.
2.9. Occupations
The ninth thematic area occupations can be deviden into two subgroups:
1. Occupations that include the following words: baštovan/ 'gardner'; dadilja/ 'nanny'
and historismshaznadar/ 'safe keeper'; muhurdar/ 'stamp keeper';tefterdar (defterdar)/
'higly positioned finance officer' and it has archaic meaning 'accountant, finance officer'. In
addition there are other archaic words such as: kešiš/ 'monk, monarch'; suvarija/cavalier,
pejik (peik)/ 'messenger'; tahsildar/ 'tax officer' and lala/ 'courtier, educator'. Word
hizmećar/ 'servant'is featured with expressivity.
2. Craftsmen: bazarđan (bazerđan, bazrđan)/ 'trader, seller in a fair'; nalbant (a)
(nalbantin)/ 'horse blacksmith'; zerger/ 'jeweller'. All three words are archaic, thus they are
not frequent in contemporary Bosnian Language however a word bazarđan/ 'trader'occurs
in some well-known Sevdalinka.
2.10. Music instruments
The tenth thematic area music instrumentssuch as: naj/ 'nay', saz/ '[saz] string instrument',
tambura/ 'tambouritza', zurna/ 'surnay'.Presence of these music instruments in this area
whitnesses cultural influence of the East to these areas.
2.11. Animal
The eleventh thematic area animals includes the following words: samur/ 'sable'; šakal/
'jackal'and archaic word čagalj/ 'jackal' and lejlek/ 'stork'.
3. Conclusion
Based on the above we may conclude that the Persian Origin Words which
experienced zero semantic extension in Bosnian language are mostly related to expressions
limited to narrow specialized areas that we thematically grouped in: flowers, fruits,
vegetables, herbe; dishes, furniture and different objects; buildings, rooms, different places;
apparel, cloths, and jewelry; colors, metals, minerals and chemical elements; food, drinks and
spices; religious and sufi expressions; occupations; music instruments and animalsiv.
Many of the words listed above were introduced to the Bosnian language together with
the newly-introduced lifestyle, which is the reason why it was common to borrow the word
together with its original, source language meaning. Its meaning is kept as long as such
condition exists and then it is lost either after the word is lost or it is kept as a feature of
4
�certain time (Baotić 2007: 11).
In addition, we notice that the majority of thematic areas contain a number of
expressions that are irreplaceable or are very difficult to replace. Thus, there is no
replacement with corresponding lexic-semanic equivalent in Bosnian language. These words
are present in everyday use and as stated by Bugarski: „they are the most regular, standard
words and in their absence we would hardly discuss the everyday issues. How could we sleep
without bed sheets/ 'čaršaf', pillow/ 'jastuk'and comforters/ 'jorgan', or wash our face without
soap/ 'sapun' and towels/ 'peškir'? What would we wear if not socks/ 'čarape'and slippers/
'papuče' or sandals/ 'sandale', maybe boots/ 'čizme' with thick sole/ 'đon'? How would we
drink jogurt/ 'jogurt', tea/ 'čaj' withlemon/ 'limun'or coffee/ 'kafa'with spoon/ 'kašika' of sugar/
'šećer'? Eat scramble eggs/ 'kajgana'or a pie/ 'pita' or rolls/ 'sarma'with rice/ 'pirinač'? Sip
brandy/ 'rakija' or smoke tobacco/ 'duhan'? If needed how would we put a button/ 'dugme' in
the pocket/ 'džep', and scissors/ 'makaze', hammer/ 'čekić', nails/ 'ekseri'and other alat tools/
'alat' into a box/ 'kutija' or into a case/ 'sanduk'? How would we joyfully yell/ 'galamiti'in the
garden/ 'bašta' or in a boat/ 'čamac'? For us to say that something is soft as cotton/ 'pamuk' or
hard as steel/ 'čelik' – or in general express the whole array of basic terms. “(Bugarski, 1996:
204). From the above citation we notice a significant number of oriental origin words, i.e.,
Arabic, Turkish and Persian origin that are present in our everyday language. It is interesting
to note that this paragraph contains mainly words of Persian origin.
