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The role of Zhusypbek Aimautov in the development of philosophical and theological concepts in Kazakh literary criticism.
(AfricaJournals, 2023-06-01)
Aliya Zhakupova
;
Shynar Tazhibayeva
;
Aigul Dosmailova
;
Zhanar Zhampeisova
The aim of this article is to critically evaluate the literary works of writer and translator Zhusypbek. Aimautov and establish his role in the in the development of philosophical and theological concepts in Kazakh literary criticism. Therefore, the research question is how philosophical and theological concepts in the critical works of Aimautov contributed to the development of Kazakh literary criticism. The article explores the socio-political and theological-philosophical aspects of the artistic world of Kazakh literature and examines the critical thoughts of Aimautov about the theological aspects of being. An assessment of Aimautov’s contribution to the theory of criticism of Kazakh literature from modern positions is given. The characteristic features of theological and philosophical aspects of Aimautov’s literary criticism are also determined. A theoretical analysis of Aimautov’s critical heritage was carried out, while a classification of works of Kazakh criticism was presented. Using methods including literary analysis, cultural, historical and hermeneutical ones, this comprehensive study of the critical works of Aimautov reveals previously unexplored theological and philosophical aspects of Kazakh criticism. The article concludes that Aimautov was the founder of Kazakh literary criticism and contributed hugely to the development of philosophical and theological concepts in Kazakh literary criticism, thus leaving a noticeable mark in the spiritual life of the Kazakh people. The conclusions and materials given in the article can be used in specialized courses for students of philological, theological and philosophical majors.
Цитирования (OpenAlex) 3Цитирования (OpenCitations) 2
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Tragic Elements in M. Dulatov’s Poem ‘Qaida edıñ’? (Where Were You?)
(2024-05-25)
Kunimzhan Sadirkyzy Abdikalyk
;
N.S. Baltabayeva
;
B.Sh. Kozhekeeva
The relevance of this article is justified by the necessity to construct a comprehensive picture of the development of Kazakh literature at the beginning of the 20th century through the analysis of tragic elements in the works of Myrzakhyp Dulatov. The authors critically evaluate various approaches to studying this aesthetic category in the works of I.I. Plekhanova, V.E. Khalizev, and E.V. Volkova. The scientific novelty lies in the first-time analysis of the poem ‘Qaida edıñ?’ (Where were you?) from the declared perspective. The research establishes that, firstly, tragic events (specifically, the forcible mobilization of Kazakhs for participation in World War I and famine) form the narrative basis of this poem. Secondly, antithesis serves as a significant means of conveying tragedy. Thirdly, the Kazakh worldview (steppe — land — Alash — people) depicted in this poem intricately intertwines with tragic hopelessness, where the semantic boundaries of the concept PEOPLE encompass human life values: steppe, family, lineage, generational ties, life. Fourthly, syntactic parallelism, various forms of repetition, rhetorical questioning, and other poetic devices aid the author in expressing their own viewpoint and engaging the reader in the quest to identify the culprit behind tragic events.
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Problems of Using the Poetic Corpus of Abay For Pedagogical Purposes and Ways to Solve It
(2025-01-20)
Gulmira B. Madiyeva
;
Pirmanova K.K
;
Aizhan Serikbayeva
;
Nurlybayev N.М
;
Tokmyrzaev D.O.
The use of the Abai poetic corpus for pedagogical purposes represents a unique opportunity to deepen students’ knowledge of Kazakh literature, culture, and history. However, the introduction of this tool into the educational process faces a number of challenges that limit its potential. This article examines the main difficulties associated with the use of the corpus, including the lack of information awareness among teachers, the shortage of teaching materials, and the low level of technical training of teachers. Attention is also paid to pedagogical skepticism and the lack of time to master innovative methods. An important part of the study is the proposed solutions to these problems. Among them are the development of educational programs for teachers, the creation of adapted materials based on the poetic corpus, and the provision of technical and methodological support to schools. The author emphasizes the importance of integrating Abai’s poetic heritage into school education as a means of forming national identity and developing students’ analytical skills. This work is addressed to teachers, methodologists, and education specialists interested in using modern teaching tools.
Цитирования (OpenAlex) 1Цитирования (OpenCitations) 2
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Archaic Bookish Words in Abai Kunanbayuly’s Works: A Linguostatistical Analysis
(2025-02-28)
Айкерим Мурсал
;
G. Tlegenova
;
Aiman Zhanabekova
;
Anna Cherepanova
This article examines the archaic bookish words presented in the works of the great Kazakh poet and thinker Abai Kunanbayuly. The purpose of the article is identifying the specifics of the use of archaisms and bookish words in Abai’s works, as well as their role in the formation of the aesthetic and philosophical content of the literary texts. In the context of the study of archaic bookish words in the works of Abai Kunanbayuly, the study allowed us to identify the quantitative and qualitative characteristics of the word frequency according to parts of speech used. The analysis is based on a linguostatistical approach, using a quantitative method to determine the word frequency, contextual use and semantic connections of archaic vocabulary. The results of the analysis showed that the most frequently used parts of speech are verbs (14,956 examples) and nouns (14,119 examples). This frequency reflects the dynamic and descriptive nature of Abai’s works, as well as their connection with traditional culture and philosophy. The study shows that the author’s use of archaisms highlights the richness of the Kazakh language while playing a key role in preserving cultural and historical traditions. It connects the heritage of the past with the values of modernization. The findings of the study confirm that archaic vocabulary demonstrates the richness of the lexical and semantic potentials of the Kazakh language. The results obtained can be useful for further study of the lexico-semantic features of Abai’s works and the role of archaic bookish words on the development of the modern Kazakh language.
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The Effectiveness of Storytelling and Dramatization Methods in Teaching the Literary Representation of Alash Figures in University Education
(2025-12-08)
А. Шамшадинқызы
;
Zeinep Zhumatayeva
;
Kunimzhan Sadirkyzy Abdikalyk
;
Karlygash Aubakirova
;
Bakyt Arinova
The growing emphasis on culturally responsive and decolonizing approaches in higher education highlights the need for pedagogical methods that support deeper engagement with national literary heritage. Within this context, teaching the literary representation of Alash intellectuals poses both educational and methodological challenges, particularly when traditional lecture-based instruction results in low student engagement and surface-level historical understanding. This study aims to evaluate the effectiveness of storytelling and dramatization as integrated instructional methods for teaching Alash-related literary content at the university level. The research tasks included designing a structured pedagogical model, implementing it in a controlled classroom environment, and assessing its impact on students’ cognitive, emotional, and communicative outcomes. The study contributes to the field by offering a systematic instructional framework combining narrative and performative learning and by providing empirical evidence of its effectiveness. Results demonstrate that students exposed to storytelling and dramatization showed significantly higher comprehension, memory retention, participation, emotional engagement, and creative expression compared with those taught through traditional lecture methods. These findings confirm that narrative-based and performative approaches enhance learning effectiveness and support deeper historical and literary understanding in culturally specific university courses.

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