Жарияланымдар / Публикации

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Ethnic Narratives in Education: The Role of Kazakh Epics in Preserving Cultural Heritage and Identity
(Modestum Limited, 2025-01-31)
A.M. Toibazar
;
Gulnaz Dautova
;
Yerbol Aliyev
;
Talgat Turdali
;
Kanagat Zhalgasbayeva
The study examined the effects of teaching activities, including Kazakh Epics and mythopoetic images, on the participants’ national value achievements and attitudes towards the course in literature courses in Kazakhstan. This study used a quasi-experimental design with a pre-test, post-test, and a control group. The dependent variables were the national value achievement scale and literature course attitudes. The independent variable was the teaching activities based on Kazakh Epics and mythopoetic images in the second-year courses of the literature department of a university in Almaty. The national value achievement and attitude scales were used to collect data, which were analyzed with covariance analysis. The results showed a statistically significant improvement in students’ national value achievement scores in the experimental group exposed to Kazakh Epics and mythopoetic images. The study’s findings pave the way for recommendations for integrating culturally meaningful narratives into education. First, culturally rich content such as Kazakh Epics should be included in Kazakhstan’s literature departments’ curriculum, and policymakers and curriculum developers should prioritize the creation of teaching materials that emphasize these epics’ historical, ethical, and literary aspects. Second, the accessibility of these materials should be increased, and their compatibility with contemporary educational goals should be ensured. Third, teacher training programs should be reorganized to emphasize culturally sensitive pedagogical approaches. Though this study was localized, the research results can be applied to education systems in different geographies to develop cultural identity and values.
Цитирования (OpenAlex) 7Цитирования (OpenCitations) 7
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A Comparative Study of Kazakh and English Cosmonyms: Linguistic, Cultural, and Epistemological Insights
(2025-10-15)
Мarita Snabekova
;
Mereke Atabayeva
;
Aisulu Nurtayeva
;
Katira Balabekova
;
S. Yessimkulova
This article presents a comparative analysis of cosmonyms in the Kazakh and English languages, focusing on the linguistic, cultural, and cosmological frameworks that inform the naming of celestial bodies. Drawing from a wide range of linguistic and cultural sources, the study illustrates how celestial terms—such as the Crowning Stars—encode distinct cosmological worldviews, spiritual beliefs, and historical contexts. The analysis is structured around the formation processes of cosmonyms: in Kazakh, where compounding is a dominant mechanism, and in English, where naming practices are shaped by Latin and Greek etymology, scientific rationalism, and mythological heritage. While English celestial nomenclature has largely become standardized internationally, Kazakh cosmonyms reflect a dynamic interplay of traditional knowledge, Soviet linguistic influence, and contemporary efforts to revive and preserve cultural identity. The findings demonstrate both the universality of humanity's fascination with the cosmos and the uniqueness of local traditions in articulating that fascination. By examining the convergence of scientific and cultural perspectives, the study emphasizes how cosmonyms serve as bridges between rational knowledge and symbolic imagination. Through this comparison, the article highlights the critical importance of recognizing cultural diversity in celestial naming practices and advocates for inclusive, multilingual approaches to space exploration. This research contributes to the fields of linguistic anthropology and cosmology, offering deeper insights into how language and culture mediate humanity's conceptualization of space. It also lays a foundation for further interdisciplinary exploration at the intersection of language, mythology, and science.
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The Psychology of “Awakening” in Turkic Poetry: Transformation of Consciousness and Identity
(Vesnu Publications, 2026-09-01)
Almas Naimanbaev
;
Nargiza Baltabayeva
;
Zhanakul Sametova
;
Kydyr Torali
;
Gulzhan Rasheva
Objective: This study examined the motif of “awakening” in Turkic poetry as a psychocultural process through which individual consciousness, historical memory, cultural identity, and collective self-understanding are symbolically reconfigured. Methods and Materials: A qualitative comparative literary design was used. Selected poetic and prose-literary texts from Ottoman-Turkish, Azerbaijani, Kazakh, Kyrgyz, Tatar, and Uzbek traditions were examined through close textual reading, thematic analysis, stylistic interpretation, and historical-comparative contextualization, with particular attention to the Jadid and related enlightenment movements. Findings: Across the selected traditions, awakening repeatedly emerged through contrasts such as sleep–wakefulness, darkness–light, ignorance–knowledge, silence–voice, and dependence–freedom. Although its local forms differed, the motif consistently linked personal transformation with collective renewal, language preservation, education, historical memory, and national identity. In early twentieth-century poetry, these symbolic oppositions frequently converted literary discourse into a vehicle for social reflection and cultural mobilization. Conclusion: The awakening motif functions as more than a recurrent literary image: it operates as a shared psychocultural framework for representing transformation of consciousness and identity across the Turkic world. Its durability reflects the continuing role of poetry in preserving cultural memory and articulating aspirations for intellectual, spiritual, and social renewal.
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Cultural identity and psychological well-being: evidence from the “Who is he/she?” series
(Turan University, 2026-09-19)
Gulzat Berkinbayeva
;
S.М. Altybayeva
;
Zh.B. Zhauynshiyeva
;
Zh. Suleimenova
Cultural identity is an important psychological resource that supports young people’s sense of belonging, selfawareness, and psychological well-being. Children’s literature offers opportunities to strengthen these qualities by introducing readers to culturally meaningful narratives and positive role models. This study investigates the educational and psychological potential of the Who Is He/She? series published by Mazmundama Publishing House. The main goal of the study is to specify how biographical stories stimulate spiritual cultural identity, psychological well-being and vocabulary development using phraseological expressions. Using content and contextual analyses of selected books from the series, a qualitative research method was used with an emphasis on narrative structure, linguistic features and value aspects. The results incite readers to absorb values such as perseverance, responsibility, courage and respect for the national heritage as well as encourage emotional and cultural awareness. Rich literary language and phraseological units further support vocabulary development and meaningful learning. The study contributes to educational and social psychology by demonstrating that culturally grounded children’s literature can promote identity formation and psychological well-being. The findings may be applied in schools, libraries, and reading programs to support cultural education, language development, and the personal growth of young readers.

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