In addition to words that are irreplaceable here we can notice words that have their
corresponding lexical-sematic equivalent in Bosnian language but the Persian origin word
such as erende(rende),is in use more often than its local equivalent ribež, ribača/ 'grater'.
Also, a word merdevineis used more than word ljestve/ 'ladder', than word baštovan instead of
vrtlar/ 'gardner'; testera instead of pila/ 'saw' etc.
In addition to these Persian origin words that are widely used today both in spoken and
standard language, in the abovementioned thematic areas we can notice a number of archaic
words and they belong to a passive lexical level.
From the above it is clear that the Persian origin words that experienced zero sematic
extension in Bosnian language grately enriched Bosnian vocabulary. Its special value is the
fact that they are rarely replacable and they are present in spoken language. On the other
hand, archaic words and historicisms whitness a past time, centuries long culture and tradition
and its use today gives a note of patina.
References:
Akopdžanjan, Žana (2010). Reči persijskog porekla u govoru naroda bivše Jugoslavije.
Beograd: Društvo srpsko-iranskog prijateljstva.
Baotić, Josip (2007). Orijentalizmi u govoru starosjedilaca Bosanske Posavine. Sarajevo:
Institut za jezik.
Bugarski, Ranko (1996). Uvod u opštu lingvistiku. Beograd: Čigoja.
Filipović, Rudof (1986). Teorija jezika u kontaktu. Zagreb: JAZU i Školska knjiga.
Škaljić, Abdulah (1979). Turcizmi u srpskohrvatskom jeziku. Sarajevo: Svjetlost.
5
�i
Bosnian languagevocabularyis characterised by a number of words of eastern origin, i.e. words from Turkish,
Arabic or Persian, havea prominent place.Compared to Turkish and Arabic, lexis of Persian origin is the least
present – in Škaljić’s Dictionary of Turcisms there were total 1031 words of Persian origin, out of which 653
basic words and 378 derivatives (Akopdžanjan, 2010: 180).
ii
In course of our research of the semantic adaptations of Persian words in Bosnian language we used R.
Filipovic's methodology(1986).
iii
This refers to the Dictionary as an Appendix of the book Words of Persian Origin in Bosnian Language by
Đenita Haverić and Amela Šehović which is currently in the final stage of its development.
iv
Surely, in addition to the above there are more thematic groups that we failed to mention in this paper because
they contain insignificant number of words.
6
�
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3276
Title
A name given to the resource
Zero Semantic Extension of the Persian Origin Words in the Contemporary Bosnian Language
Author
Author
Haverić, Đenita
Šehović, Amela
Abstract
A summary of the resource.
The Bosnian language lexis is characterised by a number of words of eastern origin, i.e. the words from Turkish, Arabic or Persian have a prominent place. The Bosnian language vocabulary contains a number of the Persian origin words that were introduced to the Bosnian language mainly through Turkish language as an intermediary language during the Ottoman rule in Bosnia and Herzegovina. Comparison of the Persian words meaning in Bosnian language resulted in a conclusion that a number of Persian words experienced zero semantic extension. The Persian Origin Words that experienced zero semantic extension in Bosnian language are mostly related to expressions limited to narrow specialized areas that we thematically grouped in: flowers, fruits, vegetables, herbs; dishes, furniture and different objects; buildings, rooms, different places; apparel, cloths, and jewelry; colors, metals, minerals and chemical elements; food, drinks and spices; religious and sufi expressions; occupations; music instruments and animals. Keywords: Persian origin words, zero semantic extension, thematic areas
Publisher
An entity responsible for making the resource available
International Burch University
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2016-05-15
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Prospective English language teachers’ perceptions towards a new paradigm in foreign
language education: Flipped classroom model
Duygu Gok & Hilal Bozoglan
Suleyman Demirel University, Turkey
Abstract:
A current pedagogic approach is ‘‘Flipped classroom model’ which depends on the use of
asynchronous video lectures and practice problems as homework at home, and active, groupbased problem solving activities in the classroom. As a new paradigm in educational settings,
flipped classroom model promotes student engagement and active learning with an emphasis
on the development of problem solving skills and discovery-based learning. However, the
role of flipped classroom model in foreign language teaching remains relatively unexplored
in literature. In the present study, we aimed to take traditional lecture instruction one step
further and integrated flipped classroom model into “Advanced Reading and Writing” course.
