THE CONCEPT OF EDUCATION AND UPBRINGING IN CHARLES DICKENS' OLIVER TWIST AND A. DONISH'S NAVODIR-UL VAQOE: A COGNITIVE AND LINGUOCULTURAL ANALYSIS

This study examines the concept of education and upbringing in Charles Dickens’ “Oliver Twist” and Ahmad Donish’s “Navodir-ul Vaqoe” through a cognitive-linguistic and linguacultural analysis. While Dickens critiques the corruption of institutional education in Victorian England, Donish emphasizes wisdom and ethical leadership as the foundation of education in 19th-century Bukhara. Using cognitive metaphor theory and discourse analysis, this study compares how both authors construct education as a moral and intellectual process. Findings reveal that Dickens presents education as a struggle against oppression, while Donish views it as enlightenment and societal duty. Both texts employ metaphors, lexical choices, and discourse strategies to frame education within their respective cultural contexts. The study highlights universal and culturally specific aspects of education and upbringing in literature, contributing to the broader understanding of educational ideologies in different traditions.