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SOKHUMI STATE UNIVERSITY 

soxumis saxelmwifo universiteti 

ganaTleba 

saerTaSoriso perioduli Jurnali 

INTERNATIONAL PERIODICAL JOURNAL 

EDUCATION 

#2, 2010 

Tbilisi-soxumi 

Tbilisi-Sokhumi

UDC (uak) 37 

g-20 

mTavari redaqtori: 

lia axalaZe 

redaqtorebi: 

Tamar zarandia 

rusudan fifia 

Tamar SinjiaSvili 

kaxa kvaSilava 

EDITOR-IN-CHIEF: 

LIA AKHALADZE 

EDITORS: 

TAMAR ZARANDIA 

RUSUDAN PIPIA 

TAMAR SHINJIASHVILI 

KAKHA KVASHILAVA 

sarecenzio sabWo: 

joni afaqiZe (soxumis saxelmwifo universiteti, saqarTvelo), SoTa axalaia (soxumis 

saxelmwifo universiteti, saqarTvelo), omar ardaSelia (soxumis saxelmwifo universiteti, 

saqarTvelo), inga belousa (daugavas universiteti, latvia), romeo galdava (soxumis 

saxelmwifo universiteti, saqarTvelo), nana gudsmiTi (niu-iorki, aSS), stiven 

gudsmiTi (niu-iorki, aSS), eka dadiani (akaki wereTlis saxelmwifo universiteti, saqar- 

Tvelo), daviT zurabaSvili (fsiqiatriis instituti, saqarTvelo), evgenia kurSinskizingeri 

(maqs plankis instituti/hamburgi, germania), alberto de oliveira (rio-de-Janeiros 

universiteti, brazilia), daviT malazonia (ilias universiteti, saqarTvelo), 

Teimuraz papasqiri (iv. javaxiSvilis saxelobis Tbilisis saxelmwifo universiteti, saqarTvelo), 

vlada stankuniene (litvis socialuri kvlevebis instituti, litva), tariel 

futkaraZe (akaki wereTlis saxelmwifo universiteti, saqarTvelo), hans ioaxim Srami 

(bremenis universiteti, germania), beJan xorava (soxumis saxelmwifo universiteti, saqarTvelo), 

marine xubua (soxumis saxelmwifo universiteti, saqarTvelo). 

REFEREE BOARD: 

JONI APAKIDZE (Sokhumi State University, Georgia), SHOTA AKHALAIA (Sokhumi State University, 

Georgia), OMAR ARDASHELIA (Sokhumi State University, Georgia), INGA BELOUSA (Daugavpils University, 

Latvia), ROMEO GALDAVA (Sokhumi State University, Georgia), NANA GOUDSMITH (New 

York, USA), STEVEN GOUDSMITH (New York, USA), EKA DADIANI (Akaki Tsereteli State University, 

Georgia), DAVID ZURABASHVILI (Institute of Psychiatry, Georgia), ALBERTO DE OLIVEIRA (Federal 

Rural University, Brazil), EUGENIA KURZYNSKY-SINGER (Max Planck Institute/Hamburg, Germany), DA- 

VID MALAZONIA (State University of Ilia), TEIMURAZ PAPASKIRI (Tbilisi State University, Georgia), 

VLADA STANKUNIENE (Institute of Social Researches of Lithuania, Lithuania), TARIEL PUTKARADZE 

(Akaki Tsereteli State University, Georgia), HANS JOACHIM SHRAMM (University of Bremen, Germany), 

BEJAN KHORAVA(Sokhumi State University, Georgia), MARINE KHUBUA (Sokhumi State University, 

Georgia). 

menejeri: 

brolisa wulaia 

MANAGER: 

BROLISA TSULAIA 

Jurnali `ganaTleba~ (ISSN 1987-782X) gamodis weliwadSi orjer soxumis saxelmwifo 

universitetis ganaTlebis fakultetis iniciativiT, saqarTvelo 

Journal “EDUCATION” (ISSN 1987-782X) is published biannually by Sokhumi State University, 

Faculty of Education, Georgia 

© Jurnali `ganaTleba~ 

© Journal “EDUCATION”

CONTENTS = Sinaarsi 

SOCIOLOGY OF EDUCATION = ganaTlebis sociologia 

nino CixlaZe, maka jorbenaZe, nato ficxelauri ………………......... 8 

aTvlis wertilebi saqarTveloSi umaRlesi 

saeqTno ganaTlebis ganviTarebisaTvis 

Nino Chikhladze, Maka Jorbenadze, Nato Pitskhelauri ………....……...... 136 

Reference Point for Development Higher Nursing Education in Georgia 

Tamar SinjiaSvili ………..……………………………………….....….... 18 

saerTaSoriso organizaciebis roli ganaTlebis 

sistemis ganviTarebaSi 

Tamar Shinjiashvili …………………………………………......…..……...... 144 

The Role of International Organizations in the Development 

Of Education System 

PEDAGOGY, METHODICS = pedagogika, meTodika 

rusudan fifia …………………………….………………………….…..… 25 

literaturis maswavleblis momzadeba magistraturaSi 

Rusudan Pipia …………………………….…………………………...……... 149 

Training of Lecturers of Literature in Master’s Program 

brolisa wulaia ……………………………...……………………….......... 29 

bunebismetyvelebis sakiTxebi qarTul 

saskolo saxelmZRvaneloebSi 

Brolisa Tsulaia …………………………….…………………………………. 152 

Issues of Natural Science in the Georgian School Textbooks 

lela rexviaSvili ………………….…………………………………..….. 35 

klasis damrigebelis da moswavleTa TanamSromlobis 

aspeqtebi Tanamedrove skolis praqtikaSi 

Lela Rekhviashvili ………………………………………………………...…. 157 

Aspects of Cooperation Between a Class Tutor and Pupils into 

3

the Modern School Practice 

leila Serozia …………………………….…..………….………………… 40 

ramdenime rCeva axalgazrda humanist pedagogebs 

Leila Sherozia …………………………….………….………………….....… 161 

Some Advices to Young Humanist Teachers 

dali kaxiani ………………………………………………………...…...…... 44 

dawyebiT skolaSi saxviTi da gamoyenebiTi xelovnebis 

swavlebis sakiTxebi Tanamedrove moTxovnaTa WrilSi 

Dali Kakhiani …………………………….……………………….……….…. 164 

The Issues of Fine and Applied Arts Against background 

Of Modern Demands at the Primary School 

Teimuraz ormocaZe ……………………….………………….…...………. 50 

saswavlo mecadineobaTa formebis roli moswavleTa 

codnis amaRlebaSi 

Teimuraz Ormotsadze …………..……………….…………………….……. 166 

The Role of Forms of Studies in Improving Pupils’ Knowledge 

nana maisuraZe …………………………….…………….………….…..…… 53 

saswavlo teqstis sirTulis ganmsazRvreli parametrebi 

Nana Maisuradze ……………………………………..…………...………... 168 

Parameters Defining Difficulty of Educational Texts 

anzor berulava …………………………….….…………………..………. 59 

aRmzrdelobiTi muSaobis problema skolaSi 

Anzor Berulava …………………………….…………..……….……………. 173 

The Problem of Educational Work at School 

PSYCHOLOGY OF EDUCATION, PHYSIOLOGY 

ganaTlebis fsiqologia, fiziologia 

nana gudsmiTi ……………………………………….....……………..……... 62 

montesoris meTodi ganaTlebaSi 

Nana Goudsmith ……...……………………........….……………….……….. 175 

4

The Montessori Method in Education 

Tamar javaxiSvili ……………………………………….....………........… 65 

iakob gogebaSvilis `deda enis~ fsiqologiuri 

safuZvlebi 

Tamar Javakhishvili ……………………………………………………....… 177 

Psychological Basis of “Deda Ena” (Mother Language) 