In this context, a special website was designed to teach advanced reading and writing skills
through videos and power point presentations at home, while students made practice in the
classroom with the guidance of the teacher. With an aim to shed light on prospective English
language teachers’ perceptions towards the use of flipped classroom model in language
teaching, we carried out semi-structured interviews with 30 participants studying at English
Language Teaching department at a university in Turkey. The results suggest that the flipped
model has the potential to bring radical changes to language teaching and learning practices
in future.
Keywords: Prospective English Language Teachers, Flipped Classroom Model, Foreign
Language Education
1. Introduction
Although ‘’flipped teaching’’ is an almost new term in education, it is not completely a new
teaching method (Berrett, 2012; Kong, 2014; Roach, 2014). Different terms have been used
to entitle the same concept in literature: ‘‘just in time teaching’’ (Novak, 2011), ‘‘interactive
learning’’ (Crouch, Watkins, Fagen, & Mazur, 2007), ‘‘inverted classroom’’ (Lage, Platt &
Treglia, 2000), ‘‘inverted learning’’ (Davis, 2013), ‘‘The Inverted Classroom’’ (Baker,
2011), ‘‘Flipped Classroom’’ (Bergman &Sams, 2012), ‘‘Flipped learning’’ (Flipped
Learning Network, 2013).
What is flipped classroom? Bishop and Verleger (2013) define flipped classroom as ‘‘a new
pedagogical method, which employs asynchronous video lectures and practice problems as
homework, and active, group-based problem solving activities in the classroom.’’ (p.1).
However, literatüre on flipped classroom model reveals that actually there is not a certain
definition of flipped classroom model. (Ash, 2012; Wang, 2014). In simplest terms, flipped
�classroom model includes shifting place of lecture with homework via technological tools
andputting students to the core of the learning process with interactive and collaborative
teaching techniques (Bergman & Sams, 2012; Hamdan, McKnight, McKnight, & Arfstrom,
2013).
A growing body of literature on flipped classroom presents that flipped classroom model has
gained acceptance and popularity in the world in nearly every field of science. However,
there is limited number of research on the use of flipped classrom model in foreign/second
language classrooms. Moreover, there is relatively little research focusing specifically on
English as a Foreign Language (EFL) context. For this reason; to shed light on the place of
flipped classroom model within EFL context, in this study we aimed to investigate the
reflection of preservice English language teachers on flipped classroom model. In this regard,
we investigated the following research questions within the context of 12 weeks flipped
classroom application.
•
What are the perceptions of prospective English Language Teachers towards Flipped
Classroom Model?
•
Do preservice English language teachers consider flipped classroom as a beneficial
model?
•
What are preservice English language teachers’ ideas about the flipped classrom model
before and after the application?
•
What are the pros and cons of flipped classroom model according to preservice
teachers?
2. Method
2.1 Participants
The sample of the study was purposefully selected from freshmen of English Language
Teaching (ELT) Department within the context of Advanced Reading course. 30 prospective
English language teachers (16 female and 14 male) studying at a state university in Turkey
took part in this study. The participants had an average age of 18, and they did not take an
online course before.
2.2 Procedure
Within the context of Advanced Reading course, a website was specifically designed in
parallel with the course book. The framework of the website was developed by an expert on
Computer Technologies and an expert on Foreign Language Instruction. The name of website
was determined as ‘‘online flipped reading’’. The videos and slides of lecture were mainly
selected from Youtube, TeacherTube, Study.com and other educational online platforms
related to reading strategies of the week. In the first week of intervention, in order to ensure
�students’ adjustment to flipped classroom model, an orientation training was given to the
students to clarify implementation and running of the model.
Figure 1: The overview of procedure
Before the course
During the course
After the course
The teacher assigns
the skills and
strategies to online
platform for each
week
Students are expected to
watch all videos and ppts
and read the assigned
reading passage
Students are
expected to omplete
the tasks with group
work
Students are
expected to write a
short paragraph
related to each
week’s topic.
