GULANI

SURNAME AS AN OIKONYM

Lela Teliashvili — 2025-12-28

Oikonyms (names of settlements) are the basic toponymic units of a language, the main function of which is to mark and perceive a specifie territory by a distinctive sign. An anthroponym is often used as the etymon of oikonym. Nominations of anthropotoponymic origin, namely, surnames as oikonyms, are not foreign to Georgian toponymy. There are Iremadzeebi, Chinkadzeebi, Gogadzeebi, Khabelashviliebi, Kokoladzeebi, Gogolaurta, Migriaulta, Veshagurni and others as villages in Georgia. Similar cases are also common in the nomenclature of other countries place names.

The main motive for naming a populated area by a surname is the abundance of the dominant surname, or important factors related to them. The forming of oikonyms by linguistic producers with appellative vocabulary is, to some extent, conditioned by different times and circumstances of the development of society.

In the context of the target issue, among the diverse oikonomyms of Akhaltsikhe Municipality, the name of the village - Minadze - is noteworthy. In this regard, it is interesting to note why the surname is presented as an oikonym in the singular form, when in such cases we mainly find generic names in the plural forms, because in the territory named after the surname, a large number of its representatives were observed. Although, today the surname named after a village may no longer be presented there, as in the case of Minadze, oikonyms are so durable that they retain their identity for a long time. The name of the village of Minadze, of eponymous origin and with clear semantics, belongs to this group of place names.

TRANSLATION OF THE CONCEPTUAL METAPHOR OF “THE KNIGHT IN THE PANTHER’S SKIN” – CORPUS-BASED ANALYSES

Tamta Nagervadze — 2025-12-28

This study explores the ontological conceptual metaphor of emotion through the concept of “tear” in “The Knight in the Panther’s Skin” and its two English translations by Wardrop and Coffin. The research is grounded in Cognitive Linguistics and Conceptual Metaphor Theory (Lakoff & Johnson, 1980), focusing on the Container schema as the central image schema structuring emotion metaphors. Tears are conceptualized as the overflow of emotional intensity — representing the metaphors “The body is a container for emotion” and “Emotions are fluids.” The study analyzes ontological conceptual metaphors based on the Container image schema and their translations. Using a parallel corpus analysis based on BSU’s digital corpus and the AntConc corpus analyzer, 118 conceptual metaphors were identified in the Georgian original, 104 in Wardrop’s translation, and 88 in Coffin’s. While Wardrop’s translation retains conceptual and image schemas at both macro and micro levels, Coffin often expands or explicates metaphorical expressions, resulting in expressive and cultural shifts.

THE CHURCH OF THE VIRGIN MARY OF QANCHAVETI AND ITS TREASURY

Davit Akhlouri — 2025-12-28

The Ksani Valley, within its present administrative boundaries, encompasses villages belonging to three municipalities: from the sources of Lake Keli to Odzisi — the Akhalgori Municipality; Odzisi itself — the Dusheti Municipality; and the settlements situated south of Odzisi — the Mtskheta Municipality.

Throughout centuries, this ancient and historically significant valley was home to two powerful feudal domains — the Duchy of Ksani and the Samukhranbatono Principality — both of which played an essential role in the political and cultural life of Georgia.

The Ksani Valley has long been distinguished by its unique architectural monuments, some of which possess global historical significance. Among these is the Church of the Virgin Mary of Qanchaveti, also known as Kaveni, located in the Akhalgori Municipality — a territory occupied since the August 2008 war. This church once served as a repository of invaluable elements of Georgia’s national heritage, including manuscript books and other precious items donated to the temple.

The present study collects and analyzes historical sources, periodical publications, and folklore-based records concerning Qanchaveti (Kaveni). These materials include eyewitness accounts describing the church’s architectural appearance, its historical background, and the priceless artifacts once preserved there — many of which, regrettably, have been lost over time.

Special attention is devoted to one of the most important monuments of Georgian historiography — the “Chronicle of Qanchaveti” (Jamngulani), which contains forty-eight historical annotations written between 1444 and 1754. The Jamngulani was donated to the Gethsemane Monastery of the Virgin Mary of Kaveni by Eudemus, Archbishop of Kartli, a member of the noble Ratishvili family — the hereditary owners of Qanchaveti and descendants of the Dukes of Ksani.

