No. 08 (2025) Volume 05 Issue 08

This article examines the figure of the Alchemist as an enduring cultural archetype of mentorship and wisdom. Drawing on archetypal psychology and comparative literary analysis, it argues that the Alchemist condenses the functions of guide, teacher, and initiator who mediates transformative knowledge for the seeker. The study integrates Jungian concepts of individuation and symbolic transmutation (nigredo–albedo–rubedo) with close readings of literary and mythographic sources, including Paulo Coelho’s The Alchemist, medieval and early-modern alchemical texts, and broader mentor figures whose roles are structurally homologous to the alchemist’s. The analysis demonstrates that the Alchemist’s mentorship activates a pedagogy of interior change: he does not merely impart information but establishes a relational “crucible” in which the protagonist’s fears, desires, and values are refined into integrated wisdom. The article further shows that the Alchemist, unlike purely didactic mentors, embodies ambiguity and liminality—operating at thresholds between matter and spirit, science and myth, secrecy and revelation—thereby modeling an epistemology suited to life’s uncertainties. Ultimately, the Alchemist archetype survives because it offers a narrative technology for translating existential questions into praxis: the seeker’s journey becomes intelligible through symbols that convert raw experience into meaning. The conclusion situates the archetype in contemporary pedagogical and ethical discourse, suggesting how alchemical mentorship can inform modern conceptions of formative guidance in education and personal development.

In the article, describes the explanations, interpretations and variants of the historical toponyms of the Namangan region given in the work “Boburnoma” by Zahiriddin Muhammad Bobur.

This study investigates the presence and function of neologisms in contemporary German literature, with a particular focus on Anglicisms. It examines how these new lexical items—whether directly borrowed from English or adapted into German—shape stylistic expression, reflect cultural identity, and influence reader perception. The research draws on a corpus of twenty novels published between 2010 and 2024, combining semantic analysis with close reading of literary contexts. Findings indicate that Anglicisms are not merely linguistic imports; they are frequently reshaped to fit German usage, often acquiring localized meanings. They serve to add authenticity, capture contemporary speech patterns, and position characters within specific social or generational groups. However, their integration can also present comprehension challenges, especially for readers less exposed to English. The paper concludes that while Anglicisms enrich the expressive resources of German literature, their effectiveness depends on purposeful and context-sensitive use.

This study explores the phenomenon of word families in the Uzbek language, focusing on their structural and lexical-semantic characteristics, formation mechanisms, and interrelations with other lexical phenomena such as synonymy, antonymy, and polysemy. The research combines theoretical analysis with classroom-based observation to assess the pedagogical potential of teaching word families in native language classes. Findings reveal that word families not only enrich the Uzbek lexicon but also serve as an effective educational tool for enhancing vocabulary retention, comprehension, and creative language use. Practical recommendations are provided for integrating word family instruction into the curriculum at primary and secondary levels to promote linguistic competence and cultural awareness.

The largest lexical group in the language of fairy tales is formed by antonyms, which is related to the genre features of the fairy tale. The plot of a fairy tale is built on the formation of opposing sides and their struggle, and opposition constitutes the basis of its artistic poetics. Antonyms enhance the expressiveness of the fairy tale.

This paper examines the interplay between tragic sensibility and dramatic structure in contemporary Uzbek women’s poetry, with a particular focus on the works of Zebo Mirzo. The study investigates how lyrical compositions employ structural elements traditionally associated with drama—exposition, conflict, climax, and resolution—to construct intense psychological and emotional narratives. Through close readings of selected poems, the analysis reveals how poetic monologue, inner conflict, and historical personae contribute to the creation of a “stage-like” tragic experience, transforming the lyric form into a medium of performative and theatrical expression. This dramaturgical approach to the lyric reflects a shift in contemporary Uzbek women’s poetry from purely introspective sentiment to scenically structured emotional enactment.

This article analyzes the ways in which adverbs in the Chinese language are expressed in sentences and explains how this can help distinguish between words that are related to rhetoric and those that are not.

In Navoi's poetry, especially in his ghazals, the image of the Prophet Muhammad (pbuh) is not simply the founder of a new religion or a prophet who performed various miracles and set an example with his beautiful morality, but rather the image of a perfect human being. According to the Sufi creed, the creation of the world was based on the "light of Muhammad" or the "truth of Muhammad." They cite the hadith "Avvalu mo khalakallahu ta'ala kona nuri" (The first thing that Allah created was my light) as evidence for this. In his ghazals and epics, Navoi interprets the Prophet Muhammad (pbuh) as the one who was created before all people and everything in the world:

In terms of service, you were before all religions, and

You are the greatest before all religions, and your life is eternal.

This paper explores the application of Paulo Freire's critical pedagogy to educational reform efforts in the Kurdistan Region of Iraq. Drawing from Freire’s rejection of the traditional "banking model" of education, the study examines how dialogical, student-centered learning approaches can address systemic issues in Kurdish educational institutions, including rote learning, centralized curricula, and lack of critical engagement. Through qualitative analysis of current reforms and pedagogical practices in the region, the paper highlights both the challenges and opportunities of integrating Freirean principles in a post-conflict, culturally rich context. The findings suggest that fostering critical consciousness among students and educators could be a transformative step toward a more participatory and democratic education system in Kurdistan.