Of Iakob Gogebashvili 

izolda buxuleiSvili ……………..……………………………...……... 70 

mozardebSi nebisyofis TviTaRzrdis sakiTxisaTvis 

Izolda Bukhuleishvili …………………………….……………….....…….… 181 

To the Issue on Self-education of Will in Juniors 

lali axalaZe, mixeil xananaSvili, manana CixlaZe ………..…..….... 81 

bioqimiuri maCveneblebis cvlilebebi fsiqogenuri 

stresis ganviTarebis sxvadasxva safexurze 

Lali Akhaladze, Mikheil Khananashvili, Manana Chikhladze ………...…. 189 

Biochemical Indicators Changes at the Different 

Stages of Psychogenic Stress Development 

kaxi kopaliani …………………………….……………………...…....….... 89 

liderobis roluri ganawilebis ganmsazRvreli 

faqtorebi mozardTa sportul gundebSi 

Kakhi Kopaliani …………………………….……………………….....……. 195 

Determining Factors For Leadership Role Distribution in 

Teenagers’ Sports Teams 

POLITICAL SCIENCES, HISTORY 

politikuri mecnierebani, istoria 

elguja qavTaraZe ………………………….…….…………………..…….. 95 

politikuri modernizaciis Teoriis arsi 

Elguja Kavtaradze …………………………….………………..…………… 200 

Essence of the Theory of Political Modernization 

5

omar ardaSelia ……………………………….…………………………..... 99 

nacionaluri saxelmwifos bedi globalizaciis pirobebSi 

Omar Ardashelia ……………………………….…………………..………... 203 

Fate of National State in the Globalization Conditions 

zaza wurwumia ……………………………………...…………..………….. 105 

osmaleTis imperiis qarTveli valide sulTnebi 

Zaza Tsurtsumia …………………………….………………….………..…... 208 

Georgian Valide Sultans of Ottoman Empire 

6 

LAW, ECONOMICS = samarTali, ekonomika 

Tamar zarandia …....………………………….………..………………….. 109 

recenzia profesor rolf kniperis statiaze 

„SeniSvnebi saqarTveloSi, moldaveTsa da ukrainaSi 

axali kerZosamarTlebrivi regulirebebis SeqmnisaTvis“ 

Rolf Knieper ……………..……………………………….………………...... 212 

Anmerkungen zur Neuschaffung von Privatrechtsordnungen 

in Georgien, Moldawien und der Ukraine 

giorgi rusiaSvili, nino qecbaia ………….……………...…………... 111 

saqarTvelos ekonomikis realuri mdgomareoba 

2010 wlis damdegs 

Giorgi Rusiashvili, Nino Ketsbaia ……………….………………………..... 223 

Actual Condition of Georgian Economics in the Beginning of 2010 

PHILOLOGY = filologia 

eka dadiani …………………………….……………………………......….. 115 

AV/-AM zmnur sufiqsTa gamovlenisaTvis 

imerxeul dialeqtSi 

Eka Dadiani …………………………….…………………………….…........ 226 

To Detect -AV/-AM Verbal Suffixes in Imerkhevi Dialect 

maia miqautaZe ………………………………………………………….….. 121

amdenime arqauli leqsikuri erTeulisaTvis imerxeulSi 

Maia Mikautadze ……………………………………………………….…... 228 

To Some Archaic Lexical Units in Imerkhevi Speech 

nato gulua …………………………….………………………...…....…… 125 

levan goTuas romani `miTridate~ epoqaluri 

sinamdvilis pirispir 

Nato Gulua …………………………….……………………………………... 230 

Levan Gotua’s Novel “Mithridates” Facing Epochal Reality 

maka doliZe …………………………….…………………...........…….…... 132 

qarTuli Jurnali `Cveni eri~ 

Maka Dolidze …………………………….………………………………....... 232 

The Georgian Journal “Chveni Eri” 

Zvirfaso avtorebo…………...…………….…………………...…... 235 

DEAR AUTHORS …………………………….…………………………....... 236 

7

8 


nino CixlaZe, maka jorbenaZe, nato ficxelauri 

ivane javaxiSvilis saxelobis Tbilisis 

saxelmwifo universiteti 

aTvlis wertilebi saqarTveloSi umaRlesi saeqTno 

ganaTlebis ganviTarebisaTvis 

gansakuTrebuli madlierebis grZnobiT gvinda aRvniSnoT is udidesi 

wvlili, romelic qalbatonma meri gobim Seitana saqarTveloSi umaRlesi saeqTno 

saqmis ganviTarebaSi 

saeqTno saqme warmoadgens janmrTelobis dacvis sferos momsaxurebaTa 

mniSvnelovan qvesistemas da resurss jandacvis erovnuli sistemebis 

potencialis gaZlierebisaTvis da aTaswleulis ganviTarebis 

miznebis misaRwevad. janmrTelobasTan dakavSirebul momsaxurebaTa 

speqtri gansxvavdeba qveynebis mixedviT, magram yvela qveyanaSi saeqTno 

saqme pirovnebaze orientirebuli profesiaa da moicavs: 

� pacientebze zrunvas; 

� pacientebis moTxovnilebis da samedicino Carevaze pacientebis 

reaqciis uwyvet Sefasebasa da monitorings; 

� pacientebis da sazogadoebis ganaTlebas; 

� pacientebis movlaSi xarvezebis gamovlenasa da momsaxurebis 

srulyofas; 

� momsaxurebis aRmoCenasa da koordinacias samedicino daxmarebis 

mTel diapazonSi. 

saeqTno saqme moicavs damoukidebel an jgufur saqmianobas, romlis 

ZiriTad mizans warmoadgens nebismieri asakobrivi jgufis calkeuli 

individebis, ojaxebis, mosaxleobis jgufebis an Temis janmrTelobis 

aRdgena da SenarCuneba, daavadebaTa profilaqtika, avadmyofTa, unar- 

SezRudulTa da terminalur mdgomareobaSi myof pacientTa movla. 

jandacvis msoflio organizaciis mier aRiarebulia, rom eqTnebi 

asruleben gadamwyvet da yvelaze xarjT-efeqtur rols sikvdilianobis, 

avadobisa da unarSezRudulobis Semcirebasa da janmrTeli cxovrebis 

wesis damkvidrebaSi. 

jandacvis sistemis efeqturi funqcionireba da dasaxuli miznebis 

miRweva moiTxovs kvalificiur da maRali kompetenciis mqone samedicino 

personals. jandacvis msoflio organizaciis saeqTno da sabebio 

saqmis ganmtkicebis strategiuli mimarTulebebidan erT-erTi prioritetuli 

swored eqTnebis ganaTlebaa, kerZod umaRlesi saeqTno ganaTlebis 

uzrunvelyofa da bazisuri da uwyveti profesiuli ganaTle-

is srulyofa. 

medicinaSi axali miRwevebi da mowinave teqnologiebis ganviTareba, 

samedicino momsaxurebaSi aRmocenebuli da swrafad cvalebadi 

problemebi, jandacvis sistemis reforma, sazogadoebis saWiroebebi da 

momxmarebelTa mzardi molodini-moiTxoven eqTnebisaTvis mecnierul 

mtkicebulebebze dafuZnebuli Tanamedrove moTxovnebis adeqvaturi 

codnis micemas da Sesabamisi instituciuri potencialis Seqmnas. 