Among Kaveni’s unique treasures is also a Synaxarion (a concise collection of the lives of saints) dating from the 13th–14th centuries, now preserved in the Manuscripts Department of the Public Library in Saint Petersburg. This manuscript was taken to Russia by the Georgian scholar and clergyman Mikheil Sabinin.

The manuscript items and donations associated with the Qanchaveti Monastery were thoroughly described by the distinguished scholar Ekvtime Taqaishvili, whose work is given due consideration in the present study. The article further discusses the church’s estates and properties, the remaining fortification structures within Qanchaveti, and the Chapel of Father Basil.

Information about the Camaldolese Order

Nino Megeneishvili — 2025-12-28

The Georgia archives preserve historical and literary sources, valuable for Georgia and countries related to its history and culture. Among the Latin codices of its National Center of Manuscripts, four codices (Var-20, 21, 26, 46-2) are related to the Camaldolese Monastic Order.

The Camaldolese Order was founded in 1012/1025 in Camaldol, near Arezzo, by St.Romuald (951-1027). To achieve the desired ascetic strictness St.Romuald founded the Camaldolese monastery and introduced strict fasting, silence, sackcloth, etc. The Order participated in ecumenical councils.

The multiplicity of Latin manuscripts in Georgia is supposedly related to missionaries. After the fall of Constantinople, European missionaries became frequent in Georgia, Catholic congregations increased, Catholic churches were built, and the period was estimated as the best age for Catholicism here. Since the liturgical and spoken language of missionaries was Latin, there were preserved documents written on it. The manuscripts (XVI-XVIII cc.), planned to be studied, include historical documents related to the France [Paris], Polish and Lithuanian Camaldolese monasteries: monastic acts of 1717-1754, lists of abbots and members (Var-20), "Actum Capituli", regulations for monks of high position and their lists (Var-46-2), collection of ascetic-theological texts for novices by Guilielmus Eremita Camaldolese (Var-26), sermons by John Chrysostom: “Quod nemo potest ledi nisi a seipso“ and “De compunctione cordis“ (Var-21), translated by Ambrosius Traversarius, prior general of the Order, legate of Pope Eugene IV.

FOR THE CHRONOLOGY OF THE POLYPHONY OF GEORGIAN CHRISTIAN CHANT AND THE ANCIENT NOTATION SYSTEM

Nestan Sulava — 2025-12-28

In Byzantium, from the 7th-8th centuries, the nevm, or notational system, was introduced, the founder of which was St. John of Damascus. The Georgian nevm system had its own essential character and principle - the placement of nevms on the lines above and below the line in a way that essentially differs from the Byzantine one. The oldest examples of the hymnal nevm system are preserved in the hymnographic-liturgical collections of the 10th century: in the two Sinai Yadgars Sin. 1, Sin. 14, in “the Annual Yadgari” compiled by Michael Modrekili in Shatberdi in 978-988, S-425, and in the so-called 11th-century collection of the Jordane of the Heirmologion and the Mother of God - A-603.

As soon as Christianity was declared the state religion in Georgia, the Georgianization of everything Christian began, including chanting, and polyphony was introduced into Georgian church chanting, just as the centuries-old forms of Georgian secular verse, namely, the sixteen-gram shair, the pistikauri, and others, were introduced into the original Georgian hymnography; as well as the elements of ancient architecture into Christian architecture. The process of polyphonization in Georgian church chanting should have completed in the 8th century, when the chant reform in Byzantine hymnography was completed.

The Chant reform was implemented in Georgia in stages. The canonization of polyphony is associated with the name of St. Grigol Khandzteli. The reform he carried out in liturgy and hymnography was of a national nature. He created the legislation of the Georgian Church, prepared the ideological basis for the unity of the country, carried out the final reform of Georgian church chant and canonized its polyphony, thereby bringing a turning point in the spiritual life of the Georgian nation, when at the turn of the 20s-30s of the 9th century he created the “Annual Hymn”. This was preceded by the hymnal reform carried out by St. John of Damascus at the beginning of the 8th century, as a result of which the neuminated recording of hymns began in Greek for the purpose of better memorization; following in his footsteps, Georgian chanter-hymnographers soon mastered the principle of neumination. Mekhuri (to be performed by voice) the Annual Yadgars were created, decorated with musical signs, or neums. Does “mekhuri” mean polyphony? The data of Michael’s Yadgari should indicate this, which is what we are talking about in the report. The novelty of our research is that the term “mekhuri” used for the neumirized hymns, along with other meanings, should denote the polyphony of Georgian chanting. In Georgia, neumirization, the use of musical notation, determined the difference between Georgian chanting and other, namely, Byzantine, Syrian, and Armenian chanting.