Students checking
their answers
The teacher
evaluates students'
performance on the
website and
preparedness for the
course.
2.3 Data collection process & data analyses
The data involved interviews with the students. All students were asked to participate in
focused-group interview. 30 students voluntarily accepted to participate in the semistructured interviews. Accordingly, the questions of semi-structured interview were prepared
to identify students’ reflections ‘‘flipped classroom model’’. At the beginning of the
interviews, the consent letter of participants were taken to record their speech. In this regard,
30 participants voluntarily participated in the interviews. During the interviews, students
were asked semi-structured questions in small-size groups, and they were expected to share
their ideas related to flipped classroom model.
In order to analyze the semi-structured interview, the records of students were transcribed and
organized using thematic analysis. In this context, some recurring themes were defined and
examined. The students’ responses were analyzed and revisited until the point of saturation.
In parallel with Creswell’s (2012) suggestion, “Saturation is the point where you have
�identified the major themes and no new information can add to your lists of themes or to the
detail for existing themes” (p. 257).
In this regard, the researcher firstly coded the transcriptions. While coding, recurring themes
were examined and coded based upon literature review. The coded text was reviewed to
determine the emerging themes. An expert on this field checked and controlled the themes in
terms of reliability and validity.
3. Results and discussion
The following themes appeared in the end of the data analysis:
The comparison of online reading texts and print texts
The perceptions of students towards online flipped reading course
The evaluation of Flipped classroom model
The comparison of online and print texts
Students were taught reading skills and strategies on an online platform with a speciallydesigned website. In order to define their reflections towards online reading texts, they were
asked to reveal their perceptions towards online reading and compare online and print texts in
terms of advantages and disadvantages. The following keywords and phrases were extracted
from students’ repetitive responses.
Table 1. Students’ perception towards online reading
Online reading (N=30)
Frequency (f)
Percentage (%)
Keeping up with the current technology
Practicability
Having extra materials
Not necessary
Total
6
8
10
6
30
20.00 %
26.66 %
33.33 %
20.00%
100.0%
As stated in the Table 1. students indicated their attitudes towards online reading with some
patterns. 20% of students suggested that online reading helped them to keep pace with the
recent technology. They reported that they wanted the courses to meet the needs of the 21st
century in terms of technology.
‘‘In 21st century, with the proliferation of technology we are supposed to use technology;
therefore, online reading helps us use technology effectively…’’ (part. 17)
‘‘As we are so close to the technological tools, online reading is suitable for me’’ (part. 2)
�Beside this, one-third of students ( 33.33 %) noted that they like the visual elements in online
reading such as, graphs, pictures. They reported that they have a chance to use extra materials
such as online dictionary or supportive links. The majority of the students expressed their
ideas with positive adjectives such as; enjoyable, interesting, useful, attractive…
‘‘I can understand the passages with visual opponents and graphs in online reading.’’ (part.
19).
The practicability of online reading was another repetitive key word among students’
responses. 8 students highlighted the practicability of online reading. They emphasized that
the online reading in language learning context was easier. As seen from their quotations,
they believed that online reading was practical for foreign language learning. However, 20 %
of the students reported that there was no need to use online reading, and they preferred to
use hardcopy books. The students explained their ideas in the following way:
‘‘ While reading online, we can see the results of reading questions immediately on the
screen, when we complete the tasks. Moreover, we can see the other pages at the same time
which is different from hard copy version of the book’’ (part. 30).
‘‘… whenever I want to read the passage or articles, I can download and read from even my
mobile phone’’ (part. 27).
‘‘ It is not necessary to read on an online platform. Print texts are sufficient for the
course’’(part. 13).
Table.1.2. Online texts vs print texts
Online text
Adapting the current technology
Ubiquitousness
Accessibility
Underlying the words, sentences
Eye and mental fatigue
Necessity of Extra materials
Technological problems
Taking notes on reading texts
Being unable to concentrate
√
√
√
X
√
X
√
X
√
Print text
X
X
X
√
X
√
X
√
X
After online reading treatment, students were asked to compare online texts with print texts.