eqTani aris piri, romelsac dasrulebuli aqvs sabazo saganmanaTleblo 

programa saeqTno saqmeSi da Tavis qveyanaSi gaaCnia praqtikuli 

eqTnobis kompetencia. sabazo ganaTleba saeqTno saqmeSi aris formalurad 

aRiarebuli saganmanaTleblo programa, romelic uzrunvelyofs 

praqtikuli eqTnobis safuZvlebs da aviTarebs specifikur kompetenciebs. 

pirvel doneze saganmanaTleblo programa amzadebs eqTans qceviTi, 

sabunebismetyvelo da samedicino sagnebis Seswavlis gziT warmatebuli 

praqtikisa da liderobisaTvis (evropis sabWo, 1993, leqsikoni). 

saeqTno saqme jandacis sferodan pirveli regulirebadi da praqtikuli 

disciplinaa, romelic Tuningma moicva. 

saqarTvelo Tuningis saqmianobaSi CaerTo tempusis proeqtis 

(`Tuningis midgomebis gamoyeneba saqarTvelos umaRlesi ganaTlebis 

sistemaSi~) saxiT. proeqtSi monawileobas Rebulobda evropis sxvadasxva 

qveynis aTi eqsperti da saqarTvelos Svidi umaRlesi saganmanaTleblo 

dawesebulebis asamde warmomadgeneli. proeqti ganxorcielda 

aT dargSi, maT Soris saeqTno saqmeSi. dargobriv jgufSi Sevidnen sami 

umaRlesi saganmanaTleblo dawesebulebebis warmomadgenlebi. kerZod, 

Tbilisis ivane javaxiSvilis saxelobis saxelmwifo universiteti, Tbilisis 

saxelmwifo samedicino universiteti da quTaisis akaki wereTlis 

saxelmwifo universiteti. 

zogadi kompetenciebis kiTxvaris qarTuli Targmani da SeTanxmeba 

ganxorcielda aTive dargobrivi jgufis koordinatorebis mier, xolo 

dargobrivi kiTxvarebis Targmani da SeTanxmeba ganxorcielda uSualod 

dargobriv jgufebSi, maT Soris saeqTno saqmis dargobriv jgufebSi 

(Tiuningi 2008: 125). 

saeqTno saqmis dargobrivi specifikuri kompetenciebi warmodgenilia 

Semdegi 5 ZiriTadi jgufis mixedviT (ix. cxrili #1). 

� profesiuli Rirebulebebi da roli (6 kompetencia); 

� saeqTno praqtika da klinikuri gadawyvetilebebis miReba (14 

kompetencia); 

� codna da kognituri kompetenciebi (10 kompetencia); 

� komunikacia da interpersonaluri kompetenciebi (sakomunikacio 

teqnologiebis CaTvliT) (9 kompetencia); 

� lideroba, menejmenti da jgufSi muSaoba (8 kompetencia) (Brad- 

9

cxrili #1 

1 

2 

3 

4 

5 

6 

10 

7 

8 

9 

10 

shaw 1997: 347-354). 

saeqTno saqmis dargobrivi kompetenciebi 

profesiuli Rirebulebebi da roli 

profesiuli, eTikuri da samarTlebrivi normebis konteqstSi 

saqmianobis unari, romelic pasuxobs yoveldRiuri praqtikis moralur/eTikur 

dilemebs. 

holisturi, tolerantuli, sensitiuri maneriT muSaobis unari, 

romelic uzrunvelyofs gansxvavebuli individisa da jgufis 

uflebebis, rwmenisa da survilebis gaTvaliswinebas. 

aqvs unari imuSaos janmrTelobisa da keTildReobis xelSewyobis 

da samedicino ganaTlebis sferoSi, im mosaxleobisa Tu individebisaTvis, 

Temebisa Tu jgufebisaTvis, romlebic arian daavadebulebi, 

ganicdian stress an aqvT SezRuduli SesaZlebloba. 

eqTnis pasuxismgeblobis, rolisa da funqciebis gacnobierebis 

unari. 

mosaxleobis/populaciis saWiroebebze efeqturi reagirebis unari; 

saWiroebis SemTxvevaSi arsebuli sistemis Secvlis unari mosaxleobis 

populaciis saWiroebaTa Sesabamisad. 

sakuTari profesiul ganviTarebasa da swavlaze pasuxismgeblobis 

aRebis unari, TviTSefasebaze dayrdnobiT srulyofisaken 

swrafva servisis xarisxis gaumjobesebisaTvis. 

saeqTno praqtika da klinikuri gadawyvetilebis miReba 

aqvs unari ganaxorcielos sruli da sistematuri Sefaseba pacientis 

mdgomareobis Sesabamisi meTodebis gamoyenebiT da saTanado 

fizikuri, socialuri, kulturuli, fsiqologiuri, sulieri 

da garemos faqtorebis gaTvaliswinebiT. 

riskebis efeqturi Sefasebis da Sesabamisi qmedebis ganxorcielebis 

unari. 

pacientis janmrTelobis normisa da normidan gadaxris, distresisa 

da unarSezRudulobis niSnebis amocnobisa da interpretaciis 

unari. 

aqvs unari pacientis/klientis saWiroebebze sapasuxod individualuri 

programebi dagegmos, ganaxorcielos, Seafasos mov-

11 

12 

13 

14 

15 

16 

17 

18 

19 

lis individualuri programebi pacientTan/klientTan, maTi 

ojaxis wevrebTan, aseve jandacvis Tu socialur muSakebTan 

TanamSromlobiT. 

aqvs mravalmxrivi informaciisa da monacemTa wyaroebis kritikis, 

Sefasebis, interpretirebisa da sinTezis unari pacientis 

mier gasakeTebeli arCevanis gaadvilebisaTvis. 

avlens unars gaaJReros klinikuri gadawyvetileba xarisxis 

standartisa da faqtebze damyarebuli praqtikis gaTvaliswinebiT. 

pacientis/klientis saWiroebebze sapasuxod Tanamedrove teqnologiebis 

gamoyenebis unari (magaliTad, telegadacemebi, 

multimedia, interneti). 

optimaluri movlis uzrunvelsayofad aqvs unari sworad gamoiyenos 

eqTnis unar-Cvevebi, samedicino procedurebi Tu sxva Carevebi 

saqmianobebi. 

optimaluri movlis uzrunvelsayofad iyenebs eqTnis unar-Cvevebs, 

samedicino procedurebs, sxva Carevebs/saqmianobebs da 

amavdroulad avlens pacientis/klientis Riresebis, advokatirebisa 

da konfidencialurobis dacvis unars. 



amavdroulad avlens janmrTelobisa da usafrTxoebis principebis 

(maT Soris infeqciuri daavadebebis kontroli, pirveladi 

da gadaudebeli daxmarebis procedurebis) gamoyenebis unars. 



amavdroulad avlens medikamentebisa da sxva samkurnalo saSualebebis 

usafrTxo administrirebis unars. 



amavdroulad avlens pacientis emociuri, fizikuri da personaluri 

saWiroebebis gaTvaliswinebis unars (maT Soris, yoveldRiuri 

saWiroebebisaTvis, komforti, kveba, piradi higiena, aucilebeli 

aqtivobebis ganxorcielebis xelSewyobas). 



amavdroulad avlens unars upasuxos individebis saWiroebebze 

mTeli sicocxlis ganmavlobaSi, janmrTelobisa Tu avadmyofobis 

dros (maT Soris tkivilis, unarSezRudulobis, sikvdilis 

dros). 