Chanting terminology was also created, which was generalized from a theological and philosophical point of view in the 12th century by Ioane Petritsi, when he expressed the triphonic nature of Georgian chanting with the terms “mzakhr, zhir, bam”.

In the second half of the 19th century, it became necessary to record hymns on notes so as not to lose knowledge of the melody of the hymns, to which Filimon Koridze, Ekvtime Kereselidze, brothers Karbelashvili, and Razhden Khundadze made a great contribution.

ECOLOGICAL DYSTOPIA AND GLOBAL RESPONSIBILITY IN MARGARET ATWOOD’S PROSE

Diana Mikeladze — 2025-12-28

The article discusses Margaret Atwood’s work as one of the most important and impressive examples of how literature can awaken public self-awareness and strengthen discourse on environmental and ethical issues. Atwood’s dystopian novels, such as “Oryx and Crake” and “The Year of the Flood”, not only warn humanity of impending ecological catastrophes but also show how technological pressures and human greed can damage nature, society, and human identity. Atwood offers readers complex and multidimensional stories that combine fantasy, reality, scientific progress, and moral dilemmas. In Oryx and Crake, she describes a world devastated by biotechnological experiments and environmental neglect. Here, the creation of genetically modified humans so so-called “crakers” – represent both scientific ambition and the loss of human ethics. In this way, Atwood invites readers to reflect on where the line between progress and responsibility is drawn. In “The Year of the Flood”, the writer manages to save the world through an eco-religious group, the “Gardeners of God.” Their approach, which combines ecological awareness and spirituality, creates an alternative narrative in which harmony with nature and social coexistence play a crucial role in survival. Atwood’s vision is opposed to the modern industrial and predatory economic model, which is based on the deterministic consumption of resources and the exploitation of nature. It is also important that Atwood is not limited to scientific and ecological topics; her novels about gender inequality, violence, and women's resilience are set in a real environment. The characters of the work - Toby and Ren - are symbols of women's strength, their indomitable nature, who manage to survive and maintain dignity in difficult social conditions. Atwood's work is an indicator that literature is not only a reflection of reality, but also its transformation. Her dystopian narrative forces us to think about our actions and their long-term consequences, about climate change, the technological edge, and the need for social justice. She connects science, ethics, sociology, and philosophy in a single literary space, thereby allowing the reader to engage in a global dialogue.

THE FACE OF THE WOLF IN JACK LONDON'S NOVEL "THE SEA WOLF" IN GEORGIAN CONTEXT

Vakhtang Inauri — 2025-12-28

Larsen, a metaphorically reflected artistic wolf in Jack London's novel “The Sea Wolf”, is notable for his rigid materialistic views, inner world, outward appearance, strong physical and mental abilities.

The special cruelty, demand, leadership genius, ruthlessness expressed in wolf ‘s actions, discussions and dialogues creates the association of a wolf. In it, the nature and characters of the wolf are expressed in wolf’s behavior, in his relationship with crew members, violent actions against them and other different actions.

The man with a character of the wolf in Georgian literature is mainly a robber and murderer. Here, the protagonist German Basil is a physically strong, capable, intelligent and tolerant person.

Alexander Iashaliashvili creates the same opinion in his novel "Trail of the Wolf", in which the wolf and the creature can be compared and even differentiated.

Different time and space determine their psychological and social differences,that distinguish J. London’s and Al. Iashaliashvili's writing method who draw artistic types with their individual form and content.

Gospel Quotations in Ana Kalandadze’s Poetry

Ketino Grdzelishvili — 2025-12-28

The present paper is dedicated to the analysis of Gospel quotations and biblical symbolism in the poetry of Ana Kalandadze, exploring their specific artistic function. The research is based on the premise that the Bible, as one of the foundational texts of Georgian culture and literature, has shaped the creative vision of Georgian writers and poets for centuries. However, in the case of Ana Kalandadze, biblical texts are not merely a continuation of traditional religious or philosophical contexts, but also serve as a means of deeply understanding contemporary social and political realities.

