Modern social pedagogy, for example, assessing the situation of identity crisis in the postmodern space, emphasizes not only the narrative etiology of this crisis but also emphasizes the need for a special purposeful formation of an educational attitude to fight against it. Recall that, according to Jameson's formulation, the narrative process actually creates reality and at the same time rejects its relativity, that is, any claim to adequacy as a representation of some non-narrative reality. . The most important attribute of narrative characterisation is its self-sufficiency. As noted by R. Barthes, the procedural nature of the story "is not intended to directly affect reality, but for the event itself, that is, ultimately beyond any function other than symbolic activity." will open. Debate on narrative actualizes the problem of self-identification of the subject, and expands the problem area of research into the field of communicative strategy.

This article studies the profound transformations ushered in by postmodernism in the mid-20th century, focusing on its impact on culture, truth, representation, and the traditional understanding of knowledge. Contrary to the view of postmodernism as a linear progression from modernism, we explore the perspectives of Jean-Francois Lyotard and Jean Baudrillard, presenting it as a cyclical moment within the continuous innovation of high modernism. Lyotard redefines the role of postmodern artists and writers as akin to philosophers, liberated from pre-established norms and engaged in a perpetual quest for new rules within their works. Baudrillard’s insights into the evolution of science fiction reflect a broader postmodern reevaluation of reality as fragmented and simulacral. Furthermore, we address the so-called crisis of representation identified by Lyotard, challenging the realistic epistemology that views knowledge and art as mirrors of an external reality. By examining fragmented narration in literature, we propose a more inclusive approach to representing the multifaceted nature of reality. This article contributes to the understanding of postmodernism, highlighting its significance in redefining cultural expressions and our approach to knowledge and representation.

"Shredding Words: A Lexical Analysis of Rock Guitar Instruction and Sample Dictionary" presents a comprehensive exploration of the vocabulary utilized in rock guitar instructional materials. Drawing upon a corpus-based approach, this study examines the linguistic patterns and terminology prevalent in instructional texts, online tutorials, and video lessons aimed at aspiring rock guitarists. Through systematic analysis, the study uncovers key lexical features, identifies recurrent themes, and elucidates the specialized vocabulary inherent to rock guitar pedagogy. Additionally, the study provides a sample dictionary offering definitions and explanations for frequently encountered terms, enhancing accessibility and understanding for learners and enthusiasts alike.

In this article the discussed question is the present day status of the language, as well as the role of deep  onomastic research into its folk art on the way of development, specitically, there is discussion about human names used in karakalpak  folklore, which made a huge impact on centuries old traditions of name giving among karakalpak people. The article is devoted to the study of the linguistic and culturological meanings of common names in Karakalpak folklore. The author argues that they are carriers of information about the history, culture, life, psychology of the people.

This article highlights the importance of validity and reliability in creating speaking tests, particularly for the Russian National Exam Practice Exam Papers. These tests provide a comprehensive assessment of language skills, encouraging meaningful language use. However, improvements include clearer instructions, authentic materials, and revised test procedures for easier administration.

Today many metaphor researchers work in the framework of cognitive linguistics. The cognitive linguistics revolution began in 1980 with the publication of George Lakoff and Mark Johnson’s Metaphors We Live By. In their book, Lakoff and Johnson amassed an amazing number of examples showing that the way we talk about abstract domains appears to be systematically structured by the way we talk about certain more concrete domains. Thus, we talk about theories and arguments as if they were buildings: theories can have support and arguments can be demolished. These observations gave rise to the theory of conceptual metaphor which moved metaphor out of language into our conceptual organization. According to Lakoff and Johnson, linguistic expressions such as ‘to demolish a theory’ or ‘the foundation of a theory’ are not isolated expressions but parts of the conceptual metaphor THEORIES ARE BUILDINGS.

This study examines the pedagogical and psychological implications of integrating artificial intelligence (AI) technologies into education. As AI technologies become more prevalent in educational settings, it is crucial to understand their impact on teaching and learning processes from both pedagogical and psychological perspectives. This paper explores how AI tools influence teaching methods, student engagement, learning outcomes, and the overall educational environment. Additionally, it investigates the psychological effects of AI integration on students, educators, and educational stakeholders. By addressing these aspects, this research aims to provide insights into the effective and ethical utilization of AI technologies in integrative education.

This paper examines the significant role of African Initiated Churches (AICs) in fostering educational empowerment within Nigeria. Through a comprehensive analysis, it explores the multifaceted contributions of AICs, from grassroots initiatives to broader educational reforms. By bridging the gap between pulpit and classroom, AICs have become catalysts for social change and human development. The study underscores the importance of recognizing and harnessing the potential of religious institutions in shaping educational landscapes, thereby fostering sustainable progress and empowerment in Nigerian society.

This study aims to spotlight the postmodern tendency of metafiction in Ian Watson’s novel “Chekhov's Journey”. Metafiction is self-conscious in relation to language, literary form, and storytelling in fiction. This form of fiction accentuates its construct and reminds the readers to be aware of a fictional work. Ian Watson is a noteworthy science-fiction writer, and his famous novels

are ‘The Embedding’ (1973) and ‘The Jonah Kit’ (1975), which brought him prestigious awards, while in this study we will focus on his metafictional work ‘Chekhov’s Journey’. This novel exhibits the subject of postmodern metafiction. In this novel, a modern-day actor uses hypnosis to simulate Anton Chekhov's 1890 journey through Siberia. The method of study adopted the metafiction theories proposed by Patricia Waugh and Linda Hutcheon. It highlights Ian Watson’s texts that represent the elements of metafiction through the protagonists. Using various theories related to postmodern metafiction, the view of metafiction in the work is substantiated and explored. The postmodern perspective of metafiction is explored in Ian Watson’s text and analyzed with metafiction theories. The study results are compared and discussed with other studies and contemporary texts concerning metafiction. The findings show that metafiction is applicable in the given work of Ian Watson. He projects the aspects of metafiction in his work through his writing, especially narration, both fiction and reality.