The recurring codes are shown in Table 1.2. Overall, students stated both advantages and
disadvantages of online and print texts. While comparing the online and print texts, students
were usually in favor of using online texts. After analyzing and revisiting the responses, the
last point of saturation is like the following:
�Table 1.3. The descriptive statistics of online and print texts
Codes (N=30)
Traditional reading background of students
Ubiquitiousness and accessibility
The features of hardcopy
Eye and mental fatigue
Willing to keep up with technological developments
Frequency (f)
14
8
10
9
7
As indicated in Table 1.2.1, nearly half of the students (f=14) mentioned about their
traditional reading background while comparing print and online texts. Due to the fact that
they were used to have hardcopy of books in their reading courses or in daily life, they were
in favour of using print texts. They stated their ideas in the following way:
‘‘So far, we have read print texts. So, I had difficulty in adapting to reading from screen of a
computer or a mobile phone.’’(part. 1)
‘‘I think, it is easier to read print texts. I have never read online texts in a course until now.’’
( part. 29).
Moreover, underlying the unknown words or sentences, taking some notes on the page were
also emphasized in their responses (f=10). However, they (f=7) supported that adapting the
current technology could be ensured by online texts. Here are some quotations from students’
responses:
‘‘ Personally, I like reading hardcopies. I want to have a material in my hand to touch and
feel.’’ ( part. 20)
‘‘Reading from online sources is a good alternative in this age of technology, but, I enjoy
reading from book with colorful pens. I like underlying and taking some notes on the page of
the book. I want to enhance my concentration with these colorful pens.’’(part. 10).
‘‘I do not like online things much. I prefer paper and pen, yet, I must get used to online
materials to keep up with the innovations of technology’’ ( part. 4).
The students explained that the most prominent drawback of online texts was eye and mental
fatigue while reading on the screen. On the other hand, some students also reported that
whenever they wanted to read, they had a chance to access the texts even from their mobile
phones. Some of the responses were in the flowing way:
‘‘The only disadvantage of online reading is having pain in my eyes after reading on the
screen’’(part.22)
�‘‘ I prefer reading print texts, but when I could not access the hard copy of the book, I
downloaded pdf version and followed from my mobile phone. However, online reading tires
my eyes.’’ (part.27).
‘‘ I think the advantages of online reading can be listed summarized in the following way:
we can easily access the texts, learn unknown words by means of online dictionary and
search different concepts on the internet, however, the only bad side of online materials is the
eye and mental fatigue.’’(part.24).
3.1 The perceptions of students towards online flipped reading course
After students learned online reading strategies through flipped classroom model, they were
asked to share their ideas pertaining to 10 weeks treatment. They were asked: ‘‘Do you
believe that 10 weeks lectures with flipped classroom model is beneficial?”. All participants
(n=30) agreed that flipped classroom model was an efficient model for teaching reading. All
of the students (N=30) expressed their ideas with positive adjectives such as ‘‘enjoyable,
interesting, beneficial, very good, helpful, practicability, entertaining, fruitful,
extraordinary…’’They argued that flipped classroom helped to improve their reading
strategies, they experienced a different model, they gained a good deal of vocabulary
knowledge, and they could comprehend the reading texts and answer the questions
confidently. Furthermore, the students also added that flipped classroom helped to improve
their reading speed, and they enjoyed the reading their lectures at home with videos. Some
sample responses are listed below:
‘‘Sure, it was beneficial for me, I improved my reading skills both by learning and by doing.’’
(part.22)
‘‘Yes, because we were taught with traditional methods before. But, with 10 weeks flipped
classroom experience, we learned a lot of new vocabulary’(part. 23).
‘‘Definitely yes. Foreign language reading paragraphs were troublesome for me. I could not
comprehend the paragraphs and answer the questions. But now, I am able to comprehend the
whole text while I am reading at home. Now, I can apply reading strategies easily’’ (part. 1)
‘‘Yes, if we had been taught with traditional lecture based methods and with hardcopy of
book, we would have got bored. As computer is an inevitable part of our life, we enjoyed the
lessons. Reading strategies and activities are more permanent for me.’’(part. 12).
