Discursive Features of Pedagogical Terms in English And Uzbek (On the Example of a Comparative Analysis of Charles Dickens's "Hard Times" And Cholpon's "Night and Day")

Аннотация

This article explores the discursive features of pedagogical terminology in English and Uzbek languages through the analysis of Charles Dickens’ Hard Times and Cho‘lpon’s Kecha va Kunduz. By examining socio-cultural contexts, stylistic devices, metaphorical expressions, and the ideological connotations of terms, the study reveals how educational and moral concepts are discursively constructed in two different cultures. Keywords: Pedagogical term, discourse, metaphor, semantic connotation, ideological discourse, Hard Times, Kecha va Kunduz, comparative analysis, English language, Uzbek language. such as "maorif" (education), "ustoz" (teacher), Introduction: The discourse related to education is one "madaniyat" (culture), and "tarbiya" (moral upbringing) of the key communicative forms that reflects the socio- serve as core pedagogical markers in the discourse. cultural environment of any society. Every language and nation expresses its pedagogical views through The Semantic Load of Pedagogical Terms specific linguistic and discursive structures. Charles In Hard Times, pedagogical terms are imbued with Dickens’ Hard Times critiques the utilitarian negative semantic connotations. For example, Mr. educational system of Victorian England, while Gradgrind’s famous assertion — “Now, what I want is Cho‘lpon’s Kecha va Kunduz promotes the ideas of Facts” — symbolizes an education system that national awakening and enlightenment within Uzbek prioritizes factual knowledge at the expense of human society. This article aims to provide a comparative moral and emotional development. This serves as a analysis of pedagogical terms and their discursive metaphor for a dehumanized model of instruction. representations as manifested in these two literary Conversely, in Kecha va Kunduz, pedagogical terms works. carry positive semantic connotations. The character of Charles Dickens’s Hard Times offers a sharp critique of Otabek associates concepts such as "ilm" (knowledge) the mechanical, fact-based educational system that and "ustoz" (mentor) with spiritual salvation and dominated England during the Industrial Revolution. In cultural revival. This contrast reflects the differing the novel, terms such as "facts", "system", and discursive approaches to education in the respective "utilitarianism" become central pedagogical concepts, societies. reflecting an education model centered exclusively on Metaphorical and Stylistic Expressions quantifiable knowledge and economic utility. Dickens employs industrial metaphors to portray In contrast, in Cho‘lpon’s Kecha va Kunduz, pedagogical pedagogical terms: the school becomes a “factory of discourse is shaped by the unique socio-spiritual facts” and children are depicted as “products of a challenges of Uzbek society, emphasizing national conveyor belt”. This stylistic device reinforces his awakening, reform, and enlightenment. Terminologies American Journal Of Philological Sciences 105 https://theusajournals.com/index.php/ajps American Journal Of Philological Sciences (ISSN – 2771-2273) critical stance toward the dehumanizing aspects of the also exploring how these terms function in the education system. stratified social fabric of each society. Cho‘lpon, by contrast, portrays teachers as guiding Language, as a reflection of collective knowledge, lights of national rebirth, spiritual leaders who values, and ideologies, serves not only as a illuminate the path to a better future. He uses communicative tool but also as a cognitive and cultural metaphors such as “seeing with the eyes of the heart” construct. Pedagogical terminology, in particular, is and “the light of knowledge” to represent the tied to notions of upbringing, discipline, education, and transformative power of education. These metaphors socialization. The linguistic representation of such enhance the idealistic and humanistic orientation of his terms in both Dickens and Cho‘lpon’s works discourse. underscores their role in articulating educational principles and cultural consciousness. Functional and Ideological Value of Pedagogical Terms in Discourse: A Comparative Perspective In English ("Hard Times") In Uzbek ("Kecha va Kunduz") In discourse, the functionality of pedagogical terms plays a pivotal role in reflecting the socio-cultural education ta’lim orientation of a given society. In Dickens's Hard Times, discipline tartib the term education is portrayed as a mode of teacher muallim instruction strictly grounded in facts, devoid of humanistic and moral values. Through this school maktab representation, Dickens critically addresses the pupil shogird mechanistic and utilitarian nature of the Victorian knowledge bilim education system. moral instruction axloqiy tarbiya In contrast, Cho‘lpon’s Kecha va Kunduz advances intellect aql-idrok national enlightenment and cultural revivalist ideas through the terms maorif (education) and ustoz reform islohot (teacher). In this narrative, education is depicted as a training mashq-tayyo