11

12 

20 

21 

22 

23 

24 

25 

26 

27 

28 

29 

30 

SeuZlia pacientisa da misi momvlelis, aseve ojaxis informireba, 

ganaTleba da zedamxedveloba. 

codna da kognituri kompetenciebi 

avlens saeqTno saqmis Teoriisa da praqtikis codnas, rac SeuZlia 

sworad gamoiyenos saeqTno praqtikaSi, pacientis/klientis 

movlasa da arastandartul situaciebSi. 

avlens profesiuli praqtikis arsisa da sirTuleebis Teoriul 

codnas, rac SeuZlia sworad gamoiyenos saeqTno praqtikaSi, pacientis/klientis 


avlens sabunebismetyvelo da sicocxlis Semswavleli mecnierebebis 

codnas, rac SeuZlia sworad gamoiyenos saeqTno praqtika- 

Si, pacientis/klientis movlasa da arastandartul situaciebSi. 

avlens socialuri, jandacvisa da qceviTi mecnierebebis codnas, 

rac SeuZlia sworad gamoiyenos saeqTno praqtikaSi, pacientis/klientis 


avlens eTikis, samarTlisa da humanitaruli mecnierebebis codnas, 

rac SeuZlia sworad gamoiyenos saeqTno praqtikaSi, pacientis/klientis 


avlens jandacvis teqnologiebisa da informatikis codnas, rac 

SeuZlia sworad gamoiyenos saeqTno praqtikaSi, pacientis/klientis 


avlens saerTaSoriso da erovnuli politikis codnas, rac SeuZlia 

sworad gamoiyenos saeqTno praqtikaSi, pacientis/klientis 


avlens problemis gadaWris, gadawyvetilebis miRebisa da praqtikaSi 

maTi gamoyenebis unars. 

avlens personalur da profesiul ganviTarebasTan dakavSirebuli 

Teoriebis codnas, rac xels uwyobs mis profesiul ganvi- 

Tarebas. 

avlens kvlevis principebis codnasa da praqtikaSi maTi gamoyenebis 

unars. 

komunikacia da interpersonaluri kompetenciebi 

(sakomunikacio teqnologiebis CaTvliT) 

pacientebTan, maT ojaxebTan da socialur jgufebTan, maT So-

31 ris komunikaciis problemis mqone pirebTan efeqturi komunikaciis 

unari (axali teqnologiebis gamoyenebiT). 

aqvs unari SesaZlebloba misces pacientebs da maT momvlelebs 

gamoxaton TavianTi damokidebuleba da wuxili. SeuZlia gasces 

32 Sesabamisi pasuxi maTi emociuri, socialuri, fsiqologiuri sulieri 

da fizikuri mdgomareobis gaTvaliswinebiT. 

pacientis/klientis mdgomareobis Sefasebis, perspeqtivis gan- 

33 sazRvris da araswori mkurnalobis prevenciis unari. 

pacientis konsultirebis unari, rac pacients daexmareba mdgo- 

34 mareobis gaumjobesebaSi. 

problemuri qcevis gansazRvris da marTvis unari (komunikaciis 

35 teqnikis gamoyeneba pacientis keTildReobisTvis). 

36 

37 

38 

39 

40 

41 

42 

43 

44 

45 

stresis, depresiis da mousvenrobis (SfoTvis) amocnobis unari. 

pacientis emociuri mxardaWeris da specialistis an sxva saxis 

Carevis aucileblobis gansazRvris unari. 

janmrTelobis marTvis da samedicino ganaTlebis xelSewyobis 

unari. 

Sesabamisi teqnologiebis gamoyenebiT samedicino angariSebis, 

dokumentebis da sxva masalis zustad mowodebis unari. 

lideroba, menejmenti da jgufSi muSaoba 

aqvs unari gaacnobieros, rom pacientis/klientis keTildReoba 

miiRweva jandacvis/socuzrunvelyofis gundis TiToeuli wevris 

gaerTianebuli qmedebiT da resursebiT. 

pacientis efeqturi da gaazrebuli movlisaTvis gundis koordinirebuli 

marTvis unari. 

pacientis interesebidan gamomdinare aqvs sxva eqTnebTan SeTanxmebuli 

da efeqturi muSaobis unari. 

aqvs unari imoqmedos da imuSaos SeTanxmebulad da efeqturad 

damxmare samuSao jgufTan erTad drois efeqturi da prioritetuli 

ganawilebisTvis, xarisxis standartebis gaTvaliswinebiT. 

aqvs riskis Sefasebis unari da SeuZlia aqtiurad xeli Seuwyos 

samuSao garemoSi myofi adamianebis keTildReobasa da usafrTxoebas. 

xarisxis standartebis Sesabamisad, aqvs pacientis movlis, kritikuli 

Sefasebisa da auditis unari. 

klinikur garemoSi studentebis (saeqTno da jandacva/socuz- 

13

14 

46 runvelyofis specialobis) TanamSromlebis ganaTlebis, mxarda- 

Werisa da zedamxedvelobis unari. 

jandacva/socuzrunvelyofis sistemis dafinansebis principe- 

47 bis codna da resursebis efeqturi gamoyenebis unari. 

evropuli dargobrivi kompetenciebi daedo safuZvlad saqarTveloSi 

umaRlesi saeqTno saqmis dargobrivi kompetenciebis minimalur 

standartebs: 

dargobrivi codna da gacnobiereba 

� avlens saeqTno saqmis Teoriisa da praqtikis codnas. 

� acnobierebs eqTnis pasuxismgeblobas, rolsa da funqciebs. 

� avlens jandacvis teqnologiebisa da informatikis codnas, rac 

SeuZlia sworad gamoiyenos saeqTno praqtikaSi, pacientis/klientis 


� avlens socialuri, jandacvisa da qceviTi mecnierebebis codnas, 

rac SeuZlia sworad gamoiyenos saeqTno praqtikaSi. 

� avlens eTikuri da samarTlebrivi normebis codnas. 

� avlens kvlevis principebis codnasa da praqtikaSi maTi gamoyenebis 

unars. 

� acnobierebs jandacvis/socuzrunvelyofis politikas. 

dargobrivi codnis praqtikaSi gamoyenebis unari 

� SeuZlia pacientis janmrTelobis normisa da normidan gadaxris, 

distresisa da unarSezRudulobis niSnebis amocnoba da 

interpretacia. 

� pacientis saWiroebebze sapasuxod gegmavs, axorcielebs, afasebs 

movlis saTanado da individualuri programebs pacientTan, 

misi ojaxis wevrebTan, aseve jandacvis Tu socialur mu- 

SakebTan TanamSromlobiT. 

� uzrunvelyofs pacientis optimalur movlasa Tu sxva Carevebs/saqmianobebs. 

� SeuZlia wamlebisa da sxva Terapiuli saSualebebis usafrTxo 

gamoyeneba. 

� SeuZlia riskebis efeqturi Sefaseba da Sesabamisi qmedebis ganxorcieleba. 

� avlens pacientis/klientis Rirsebis, advokatirebisa da konfidencialurobis 

dacvas. 

� SeuZlia pacientisa da misi momvlelis, aseve ojaxis informireba, 

ganaTleba da zedamxedveloba. 

� SeuZlia efeqturi komunikacia pacientebTan, maT ojaxebTan da 

socialur jgufebTan, maT Soris komunikaciis problemis mqone

pirebTan. 

� SeuZlia samedicino angariSebis, dokumentebis da sxva masalis 

zustad miwodeba Sesabamisi teqnologiebis gamoyenebiT. 

� pacientis interesebidan gamomdinare aqvs sxva eqTnebTan SeTanxmebuli 

da efeqturi muSaobis unari. 

� pacientis efeqturi da gaazrebuli movlisaTvis SeuZlia gundis 

koordinirebuli marTva. 

� icavs profesiul, eTikur da samarTlebriv normebs. 