‘‘Throughout 12 years of my learning experience, the teacher taught the subject and we
listened. Sometimes we could not ask when we did not understand. It is still the same even
today…. However, during this 10 weeks interesting training process, I was able to
comprehend each week’s topic and it was really fruitful and beneficial for me.’’(part. 17).
�Students were also asked to compare themselves before treatment and after treatment. They
reported their ideas with some similar phrases as seen in Table 2.
Table 2. The students’ perceptions: Before and After treatment
Before treatment
Prejudice towards flipped classroom model
The fear of adapting to online platform
Not enough knowledge on reading skills and
strategies
Reading anxiety
Problems with reading comprehension
After treatment
Getting used to flipped classroom model
Being able to comprehend easily
Improvement in vocabulary knowledge and
reading speed.
Decreased level of reading anxiety
An effective use of reading strategies
The majority of students indicated that they did not have enough knowledge on reading skills
and strategies before the treatment. Thus, they were afraid of adapting a new model. They
argued that although they were biased towards the flipped classroom model at the beginning,
they got used to it after treatment. Some students were anxious about their reading skills at
the beginning. After the treatment, they overcame their fears and anxiety. Within the context
of flipped classroom, they could read the reading passages and answered the related questions
with their peers on ‘‘forum’’ part in the website. While they were reading at home, they had
chance to find the meaning of unknown words, and they could enhance their vocabulary
knowledge.
Some statements of students were in the flowing way:
‘‘Before this course, I could not comprehend a text easily, but at home I concentrated on it
and day by day, I got used to this style. Also studying with my friends encourages me to
participate in the class.’’(part. 24)
‘‘When I asses my knowledge, my vocabulary knowledge has increased and I can answer
academic questions easily and immediately.’’(part. 16)
‘‘In fact, I was biased against reading before this course, and when I met flipped classroom
model, I was worried about not understanding the passages. However, after this course, I
really made a significant progress, and now, I am not afraid of not understanding the
passages.’’(part. 2).
‘‘At the beginning of my education, I had trouble with comprehending a foreign language
reading text. I was looking up the dictionary when I came across a new word which took too
much time and made me feel bored. Now, I do not look up all the words, and I learned to
read the passages using strategies. I have plenty of time to comprehend the passage at
home.’’(part.7)
�3.2 The evaluation of Flipped classroom model
Students were asked to evaluate flipped classroom model in terms of pros and cons. Among
students’ responses (N=30) some repetitive phrases are presented in Table 3.
Table 3. The pros and cons of online flipped reading course
Pros
Cons
Teaching in flexible setting (at home)
Different experience
Not leading to anxiety
Not reading in a limited time
Gaining responsibility
Lack of classroom teaching
Being exposed to too much technology
Technological problems
As seen in Table 3, students emphasized the general features of flipped classroom model.
They reported that teaching at home was an advantage of this model. Moreover, they defined
the flipped classroom model as an extraordinary setting. While they presented the pros and
cons of online flipped reading together, 10 out of 30 stated that flipped classroom model did
not have any cons. Additionally, they described the reading passages as fluent and clear
which provided motivation to read with the help of graphical elements. They also explained
that they enjoyed the videos and slides. According to the participants, a prominent
disadvantage of flipped classroom model was that they were used to listening to the teacher
alive and they were used to traditional lecture methods.
‘‘The pros of online flipped reading course can be listed in the following way: we have a
chance to get prepared beforehand, we can read the passage in a silent setting, the
perception of ‘this is a lesson not homework’ makes me study hard before the course, if I do
not get prepared beforehand, I can miss some points, on the other hand, the lesson carried
out in online setting is the main disadvantage of this model.’’ (part. 29)
‘‘The cons of this course are the following: it is conducted with technology, so we are which
exposed to computers mostly. The pros are the following: I learned to take responsibility for
my own learning each week’’ (part. 21).
