Reality and Fantasy in the Oeuvre of Navoi: A Combination of

Interpretation and Analysis

Safo Matchonov

and Saodat Kambarova

Chirchik State Pedagogical University, Chirchik, Uzbekistan

Tashkent State University of Uzbek Language and Literature named after Alisher Navoi, Tashkent, Uzbekistan

Keywords: Literary Education, Analysis, Literary Text, Figurative Analysis, Emotional and Figurative Imagination,

Graphic Image, Life-Science Symbols, Imaginary Images.

Abstract: The task of literary education at school is not limited to achieving understanding and assimilation by students

of the ideological content of a work of art, but also called upon to educate them as independent and figuratively

thinking, spiritually mature people. This article highlights the importance of independent reading of the works

of Alisher Navoi in secondary schools and teaching them with the help of cognitive analysis of images.

Figurative analysis serves to develop students' skills to describe how an object looks like, based on the features

reflected. The discovery by the poet of artistically embodied scientific figurative symbols in the epic “Xamsa”

swithin the framework of the possibilities of figurative analysis lays the foundation for understanding the

essence of reality in the image.

1 INTRODUCTION

The acquisition of knowledge is a human duty and the

source of all good deeds and virtues. This is because

knowledge leads to self-awareness and the

acquisition of impeccable manners, which are

focused on a noble goal: the happiness of the people,

a prosperous life, and the development of the country.

In the spiritual and moral views of Alisher Navoi, a

special place is occupied by such real human qualities

as patience, humility, decency, generosity, diligence,

correctness, honesty, kindness, fidelity, and mercy. In

addition to describing these qualities, the works of the

thinker are useful in that they encourage people to get

rid of their opposite vices, such as hypocrisy,

oppression, deceit, and impatience.

From this point of view, it should be noted that

Alisher Navoi has for centuries, through his oeuvre,

contributed to the upbringing of a perfect person. As

the President of the Republic of Uzbekistan, Sh.M.

Mirziyoyev, has said, "The greatest wealth is the

mind and knowledge, the greatest heritage is a good

education, and the greatest poverty is ignorance."

Therefore, for all of us, the acquisition of modern

knowledge, becoming the owner of true

enlightenment and high culture should become a

constant vital need. In this regard, the works of

Alisher Navoi are an invaluable treasure for the

development of intellectual potential, spiritual

maturity, and artistic and aesthetic thinking of the

younger generation.

2 METHODS

It is well known that teaching students how to work

with literary texts in literature classes plays an

important role in developing their skills in literary and

aesthetic analysis. The analysis of a work of art is the

process of tracing the creative path of the author in

the process of creating the work, sharing the thoughts,

feelings, and conclusions of the writer, while also

being inspired by their creative achievements,

expressing a critical attitude to their shortcomings,

and developing a culture of reading. Therefore, the

organization of literary analysis requires teachers to

plan their activities purposefully, with creativity and

pedagogical skills, while being aware of the latest

educational reforms. This is necessary to ensure that

teachers are constantly working to improve their own

skills. Literary analysis is a creative activity that does

not tolerate negligence, as it is associated with artistic

and aesthetic thinking.

1686

Matchonov, S. and Kambarova, S.

Reality and Fantasy in the Oeuvre of Navoi: A Combination of Interpretation and Analysis.

DOI: 10.5220/0012992200003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 1686-1690

ISBN: 978-989-758-723-8

In the system of general secondary education,

figurative analysis is an effective tool for studying the

work of Alisher Navoi due to its close connection

with both cognitive and creative processes. It is

assumed that the application of figurative analysis,

which is widely popular in the field of world

philosophy and linguistics, to the teaching of

literature, and in particular to the study of the works

of Alisher Navoi, will positively affect the

development of cognitive processes in students.

he use of figurative analysis helps to enrich

emotions, stimulate the mind, feel the meaning and

charm of the text, and develop figurative and logical

thinking. This type of work on text is an activity that

involves using the possibilities of drawing with a

brush and color to create a graphic image based on the

mastered fragments. In this regard, Professor R.