� efeqturad reagirebs mosaxleobis/populaciis saWiroebebze. 

profesiul-akademiur literaturaSi sakmaod bevri masala moipoveba 

saeqTno saqmis bunebisa da Sinaarsis, eqTnebis kompetenciis, swavlebis, 

klinikuri swavlebisa da gadawyvetilebis miRebisa da profesiuli 

siZneleebis Sesaxeb (ICN 2003: 59). 

proeqtis farglebSi aTvlis wertilebi SemuSavda mxolod pirveli 

safexurisaTvis, saeqTno saqmeSi sabakalavro programisaTvis. 

pirveli safexuris kvalifikacia iZleva saeqTno saqmis Teoriisa 

da meTodologiis sabaziso codnas da klinikur unar-Cvevebs da amzadebs 

eqTnebs, romlebsac eqnebaT codnis praqtikaSi gamoyenebis unari 

da mosaxleobaSi arsebul da cvalebad saWiroebebze, momaval prioritetebTan 

efeqturi reagirebis da adaptirebis unari, SeZleben damoukidebel 

profesiul saqmianobas, da ganuviTardebaT mzadyofna mTeli 

cxovrebis manZilze swavlisa da uwyveti profesiuli ganviTarebisaTvis. 

saeqTno saqmis sabakalavro programaSi integrirebuli unda iyos 

Teoriuli da praqtikuli swavleba. saeqTno saqmeSi swavlebis orive 

komponenti savaldebuloa da maT Tanabari mniSvneloba aqvs. rogorc 

Teoriuli, ise praqtikuli swavleba dafuZnebuli unda iyos mecnierul 

mtkicebulebebze. 

saeqTno saqmeSi saganmanaTleblo programa unda iyos jandacvis 

politikis prioritetebisa da qveynis epidemiologiuri, demografiuli, 

socio-kulturuli Taviseburebebis relevanturi. 

sabakalavro doneze swavlebis ZiriTad sagans warmoadgens saeq- 

Tno saqmis Teoria da praqtika, garda amisa kurikulumi unda moicavdes 

swavlebas Semdegi mimarTulebebiT: 

� sazogadoebrivi jandacva, janmrTelobis xelSewyoba, pacientTa 

ganaTleba; 

� daavadebaTa epidemiologia da marTva; 

� qceviTi mecnierebebi; 

� biologiuri mecnierebebi; 

� kvleva; 

� komunikacia; 

15

� profesiuli, eTikuri da iuridiuli aspeqtebi; 

� informaciebis marTva da sainformacio teqnologiebi; 

� menejmenti, lideroba da organizeba. 

swavlebisa da swavlis meTodebi unda Seesabamebodes winaswar gansazRvrul 

swavlis Sedegebs. tradiciuli leqciebis kvaldakval gamoyenebuli 

unda iyos interaqtiuri praqtikuli mecadineobebi mcire 

jgufebSi, problemaze dafuZnebuli swavleba, seminarebi, diskusia, 

proeqtebi, jgufuri muSaoba da swavlebis sxva aqtiuri meTodebi. Teoriisa 

da praqtikis integracia da praqtikuli unarebis ganviTareba unda 

ganxorcieldes praqtikuli swavlebis procesSi, maT Soris klinikur 

garemoSi. swavlebis meTodebi mniSvnelovnad aris damokidebuli 

arsebul adamianur da materialur resursebze. praqtikuli swavlebis 

procesSi SeiZleba gamoyenebuli iyos dakvirveba, simulacia, roluri 

TamaSi, SemTxvevis analizi, muliaJebi, praqtika da treningi demonstraciebis 

oTaxSi, klinikuri unar-Cvevebis laboratoria, interaqtiurad 

kompiuteruli teqnika da videoaparatura da sxva. 

studentis warmatebebis gazomvis mizniT saWiroa Sefasebis iseTi 

strategiebis gamoyeneba, romelTa meSveobiTac SesaZlebelia imis dadgena, 

Tu rogor aiTvisa studentma Teoriuli codna da praqtikuli 

unar-Cvevebi. Sefaseba unda iyos, rogorc Semajamebeli xasiaTis, aseve 

maformirebeli (ukukavSiris mimcemi). Sefasebis procesSi SeiZleba gamoyenebuli 

iyos testireba, referati, prezentacia, gamocda, klinikuri 

unar-Cvevebis Sefaseba da sxv. 

saeqTno saqmeSi akademiuri programebis dizaini eqvemdebareba or 

evropul normatiul dokuments, romelic aregulirebs eqTnebis praqtikis 

uflebas da `zogad movlaze pasuxismgebel eqTanTa~ kvalifikacias. es 

aris 1977 wlis 27 ivnisis seqtoraluri direqtiva 77/452/EEC da 1989 wlis 

10 oqtombris direqtiva 89/595/EEC. saeqTno saqmis sxva specialobebi specifikur, 

seqtoralur direqtivebs ar eqvemdebareba, magram emorCileba 

zogad sistemur direqtivas (1988 w. 21 dekembris direqtiva 89/48/ EEC). 

evrosabWos direqtivebis Sesabamisad saeqTno saqmis sabakalavro 

programis xangrZlivoba unda iyos ara umcires 4600 saaTisa, xolo 

praqtikis xangrZlivoba- ara umcires 2300 saaTisa. 

saeqTno saqmis sabakalavro programa regulirebadi bunebis gamo 

iSviaTad monawileobs sxva programebSi, Tumca ar aris gamoricxuli arsebobdes 

erToblivi swavleba jandacvis sxva profesiebTan erTad. magaliTad, 

SesaZlebelia saeqTno saqmis studentebma isargeblon sxva samedicino 

specialobebis saganmanaTleblo programis calkeuli saswavlo 

kursebiT (qcevaTmecniereba, bioeTika, samedicino fsiqologia da sxva). 

saeqTno saqmeSi ganaTlebis xarisxis uzrunvelyofis procesSi 

gaTvaliswinebuli unda iqnes klinikuri garemos adekvaturoba mimdi- 

16

nare swavlebis procesTan, kerZod: 

� klinikuri personalis raodenoba, gamocdileba, kvalifikacia 

da Semadgenloba; 

� personalis motivacia; 

� klinikuri praqtikis kvleva; 

� raodenobrivi Tanafardoba pacienti/personali; 

� damokidebuleba klinicistebsa da pedagogebs Soris; 

� saeqTno saqmis filosofia; 

� swavlis saSualebebi/pirobebi da zedamxedveloba; 

� personalis ganviTareba; 

� pacientTa movlis xarisxi. 

amgvarad, Tuningi-saqarTvelos proeqtis farglebSi miznad daisaxa 

da SemuSavda saeqTno saqmeSi dargobrivi aTvlis wertilebi, rasac 

daefuZna umaRlesi saeqTno saqmis sauniversiteto kurikulumi, ganisazRvra 

swavlebisa da swavlis meTodebis, Sefasebis sistemis CarCoebi. 

saeqTno saqmeSi saganmanaTleblo programebma xeli unda Seuwyon 

eqTnisaTvis aucilebeli dargobrivi kompetenciebis da aseve zogadi/transferuli 

kompetenciebis ganviTarebas. 

saeqTno saqmis sabakalavro programis dasrulebis Semdeg xdeba 

akademiuri xarisxis miniWeba: saeqTno saqmis bakalavri. 

umaRlesi ganaTlebis ganviTareba saeqTno saqmeSi warmoadgens 

kompleqsur amocanas, romlis ganxorcieleba saqarTveloSi xels Seuwyobs 

maRali kompetenciebis eqTnebis gamoSvebas, rac Tavis mxriv pacientebisaTvis 

maRali samedicino momsaxurebisa da janmrTelobis 

mdgomareobis gaumjobesebis garantiaa. 

literatura: 

� Tuningi 2008: saganmanaTleblo struqturebis urTierTSewyoba 

evropaSi. Tbilisi, 2008. 