‘‘The most interesting advantage of this model is that students could not pretend to know the
topic, because if s/he did not get prepared for the lesson at home, s/he could not participate
in the class activities. On the other side, the technical problems made me nervous. (Part.25)
4. Conclusion
Pre-service English teachers’ reflections revealed that they all described flipped classroom
with positive adjectives and supported the efficacy of flipped classroom. On the other side,
�their past experiences with traditional methods still had an effect on their attitudes towards
the flipped classroom model. However, shifting place of lecture time with homework using
technological tools attracted pre-service English teachers’ attention and they were in favour
of flipped classroom model. Since assigning homework at home do not meet the needs of
21stcentury learners, doing homework at class time under the guidance of teacher is accepted
as the most prominent feature of flipped classroom model. Though pre-service teachers in the
present study encountered with the flipped classroom model for the first time, they shared
positive ideas about flipped classroom model in general. With respect to the cons of this
model, technological problems related to internet connection turned out to be the most
encountered problem.
This study, however, was limited to pre-service English language teachers studying at a state
university in Turkey, and to the context of reading course. Additionally, there was no control
group in the study. In future studies, these limitations can be overcome and the role of flipped
classroom model in teaching other skills can be investigated. As a result of this study, it is
reasonable to conclude that though flipped classroom model is a new paradigm for preservice English teachers in Turkey, they accepted the efficacy of flipped classroom.
Accordingly, the results suggest that the flipped model has the potential to bring radical
changes to language teaching and learning practices in future.
References:
Ash, K. (2012). Educators view "flipped" model with a more critical eye. Education Week,
32(2), 6-7.
Baker, J. W. (2000). The" classroom flip": Using web course management tools to become
the guide by the side.
Bergman, J., & Sams, A. (2012). Flip your classroom. International Society for Technology in
Education, 20.
Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The
chronicle of higher education, 12, 1-14.
Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the
research. In ASEE National Conference Proceedings, Atlanta, GA.
Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five
approaches. Sage.
Crouch, C. H., Watkins, J., Fagen, A. P., & Mazur, E. (2007). Peer instruction: Engaging
students one-on-one, all at once. Research-Based Reform of University Physics, 1(1), 40-95.
Davis, C. (2013). Flipped or Inverted Learning. Enhancing instruction with visual media:
Utilizing video and lecture capture, 241.
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning
model: A white paper based on the literature review titled A Review of Flipped Learning.
Kong, S. C. (2014). Developing information literacy and critical thinking skills through
domain knowledge learning in digital classrooms: An experience of practicing flipped
classroom strategy. Computers & Education, 78, 160-173.
�Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating
an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.
Network, F. L. (2014). The four pillars of FLIP™. Retrieved from www. Flipped learning.
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Novak, G. M. (2011). Just‐in‐time teaching. New Directions for Teaching and Learning,
2011(128), 63-73.
Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase
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Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation
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Talbert, R. (2012). Inverted classroom. Colleagues, 9(1), 7.
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Endnote
This study is a part of a master thesis of DuyguGök. It was supported financially with BAP
(Scientific Research Project).
�
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Prospective English language teachers’ perceptions towards a new paradigm in foreign language education: Flipped classroom model
Author
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Gok, Duygu
Bozoglan, Hilal
Abstract
A summary of the resource.
A current pedagogic approach is ‘‘Flipped classroom model’ which depends on the use of asynchronous video lectures and practice problems as homework at home, and active, group-based problem solving activities in the classroom. As a new paradigm in educational settings, flipped classroom model promotes student engagement and active learning with an emphasis on the development of problem solving skills and discovery-based learning. However, the role of flipped classroom model in foreign language teaching remains relatively unexplored in literature. In the present study, we aimed to take traditional lecture instruction one step further and integrated flipped classroom model into “Advanced Reading and Writing” course. In this context, a special website was designed to teach advanced reading and writing skills through videos and power point presentations at home, while students made practice in the classroom with the guidance of the teacher. With an aim to shed light on prospective English language teachers’ perceptions towards the use of flipped classroom model in language teaching, we carried out semi-structured interviews with 30 participants studying at English Language Teaching department at a university in Turkey. The results suggest that the flipped model has the potential to bring radical changes to language teaching and learning practices in future. Keywords: Prospective English Language Teachers, Flipped Classroom Model, Foreign Language Education
Publisher
An entity responsible for making the resource available
International Burch University
Date
A point or period of time associated with an event in the lifecycle of the resource
2016-05-13
Keywords
Keywords.
Article
PeerReviewed
PE English