Niyozmetova rightly notes that "with the right choice

of teaching methods, the student gets acquainted with

the content of the work of art, the idea presented in it,

the style of images, how the author sees the reality of

life, and if he learns, he will be able to imagine and

understand its essence" (Niyozmetova, R.Kh. 2007.).

The main goal of acquaintance with a work of art

is not only to master the plot, but also to raise students

to the level of perception of artistic images in it. When

reading and studying a work, the image and

figurativeness embodied in it come to life in the

reader's imagination and remain in their memory, but

the essence of the work is not yet fully understood.

Therefore, this stage is considered the stage of

perception. To understand a work of art and its

images in the process of analysis, a general

description of the artistic image is given and the initial

representations are stabilized. That is, the "hidden"

form of analysis consists in creating a picture based

on the content of the work that came to life in the

reader's imagination, because drawing is an approach

that leads to a deeper study of the content of the work.

Based on this, the reader tries to find in the text of the

work the unclear aspects of the image.

In the course of analytical work on the text of a

work of art, the artistic image, processed by the reader

in their imagination, turns into a subjective image and

contributes to the improvement of the perception

process. It can be seen that in the process of studying

the work, the student's drawing activity serves, firstly,

the perception of the artistic image as a whole, and at

the end of the analytical and synthetic activity, the

perception of the generalized meaning of the image.

The task of depicting characters, events, or details of

a work in signs, forms, or certain lines teaches

students to influence these images, to understand and

evaluate the facts, the actions of characters.

In essence, such an approach, embodying the goal

of creating an educational product, is mainly aimed at

guiding the understanding and imagination of the

object, gives the teacher its effectiveness in the right

direction of students' activities, creating a convenient

pedagogical and psychological environment. It is

worth noting that in the method of visual perception

it is a priority to penetrate deeper into the essence of

the person, the thing-object or reality being studied

through the emotional-figurative and mental

imagination of the student, to feel it as a whole, to

strive to know it. As a result, a situation arises when

the understanding of the object and the

implementation process are mutually harmonious in

the same situation. As a result, the external and

internal portrait of a certain object comes to life in the

student's imagination, an image of emotional and

colorful life scenes appears. Conditions are also being

created for comparing and generalizing knowledge

between different disciplines and for a deeper

understanding of the essence of reality.

Figurative analysis mainly consists in drawing an

image reflected in words, signs, figures, real objects,

and determining the relationship between their

symbols. This approach consists in interpreting the

meanings of signs, colors, or shapes; characterization

of symbols; it is focused on the goal of revealing the

reasons why an object is compared with such images.

It is known that the works of Alisher Navoi are

planned to be included in the curriculum of "Liter

3 RESULTS AND DISCUSSION

When setting tasks typical for the analysis of images

for senior classes, students are invited to identify

science fiction symbols in dastans, study them and

interpret their meaning through graphic images.

For example, students can identify the modern

types of tools used by such masters as the architect

Boni, the painter Moni, and the stone carver Koran in

the dastan "Farhad and Shirin." In particular, students

can be tasked with describing, explaining, and

depicting graphically with what devices the picture of

Navoiy's dreams today is the quarry of Koran, which

melts stones like wax.

To do this, students will need to closely examine

the work, determine the appearance and

characteristics of the details being analyzed, and draw

their shape based on indications of their advantages.

The following words of Koran to Farhad provide

some insight into the form and meaning of the stone-

cutting tool:

Reality and Fantasy in the Oeuvre of Navoi: A Combination of Interpretation and Analysis

1687

"I have a tool that can cut through stone like wax.

It is made of the finest steel and has a very sharp

blade. I use it to carve intricate designs into the

stones."

By closely examining the text and using their

imagination, students can create a graphic image that

represents the quarry of Koran and the tools that he

used. This activity can help students to develop their

critical thinking skills and to gain a deeper

understanding of the dastan "Farhad and Shirin."