The paper reveals that in Kalandadze’s poetry, biblical quotations and imagery became especially prominent during the 1960s and 1970s, directly linked to the ideological pressure and censorship imposed by the Soviet totalitarian regime. In such a reality, open forms of verbal expression were limited for the poet, which led her to employ Gospel quotations and biblical symbols to convey her messages in a veiled yet profound manner. This stylistic approach was not only an aesthetic choice but also an expression of personal resistance and spiritual freedom.

The study draws upon Kalandadze’s poetic texts as well as insights from contemporary critics, including Revaz Mishveladze, Avtandil Nikoleishvili, and Laura Sordia. Special attention is paid to how these scholars evaluate the activation of the biblical current in the poet’s work.

Additionally, taking the historical context into account, the paper aims to provide a complex analysis of the reasons behind the use of biblical quotations in Kalandadze’s poetry. In particular, it highlights the repressive Soviet environment and the poet’s difficult choice to maintain both creative self-censorship and a civic stance.

The results of the research show that Gospel quotations in Kalandadze’s poetry fall into three main categories: 1) Quotations used as epigraphs to the poems; 2) Quotations that appear organically within the body of the poem as lines; 3) Biblical episodes and parables reworked and embedded into the text. In each case, the use of biblical texts is not merely decorative or aesthetic — it is part of the poet’s profound spiritual and civic dialogue with her contemporary world.

The paper clearly demonstrates that the interpretation of Gospel quotations in Ana Kalandadze’s poetry represents an organic fusion of tradition and innovation, emphasizing the poet’s unique role in the development of Georgian literature, the preservation of national identity, and the culture of spiritual resistance.

PSYCHOLOGISM IN AKAKI GATSIRELIA’S “THE REVELATION OF FAIDA”

Makvala Davitadze — 2025-12-28

Akaki Gatsirelia is a renowned 20th-century scholar, researcher, essayist, and writer. His work continues the tradition of profound psychologism in literature, a tradition that can be traced back as far as the 5th century. The psychological aspects of a character’s inner nature are excellently depicted in the Georgian literary masterpiece of the classical era The Knight in the Panther’s Skin.

Grigol Rcheulishvili is considered one of the notable representatives of psychologism, recognized as a master of short-form psychological prose. In his works, the psychological portrayal of characters, their motivations, and inner nature are vividly expressed.

Psychologism particularly flourished in the 19th century, and this tradition was carried on in the 20th century in the works of writers such as Grigol Robakidze, Mikheil Javakhishvili, Guram Dochanashvili, and Chabua Amirejibi. Among these names, Akaki Gatsirelia stands out for the depth and consistency of his work.

The author has written numerous works using the artistic method of psychologism.. Through deep psychological insight, he reveals the inner worlds and personalities of his characters.

One such work is “ The Revelation of Faida”, dedicated to his great teacher, the Hellenist Grigol Tsereteli. This piece serves as an example of portraying the psychological portrait of Saint Augustine, a figure of deep self-examination and spiritual search.Saint Augustine is presented as a hero of intense introspection, whose main goal is to find God and overcome worldly sin. All of this is shown against the backdrop of a synthesis of philosophy and theology, particularly in the final stages of the hero’s life.

As a writer, Akaki Gatsirelia continued the great literary traditions and played a significant role in the development of psychologism in Georgian literature.

INTEGRATING UNIVERSAL INSTRUCTIONAL DESIGN INTO SPECIAL EDUCATION TEACHER TRAINING: A REVIEW OF RESEARCH, PRACTICE, AND FUTURE DIRECTIONS

Irma Kurdadze — 2025-12-28

This conference paper provides a comprehensive overview of the integration of Universal Design for Learning (UDL) principles into the preparation of special education teachers. It argues that a philosophical shift is required in modern educational practice to move beyond reactive interventions and embrace a proactive, design-based approach that addresses diverse student needs.

The study, conducted with 30 teachers from Akhaltsikhe public schools using a focus group, aimed to explore their perceptions and practical application of UDL. The findings indicate that while teachers recognize the importance of UDL, its implementation is significantly hampered by key barriers, including limited time, a lack of institutional support, and a deficit of specialized knowledge.

