COMPARATIVE ANALYSIS OF "TEACHER" CONCEPT IN ENGLISH AND KYRGYZ LITERATURE

Abstract

In this study, we delve into the portrayal of the concept of "Teacher" in both English and Kyrgyz literature. Our primary objective is to analyze the representation of teachers in these literary traditions, emphasizing their multifaceted roles as mentors, leaders, and influencers within society. Employing methods of comparative, textual linguistic analysis, content analysis and sociocultural analysis, we explore the cultural context and thematic nuances inherent in each tradition. The study reveals common themes such as mentorship, tradition, and personal growth. Specifically, the analysis uncovers that English literature tends to highlight individual development and ethical awakening through the teacher-student relationship. In contrast, Kyrgyz literature emphasizes teachers as guardians of tradition and catalysts for social change. These findings provide valuable insights into how these perceptions mirror the values, aspirations, and historical narratives of their respective societies, contributing to a deeper understanding of the profound impact of education on the human experience. Looking ahead, this research not only enriches the current discourse on the portrayal of teachers in literature but also paves the way for diverse and nuanced investigations at the intersection of education, culture, and societal change. Future researchers can continue to unravel the intricate narratives that shape our understanding of the profound influence of educators within different cultural and historical contexts.