To establish research on the modern analogue

of the throne, made by the jeweler Zayd Zakhhab in

the plot of “The Story of a Stranger Brought from the

Second Belt” from the dastan “Sabai Sayyor.”

Based on this, students can be directed to explore

the noble ideas of Navoi for the common good and set

the task to express in line how he imagined this

device. For example, Navoi describes the throne as

follows:

"This strange throne had eight legs, four at the top

and four at the bottom. The staircase of this throne,

decorated with pearls and jewels, also had eight legs.

It was arranged in such a way that when the king

wanted to ascend the throne, the legs descended one

on top of the other. The throne could be moved to any

location with a slight gesture of the king's hand."

(Alisher Navoi. Hamsa, 2013).

Students can be asked to research the modern

analogues of this throne. For example, they could

research the following:

Do any modern thrones have eight legs?

Are there any modern thrones that are decorated

with pearls and jewels?

Are there any modern thrones that can be moved

to any location with a slight gesture of the hand?

By researching the modern analogues of this

throne, students can gain a better understanding of

Navoi's vision for the future. They can also explore

the noble ideas of Navoi for the common good.

In the dastan, the hero of “The Story of the

Wanderer Who Came from the Fourth Belt” Jon had

a horse that quickly galloped on the ground, and his

name was “Sari us-sair”. This horse, capable of going

a week’s journey in one day, lightning could not equal

in speed, and the heavenly birds could not overtake

him. (Alisher Navoi. Hamsa, 2013). In the

imagination of the reader, getting acquainted with

these pictures, the image of today's high-speed trains

or planes will certainly arise according to the

characteristics of the horse. Depicting them in certain

forms or symbols, students create figurative graphics

of the object.

Cognitive strategies aimed at determining the

process of perception of fantastic scenes in the dastan

“Saddi Iskandari.” This approach to the interpretation

of symbols, based on a combination of real life and

fantasy in a work, is important for readers to realize

that the author puts forward the idea that any

discovery is a product of human intelligence. This is

evident through images of a mirror presented to

Alexander by Chin Khan, an astrolabe studying

science about the stars, a glass chest in an underwater

journey, and a mirror warning about the events of the

whole Earth.

Both sides of the mirror presented by Xoqon were

clear as day. Wise men used one side of it when two

pretenders came to the king. The crowd took the place

of a witness. If a person was telling the truth, his face

was visible, but the face of a liar was not visible. The

other side of the mirror was used during parties. If the

face of a person who began to get drunk began to

twist, then the person who saw this situation would

immediately stop drinking. It can be noted that some

elements of the mirror today resemble a device for

checking whether certain foods have been eaten or

not.

Readers will be able to acquaint themselves with

the content of the wonders of the sea voyage through

the analysis of Alexander's entry into the glass

container. The images of the sovereign, being in a

glass dish for several months and observing

underwater scenes, such as the appearance and living

conditions of thousands of different fish, provide

motivation to refine his imagination, expand his

creative thinking and creativity in the genre of

landscape based on the adventures of Alexander.

According to the Russian methodologist M. G.

Kachurin, “... each work “teaches itself to read itself”.

The task of the teacher is to catch the “signals” that

the work sends to the reader with the title and

originality of style, which indicate its different

character. The writer not only addresses the witty

reader, but also educates him, directs him

imperceptibly and objectively, telling him what to

pay attention to, what to think about, what to compare

with, what impressions to return to (Kachurin, M.G.

1988).