The successful implementation of UDL demands a collective cultural change and shared responsibility among educators and school administration. Based on these findings, the paper offers actionable recommendations for future teacher training programs, focusing on curriculum integration, collaborative professional development, and the strategic use of technology to build a more equitable and inclusive educational system.

THE ROLE OF GAMES IN FOREIGN LANGUAGE TEACHING

Gulnara Janova — 2025-12-28

Any language is quite powerful, but it can also be very fun. The feeling of enjoyment makes language even more powerful. Language and a game enhance and enrich one another. The combination of language and a game gives rise to language games. They play an important role in foreign language learning and teaching. As Paul Rooyackers points out, Language games allow children to stretch their communication abilities, enhancing vocabulary, conversation, and storytelling skills (Rooyackers 2002).

As Blanka Klimova points out, “ a game is a natural means for children to understand the world around them. Therefore, it should be part and parcel of their learning, including the learning of foreign languages” (B. F. Klimova 2015).

Classifying games is diverse and quite complex, as they often overlap. George Jacobs prefers Hadfield’s version of classifying games. Hadfield divides language games into two types: linguistic games and communicative games. Linguistic games focus on accuracy, such as supplying the correct antonym. On the other hand, communicative games focus on the successful exchange of information and ideas, such as when two people identify the differences between two pictures that are similar to one another but not identical. The second taxonomy that Hadfield uses to classify language games has many more categories. As with the classification of games as linguistic games or communicative games, some games will contain elements of more than one type (Jacobs 2019).

TEACHING LEXICAL SEMANTICS AT SCHOOL AND AGE-SPECIFIC FEATURES

Maia Kukchishvili — 2025-12-28

In the modern educational space, one of the priority tasks remains the strengthening of linguistic competence. The basis of this competence is precisely the correct, thoughtful and multidimensional work with words. The development of speech cannot be considered only in terms of grammatical rules or the accumulation of vocabulary - it is necessary to teach semantic differentiation, lexical connections and the field of meaning in a comprehensive school.

Teaching lexical semantics involves understanding the meaning of words in a language; how this meaning changes depending on the context and how words interact with each other to convey meaning.

The article analyzes the methods of teaching lexical semantics; as well as how to teach word semantics in a comprehensive school, how to take into account age characteristics, how to form a lexical field and how to help students understand the systematics of the language.

Teaching word semantics helps students to deeply understand language, use words correctly, and grasp their multiple meanings and emotional connotations, which makes communication richer and more effective.

STUDENT MOTIVATION AND STEM-BASED EDUCATIONAL PRACTICES

Tamar Narimanishvili — 2025-12-28

The main goal of modern education is to create a learning environment that promotes students’ motivation, creativity, and critical thinking. STEM-integrated learning, which combines science, technology, engineering, and mathematics, plays a crucial role in achieving this aim. The STEM approach enhances the practical application of knowledge, as well as research and problem-solving skills. This paper discusses key methods for increasing students’ motivation and presents practical examples of implementing STEM education in the classroom, which strengthen learning effectiveness and student engagement.

FICTION AS A MEANS OF DEVELOPING SOCIO-EMOTIONAL SKILLS IN A FOREIGN LANGUAGE LESSON: BASED ON AN ANALYSIS OF CHRISTA REINIG'S FABLE

Lali Beridze — 2025-12-28

The article deals with the role of subject knowledge and, in particular, the use of literary texts in the formation of socio-emotional competencies, a relevant approach to modern learning - the so-called "soft skills".

The issue is given great importance in the academic and professional spheres, and many examples of integrated and interdisciplinary activities for this purpose are known. This issue has become especially important in the digital era, when literary works, short prose, poetry have become available, and it has become possible to search for and create new learning resources, which is important for successfully completing the difficult path of developing creative and critical thinking, the ultimate goal. Interest in the issue has also been strengthened by the fact that literary texts are included in small quantities or not at all in existing foreign language textbooks.

For me, as a foreign language teacher, it was mutually interesting to use the interpretation of a literary text to draw attention to the socio-cultural aspect for language learners. It is truly indisputable that literary works best reflect human relationships, emotional states, value conflicts and social dynamics, and given the requirements for higher education, they are also an ideal means for the development of socio-emotional competencies. This fully coincides with the mission of a modern higher education institution to form future citizens and fully complies with the requirements for learning and teaching a foreign language set out in the national curriculum and language teaching standards.