� Agan R.D. 1987: Intuitive Knowing as a Dimension of Nursing’’. Advance in 

Nursing Science. 10 (1) 63. 

� Bradshaw A.1997: ,,Defining Competency in Nursing: a Policy Review’’ Journal 

of Clinical Nursing. 6:347-354. 

� Council of Europe, 1995: The role and Education of Nurses: health and society- 

/Council of Europe. 

� Council of Europe, 1995: European Agreement on the Instruction and Education 

of Nurses/Council of Europe.ETS no 059. 

� ICN 2003: ICN Framework of the Competencies for the Generalist Nurses. ICN, 

Geneva. 

17

18 


Tamar SinjiaSvili 


saerTaSoriso organizaciebis roli ganaTlebis 

sistemis ganviTarebaSi 

saerTaSoriso organizaciebi mniSvnelovan rols asruleben sxvadasxva 

qveynis, gansakuTrebiT ki ganviTarebadi qveynebis ganaTlebis sistemis 

ganviTarebaSi. Tu XX saukunis 60-ian wlebSi saerTaSoriso organizaciebis 

mxridan am qveynebisadmi ganaTlebis mxardaWera aRiqmeboda, rogorc 

dekolonizaciis procesSi aRmoCenili saerTo saganmanaTleblo 

daxmarebis nawili, XX saukunis 70-ian da 80-ian wlebSi mimdinareobda saerTaSoriso 

gamocdilebis urTierTgaziareba. XX saukunis 90-ian wlebSi 

centralur, aRmosavleT da samxreT – aRmosavleT evropaSi, yofil postsabWoTa 

sivrceSi mimdinare movlenebma da evropis gaerTianebis procesma 

axali problemebisa da amocanebis winaSe daayena msoflio da axali 

aTaswleulis dasawyisSi saerTaSoriso organizaciebis yuradRebis gadatana 

moxda upiratesad ganaTlebis globalizaciis sakiTxebze. saerTaSoriso 

organizaciebi ganaTlebis sferoSi TanamSromloben rogorc saxelmwifo, 

aseve samoqalaqo-sazogadoebriv da sauniversiteto partnior organizaciebTan 

msoflios TiTqmis yvela kuTxeSi. 

uamrav saerTaSoriso organizaciebs Soris gansakuTrebiT aRsaniSnavia 

iunesko-s moRvaweoba ganaTlebis sferoSi. iunesko gaero-s 

specializirebuli saagentoa, romelic 1945 wels daarsda. misi mizania 

mSvidobisa da saerTaSoriso uSiSroebis interesebisaTvis xeli Seuwyos 

ganaTlebisa da kulturis gavrcelebas, mecnierebis ganviTarebas, 

adamianis uflebebisa da ZiriTad TavisuflebaTa pativiscemas rasis, 

sqesis, enisa da religiis miuxedavad (http://www.unesco.org/new/en/unesco). 

iunesko sakuTar daniSnulebas xuTi ZiriTadi programiT axorcielebs. 

esenia: ganaTleba, sabunebismetyvelo mecnierebebi, socialuri 

da humanitaruli mecnierebebi, kultura da komunikaciebi da aseve informacia. 

iunesko-s saqmianobis diapazoni moicavs sakiTxTa farTo 

wres – uwignurobasTan brZolas, ganaTlebis dafinansebasa da dagegmvas, 

ganviTarebad qveynebSi sainJinro-teqnikuri kadrebis mosamzadebeli 

centrebis Seqmnas, mecnierebis dargSi saerTaSoriso TanamSromlobis 

ganviTarebis RonisZiebebs, adamianis uflebaTa da mSvidobis 

gantkicebis problemebis kvlevas, ganaTlebis mizniT kosmosuri kav- 

Sirgabmulobis gamoyenebas. iunesko-s aqvs 6 prioritetuli mimarTu-

leba: 1) aRzrda, 2) mecniereba, 3) kultura, 4) komunikacia, 5) socialuri 

mecnierebani da ganviTareba, 6) mSvidoba da adamianis uflebebi. 

1992 wlis 7 oqtombers saqarTvelo gaxda iunesko-s sruluflebiani 

wevri. amave wels saqarTvelos sagareo saqmeTa saministrosTan Seiqmna 

iunesko-s saqmeTa komisiis samdivno, arCeuli iqna iunesko-s saqmeTa 

komisia, romelSic gawevriandnen ganaTlebis, mecnierebis, kulturisa 

da komunikaciebis dargebis TvalsaCino warmomadgenlebi da cnobili 

saxelmwifo moRvaweebi. amJamad iunesko-saqarTvelos TanamSromloba 

xorcieldeba 1995 wels xelmowerili iunesko-saqarTvelos ur- 

TierTgagebis memorandumis CarCoebSi. iunesko-m saqarTvelosaTvis 

mraval mniSvnelovan TariRTa aRniSvnaSi miiRo monawileoba (http://www- 

.mfa.gov.ge-/index.php?-lang_id=GEO&sec_id=542). 

2009 wlis 27 aprils, q. parizSi, iunesko-s Stab-binaSi saqarTvelo 

oTxi wlis vadiT arCeul iqna iunesko-s ganaTlebis saerTaSoriso biuros 

sabWosa (IBEE) da bioeTikis samTavrobaTaSoriso komitetSi (IGBC) 

(http://www.unesco.org/new/en/social-and-human-sciences/themes/bioethics/intergovernmental-bioethics-committee). 

saqarTveloSi iunesko-s 23 asocirebuli skolaa. aqedan 11 TbilisSia, 

danarCeni saqarTvelos sxvadasxva regionebSi. 2007 wlis agvistoSi 

iuneskos asocirebul skolaTa qsels SeuerTda qurTisa da avnevis 

sajaro skolebi (es saswavlo dawesebulebebi 2008 wlis agvistoSi 

rusulma aviaciam miwasTan gaaswora), sadac swavlobdnen rogorc qar- 

Tveli, ise - osi erovnebis bavSvebi. skolebs SesaZlebloba miecemaT 

mWidro urTierToba daamyaron msoflios sxva analogiuri statusis 

mqone skolebTan, aqtiuri monawileoba miiRon sxvadasxva saerTaSoriso 

RonisZiebaSi, iuneskos mxardaWeriT ganaxorcielon araerTi proeqti 

da iTanamSromlon avtoritetul saerTaSoriso organizaciasTan. 

asocirebuli skolebi axorcieleben sxvadasxva proeqtebs, iuneskos 

kompetenciaSi Semavali mTavari mimarTulebebis sferoebSi: kulturuli 

memkvidreoba, tolerantoba, ekologia, adaminaTa uflebebi da a.S. 

aseve skolebi monawileobas iReben iuneskos sxvadasxva did proeqtebSi, 

maT Soris erT erTi yvelaze cnobilia `mondialogo~, romelic miznad 

isaxavs iunesko-s wevri 37 qveynis 50-mde skolis daZmobilebas da erToblivi 

proeqtebis ganxorcielebas. 

saqarTvelos iuneskos asocirebuli skolebidan iuneskos mier Ser- 

Ceul iqna Tbilisis wm. ninos sax. 47-e sajaro skola, romelic filipinebis 

qalTa umaRles skolasTan erTad muSaobda proeqtze: `mSvidoba da 

araZaladoba~. 2010 wlis 25 Tebervlidan 2 martis CaTvliT, q. vilniusSi, 

litvis iunesko-s erovnulma komisiam Caatara saswavlo Sekreba iuneskos 

asocirebuli skolebis maswavleblebisaTvis. aRniSnul SexvedraSi 

Tbilisis, ozurgeTisa da rusTavis sajaro skolebis pedagogebTan er- 

19

Tad monawileoba miiRes litvis, somxeTis, azerbaijanisa da avstriis 

iuneskos asocirebuli skolebis pedagogebmac. Sexvedris mTavari Tema 

iyo kulturaTaSorisi dialogi. maswavleblebma gauziares erTmaneTs 

sakuTar gamocdileba am mimarTulebiT da dasaxes TanamSromlobis samomavlo 

gegmebi (http://www.mfa.gov.ge/index.php?lang_id=GEO&sec_id=545). 