Based on these ideas, when independently

reading the teachings in the works “Khairat ul-Abror”

or “Mahbub ul-Kulub” in the middle classes, this is

done through tasks for students to understand the

virtues and vices that are glorified in them, in the

process of working on the text and interpreting them

with different symbols. For example, based on such

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descriptions as “Saxiy bulutdur – ishi xirmon, balki

maxzan bermak. Baxil mo‘rdur – da’bi xo‘sha balki

dona termak. Himmat ahlig‘adur saxovat ixtisosi va

bu ikki sharif sifat valoyat xosi. Saxovat odamig‘a

badandur va himmat anga ruh va himmat ahlidin

olamda yuz ming futuh. Himmatsiz kishi er sonida

emas, ruhsiz badanni kishi tirik demas. Oliy himmat

shohbozedur baland parvoz va behimmat sichqon

sayyode yurutachi toz. Shunqor maskani shohning

bilagi, yurutachi maqomi o‘laksaning sassig‘ badani

va so‘ngagi” (Ahmedov, S., Kochkarov, R., Rizayev

Sh. 2017) (Meaning: “The cloud is generous, giving

a great harvest threshing floor, what a treasure; the ant

is stingy, collects grain, ears of corn… A generous

person is a high-flying falcon, and the ignoble one is

a hawk hunting a mouse”), in the student’s

imagination, certain forms, signs or pictures

characteristic of these features are reflected in the

lines.

As a result of analytical work on a literary text,

the process of recreating artistic images takes place.

In this process, the student compares the work with

the picture they have drawn, observes their own

attitude, uses their life experience, and at the end of

the synthesis process, their perception of the image in

the work turns into a subjective image-imagination,

to which they add their personal comments.

(Niyozmetova, R.Kh. 2007.). It becomes clear that

the expression of the essence of a literary text through

drawings serves not only the development of visual

imagination and thinking, but also the development

of the student's oral speech in the process of

familiarization and expression of the content of the

“work” “opened” by him.

It can be noted that such approaches help students

to present a specific object under study through

various forms and symbols, create an image of an

object in their imagination, and realize the nature of

causes and effects between events and objects.

4 CONCLUSION

Figurative analysis is a method of literary analysis

that focuses on the use of figurative language, such as

metaphor, simile, personification, and symbolism. By

analyzing the figurative language used in a text, we

can gain a deeper understanding of the author's

meaning and the work's overall message.

The analysis of the works of Alisher Navoi within

the framework of figurative analysis can be a valuable

tool for teaching reading comprehension. By

analyzing the figurative language used in Navoi's

works, students can learn to identify and interpret

figurative language in their own reading. This can

help them to better understand the meaning of literary

texts and to appreciate the power of language.

In addition to genre characteristics, the analysis of

Navoi's works should take into account the specifics

of the internal structure and nature of the work. This

is because Navoi's works are often complex and

multilayered, and they can be interpreted in a variety

of ways. By taking into account the internal structure

and nature of the work, we can gain a more nuanced

understanding of its meaning.

Algorithmizing an activity based on the above

methods can create the basis for the upbringing of

educated youth who are decisive, enterprising,

creative, and strategically thinking. This is because

figurative analysis can help students to develop their

critical thinking skills, their creativity, and their

ability to think strategically.

In conclusion, the analysis of the works of Alisher

Navoi within the framework of figurative analysis can

be a valuable tool for teaching reading

comprehension and for the upbringing of educated

youth. By taking into account the specifics of the

internal structure and nature of the work, we can gain

a deeper understanding of Navoi's works and their

meaning. This can help students to become more

critical thinkers, more creative, and more strategically

minded.

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Alisher Navoi. 1991. A perfect collection of works. Twenty

roofs. Volume 8. Hamsa. Farhad and Shirin. - Tashkent:

Science, - 595 p.

Alisher Navoi. 1992. A perfect collection of works. Twenty

roofs. Volume 10. Hamsa. Saba'i is a traveler. -

Tashkent: Science, - 491 p.

Alisher Navoi. 1993. A perfect collection of works. Twenty

roofs. Volume 11. Saddi Iskandari. - Tashkent: Science,

- 727 p.

Alisher Navoi. Hamsa. 2013. A. Hojiahmedov, abridged

and prepared for publication. - Tashkent: New age

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Ahmedov, S., Kochkarov, R., Rizayev Sh. 2017.Literature

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deyatelnosti uchashchixsya (na urokax literatury). -

Moscow: Prosveshchenie, - 175 c.

Mirziyoyev Sh.M. Address to the Oliy Majlis.

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