Education and Upbringing in Literature: The Cognitive and Linguacultural Aspects in “The Prime of Miss Jean Brodie” and “Shum Bola”

Аннотация

Education and upbringing are central themes in literature, reflecting cultural, linguistic, and cognitive perspectives on personal development. This article explores how “The Prime of Miss Jean Brodie” by Muriel Spark and “Shum Bola” by G‘afur G‘ulom depict the concept through a linguacultural and cognitive lens. A contrastive analysis reveals that Miss Jean Brodie presents education as an ideological and elitist tool, emphasizing teacher authority, while Shum Bola portrays education as a practical, experience-based process rooted in communal learning. Cognitive framing in the novels highlights differing metaphors of knowledge acquisition - indoctrination versus self-discovery. Linguistically, Miss Jean Brodie employs irony and formal rhetoric, whereas Shum Bola incorporates humour and oral storytelling traditions. The findings contribute to cross-cultural studies of education in literature, demonstrating how historical and societal contexts shape educational ideologies in fiction. Keywords: Education in literature, upbringing, cognitive linguistics, linguacultural analysis, The Prime of Miss Jean Brodie, Shum Bola, comparative literature. This approach posits that language is not an Introduction: Education and upbringing are pivotal autonomous faculty but is intertwined with general themes in literature, offering insights into cultural cognitive abilities, thereby influencing and reflecting norms, societal values, and individual development. our perception of reality (Lakoff & Johnson, 1980). As Two notable works that explore these themes are the International Cognitive Linguistics Association Muriel Spark's “The Prime of Miss Jean Brodie” and notes, Linguistic structures serve the function of G‘afur G‘ulom's “Shum Bola”. Spark’s novel, set in expressing meanings, and hence the mappings 1930s Edinburgh, portrays an unorthodox teacher’s between meaning and form are a prime subject of profound influence on her select group of students, linguistic analysis. challenging traditional educational paradigms (Spark, 1961). Conversely, G‘ulom’s work provides a vivid Linguacultural analysis, on the other hand, explores the depiction of a mischievous boy’s adventures in early interplay between language and culture, investigating 20th-century Uzbekistan, highlighting the cultural and how cultural norms and values are embedded within social aspects of upbringing (G‘ulom, 1936). While both and transmitted through language. This approach novels address the concept of education, they do so recognizes that language is both a product of culture through distinct cognitive and linguacultural and a means of perpetuating it, thereby serving as a frameworks. repository of a community’s collective knowledge and worldview. Scholars argue that "linguistic signs can Analysing these novels through cognitive and serve as a 'language' of culture, resulting in the ability linguacultural lenses provides a deeper understanding of language to display the national cultural mentality of of how different societies conceptualize education and its speakers" (Kravchenko, 2020). By applying these upbringing. Cognitive linguistics examines the frameworks to “The Prime of Miss Jean Brodie” and relationship between language and thought, focusing “Shum Bola”, we can uncover the underlying cognitive on how linguistic structures reflect cognitive processes. American Journal Of Philological Sciences 65 https://theusajournals.com/index.php/ajps American Journal Of Philological Sciences (ISSN – 2771-2273) schemas and cultural narratives that inform the Prime of Miss Jean Brodie” by Muriel Spark and “Shum characters’ educational experiences. Bola” by G‘afur G‘ulom. By integrating cognitive linguistics and linguacultural methodologies, the In Spark’s novel, Miss Jean Brodie’s teaching methods research aims to uncover the underlying cognitive deviate from the conventional curriculum, reflecting schemas and cultural narratives that inform the her belief in cultivating an elite group of girls who educational experiences depicted in these novels. The embody her personal ideals. This approach primary sources for this analysis are the original texts underscores a cognitive model where education is of “The Prime of Miss Jean Brodie” (Spark, 1961) and perceived as a means of ideological transmission, “Shum Bola” (G‘ulom, 1936), which were selected due shaping students’ worldviews to align with the to their rich exploration of educational themes within teacher’s convictions (Stannard, 2004). Such a model distinct cultural contexts - Scottish and Uzbek, raises questions about the balance between guidance respectively. Supplementary materials include and indoctrination in educational settings. In contrast, scholarly articles and critical essays that provide “Shum Bola” portrays education as an experiential contextual and interpretative insights into the novels. journey, where the protagonist learns through interactions within his community and personal Cognitive lingui