2009 wlis oqtomberSi iunesko-s generaluri konferenciis 35-e 

sesiaze ganaTlebis prioritetebad ganisazRvra `ganaTleba yvelasaTvis~ 

(Education for All) programis miznebis miRweva da ganaTlebaSi globaluri 

da regionaluri liderobis uzrunvelyofa. gansakuTrebuli yuradReba 

iqneba gamaxvilebuli wignierebis, maswavlebelTa daxelovnebis 

da teqnikuri da profesiuli ganaTlebis sakiTxebze. 

gaeros ganaTlebis, mecnierebisa da kulturis organizaciis (iunesko) 

erT-erTi indeqsis mixedviT saqarTvelom wels 22-e adgilze gadainacvla. 

`ganaTleba yvelasTvis ganviTarebis indeqsis~ monacemebi 

iuneskos `ganaTleba yvelasTvis~ monitoringis angariSis nawilia. am 

angariSs iunesko 2000 wlidan gamoscems. 

2004 wlidan ki qveynebs indeqsis mixedviT sam kategoriad yofs: maRali, 

saSualo da dabali maCvenebeli. maRali maCveneblis mqone qveynebSi evropis 

qveynebTan erTad Cile, kuba, CineTi da yofili sabWoTa kavSiris qveynebi 

eqcevian. `ganaTleba yvelasTvis~ programis daniSnuleba ganviTarebad 

qveynebSi ganaTlebis xelmisawvdomobis gazrdis problemebis warmoCena da 

maTze reagirebaa. indeqsi ganaTlebis xelmisawvdomobas (EDUCATION FOR 

ALL) sxvadasxva Sedegebis mixedviT zomavs. esenia: dawyebiTi ganaTleba, 

wigniereba mozardebSi (15 wlis zemoT), genderuli Tanasworoba, ganaTlebis 

xarisxi (V klasis mixedviT). 2007 wlis monacemebis analizis Sedegad, 

romelic pirvelad axla gaxda cnobili, pirvel adgilze norvegiaa, meoreze 

iaponia, mesameze ki - germania. saqarTvelo, bolo sami wlis angariSebis 

mixedviT, maRali maCveneblis mqone qveynebs ganekuTvneba. iunesko-s is angariSi 

ki, romelic 2010 wels gamoica, 2007 wlis monacemebs eyrdnoba. wina 

wlis monacemTan SedarebiT (anu 2009 wlis angariSSi gamoqveynebulia 2006 

monacemebi), saqarTvelom me-40 adgilidan 22-e adgilze gadainacvla. 2008 

wlis angariSis mixedviT ki, saqarTvelo 28-e adgilze iyo (http://www.unesco.org/newfileadmin/MULTIMEDIA/HQ/ED/GMR/pdf/gmr2010/gmr2010-annex_1-edi.pdf). 

saerTaSoriso organizaciebs, fondebs, asociaciebs, kvleviT da 

samecniero centrebs, calkeul umaRles saswavleblebs studentebis- 

Tvis, umaRles damTavrebulTaTvis, axalgazrda mecnierebisTvis ganaTlebisa 

da swavlebis sxvadasxva programebiT gagrZelebis da kvlevebis 

mizniT dawesebuli aqvT mravali saxis granti da stipendia, maT 

Soris: programa Erasmus Mundus – evropis universitetebSi diplomis 

Semdgomi ganaTlebis miRebis stipendiebis programebi studentebisaT- 

20

vis da axalgazrda mecnierebisTvis; fordis fondis stipendiebis saerTa- 

Soriso programa – msoflios nebismier qveyanaSi sauniversiteto ganaTlebis 

Semdgomi swavlebis grantebi (stipendiebi) socialur da humanitarul 

mecnierebebSi; germaniis akademiuri gacvlebis samsaxuri (DAAD) _ 

mravali saxis stipendiebi studentebisTvis, umaRlesi ganaTlebis mqone 

da mecnieri axalgazrdebisTvis; umaRlesi ganaTlebis sferoSi saerTaSoriso 

TanamSromlobis niderlanduri organizacia Nuffic _ moklevadiani 

(6 – 24 Tviani) stipendiebis programa maRali kursebis studentebisaTvis 

da kursdamTavrebulTaTvis (garda PhD programisa); eifelis saxelobis 

stipendia warmatebuli studentebisTvis: sainJinro mecnierebebSi, 

ekonomikaSi, menejmentSi, samarTalSi, politikur mecnierebebsa da saxelmwifo 

marTvaSi; programa `koperniki~ axalgazrda ekonomistebisaTvis, 

inJinrebisaTvis da iuristebisaTvis aRmosavleTi evropidan; evraziis 

studenturi gacvliTi programa; edmund maskis samagistro programa; 

evraziis/samxreT aziis maswavlebelTa daxelovnebis programa; internet- 

Si daSvebisa da swavlebis programa; mcire grantebis programa. aseve cnobilia 

iunesko/keizo obuCis stipendia gankuTvnilia im pirebisaTvis, romlebic 

floben magistris xarisxs da survili aqvT ganaxorcielon kvlevi- 

Ti samuSaoebi sazRvargareT 3-9 Tvis ganmavlobaSi. 

aseve kidev erTi mniSvnelovani saerTaSoriso organizacia ganaTlebis 

politikis, dagegmvisa da marTvis saerTaSoriso instituti 

(EPPM), romlis misiaa, xeli Seuwyos saqarTveloSi ganaTlebis reformis 

ganxorcielebas, romelic daeyrdnoba Ria sazogadoebis principebsa 

da Rirebulebebs. instituti miznad isaxavs wvlili Seitanos: ganaTlebis 

Tanamedrove, konkurentunariani sistemis CamoyalibebaSi; ganaTlebis 

sistemis dagegmvisa da marTvis adgilobrivi potencialis ganvi- 

TarebaSi; ganaTlebis sferoSi pozitiuri sistemuri cvlilebebis ganxorcielebasa 

da ganaTlebis reformis popularizaciaSi (http://www.eppm.org.ge 

/index.php?page_id=1572&link=1572&language=2). 

aRsaniSnavia IREX-is saqmianoba. IREX warmoadgens saerTaSoriso 

arakomerciul organizacias, romelic ganaTlebis xarisxis amaRlebis, 

Tavisufali mediis gaZlierebisa da sazogadoebis pluralisturi ganviTarebis 

mxardaWeris mizniT axorcielebs inovaciur da liderul 

programebs. IREX-Si 400-mde profesionali aris dasaqmebuli msoflio 

masStabiT. IREX da misi partniori IREX Europe 50-ze met qveyanaSi 

axorcielebs sakonsultacio saqmianobas da mravalferovan programebs, 

maT Soris saqarTveloSic. 

IREX TanamSromlobs individualur pirebTan, organizaciebTan da 

mTavrobasTan ganaTlebis gaumjobesebisa da misi xelmisawvdomobis 

gazrdis mizniT. IREX-is mier SemuSavebuli programebi popularizaci- 

21

as uweven grZelvadiani ganaTlebis arsebobas sxvadasxva doneze, rogoricaa 

dawyebiTi, saSualo da umaRlesi ganaTleba, aseve Semdgomi profesiuli 

treningebi. aRniSnuli programa moicavs Semdeg sferoebs: 

� saganmanaTleblo dawesebulebebis ganviTareba, 

� maswavleblebisa da fakultetis sxva wevrebis treningi, rogorc 

winaswar, ise swavlebis procesSi, 

� kurikulumis momzadeba, 

� saerTaSoriso kvlevebis mxardaWera da profesiul stipendiebis 

uzrunvelyofa, 

� sazRvargareT swavla bakalavriatisa da magistraturis doneze, 

� saganmanaTleblo sferoSi teqnologiebis danergva. 

im programebs Soris, romelTac IREX ganaTlebis sferoSi msoflios 

masStabiT axorcielebs aRsaniSnavia: edmund maskis samagistro 

programa (Muskie); evraziis studenturi gacvliTi programa (UGRAD); 

individualuri kvlevebis SesaZleblobebis programa (IARO); evraziis- 

/samxreT aziis maswavlebelTa daxelovnebis programa (TEA); universitetis 

administraciis mxardaWeris programa (UASP) – am programaSi 

CarTulia soxumis saxelmwifo universitetic. aSS-s biznesis sferoSi 

staJirebis programa aRmosavleT evropis axalgazrda qalebisaTvis 

(http://www.irex.ge/index.php?sec_id=7&lang_id=EN). 

saqarTvelos ganaTlebis sferoSi garkveuli wvlili Seaqvs amerikis 

SeerTebuli Statebis saelCos saqarTveloSi. saelCos warmomadgenloba 

xsnis amerikul kuTxeebs saqarTvelos sxvadasxva qalaqSi. amerikuli 

kuTxe aris patara, amerikuli tipis biblioTeka, romelic ganTavsebulia 

adgilobriv partnior organizaciaSi, ZiriTadad biblioTeka- 

Si. amerikuli kuTxe aris erToblivi partnioruli proeqti, romelic 

xels uwyobs TanamSromlobas da urTierTgagebas amerikis SeerTebuli 

Statebsa da saqarTvelos Soris. amerikuli kuTxeSi ganTavsebuli inglisurenovani 

masala ufaso da Riaa yvela dainteresebuli moqalaqisTvis. 

aq ganTvsebulia wignebi, audio, video Canawerebi, amerikuli 

dokumenturi filmebi. qarTveli studentebi da maswavleblebi iReben 

informacias amerikuli kulturisa da istoriis Sesaxeb. amerikul kuTxeebSi 

imaRleben codnas amerikanistikis mimarTulebiT (http://georgia.usembassy.gov/american-corners.html). 

amerikis SeerTebuli Statebis saerTaSoriso ganviTarebis saagentos 

(USAID) mier SemuSavda ganaTlebis marTvis proeqti, romelic Seiqmna 

ganaTlebis seqtorSi menejmentis SesaZleblobebis gansaviTareblad, 

administratorebisTvis ganaTlebis marTvis saswavlo programis 

SemuSavebis meSveobiT. proeqtis miznebia: saqarTvelos instituciuri 

simZlavris grZelvadiani gaumjobeseba ganaTlebis sistemis tran- 

22

sformirebisa da ukeT marTvisaTvis; aseve menejmentis, finansebisa da 

akreditaciis sferoebis saganmanaTleblo procesebis efeqturobis 

uzrunvelyofa mecnierebisa da ganaTlebis saministros, saministros 

saganmanaTleblo saagentoebisa da ganaTlebis resurs-centerebis 

mxardaWeris meSveobiT. aRniSnuli programis ganxorcielebis vadebia 

2009w. seqtemberi - 2011w. seqtemberi (http://georgia.usaid.gov). 

saqarTvelo aqtiurad TanamSromlobs pedagogiuri swavlebis saerTaSoriso 

centrTan, romelic (CIEP) aris franguli sajaro instituti 

da eqvemdebareba safrangeTis zogadi ganaTlebisa da umaRlesi ganaTlebis 

da kvlevis saministros. misi mizania ganaTlebis sferoSi saer- 

TaSoriso TanamSromlobis gaZliereba. centri msoflioSi profesiuli 

momzadebisa da Sefasebis sferoSi Tavisi kompetenturobiTa da gamocdilebiTaa 

cnobili. aseve cnobilia ganaTlebis sferoSi mniSvnelovani 

saerTaSoriso TanamSromlobis roliT (http://www.ciep.fr/en/index.php). 

amrigad, saerTaSoriso organizaciebis wvlili xSir SemTxvevaSi 

ukiduresad mniSvnelovania erovnuli ganaTlebis sistemis ganviTarebaSi. 

isini garkveulwilad finansuri donorebis rolSi gamodian da seriozul 

daxmarebas uweven ganaTlebis sistemaSi mimdinare reformebis 

ganxorcielebas. am organizaciebis daxmarebiT saqarTvelos bevri moqalaqe 

imaRlebs codnasa da kvalifikacias msoflios wamyvan universitetebSi 

da imedia momavalSi kidev ufro gaRrmavdeba urTierToba da 

TanamSromloba saerTaSoriso organizaciebTan. 

literatura: 

� iuneskos konstitucia: http://www.unesco.org/new/en/unesco/about-us/who-we-are/history/constitution 

� mTavari movlenebi, iunesko-saqarTvelo: http://www.mfa.gov.ge/index.php?-lang_id=GEO&sec_id=542. 

� iunesko, socialuri da humanitaruli mecnierebebi, samTavrobaTaSoriso 

bioeTikis komitetis saqmianoba: http://www.unesco.org/new/en/social-and-human-sciences/themes/bioethics/intergovernmental-bioethics-committee 

� iuneskos asocirebuli skolebi: http://www.mfa.gov.ge/index.php?-lang_id=GEO&sec_id=545. 

� ganaTleba yvelasaTvis globaluri monitoringis angariSi – 

2010, ganaTleba yvelasaTvis ganviTarebis indeqsi: http://www.unesco.org/newfileadmin/MULTIMEDIA/HQ/ED/GMR/pdf/gmr2010/gmr2010-annex_1-edi.pdf. 

� ganaTlebis politikis, dagegmvisa da marTvis saerTaSoriso ins- 

23

24 

tituti, organizaciis misia: http://www.eppm.org.ge/index.php?page_id- 

=1562&link=1562&language=2 

� saerTaSoriso kvlevisa da gacvlebis sabWo, saqarTvelos ofisi, 

IREX Georgia, programebi: http://www.irex.ge/index.php?sec_id=7&lang_id=ENG 

� ganaTleba, amerikuli kuTxeebi: http://georgia.usembassy.gov/americancorners.html 

� pedagogiuri swavlebis saerTaSoriso centris Sesaxeb: http://www- 

.ciep.fr/en/index.php 

� ganaTlebis marTvis proeqtebi: http://georgia.usaid.gov.


rusudan fifia 


literaturis maswavleblis momzadeba magistraturaSi 

maswavleblis profesia saxelmwifom regulirebad profesiad 

gamoacxada. es niSnavs, rom maswavlebloba erT-erTi umniSvnelovanesi 

profesiaa da igi saxelmwifo doneze unda daregulirdes. aseTi 

midgomiT saxelmwifom Tavis moqalaqeTa winaSe valdebuleba aiRo 

yvela bavSvisaTvis uzrunvelyos kvalificiuri maswavleblebisgan 

xarisxiani ganaTlebis miRebis SesaZlebloba. imisaTvis, rom sazogadoebas 

ukeTesi skola hqondes, aucilebelia iq mivides erudirebuli, 

Tanamedrove codniTa da meToduri siaxleebiT SeiaraRebuli 

maswavlebeli. ganaTlebis fakultetze sabazo da saSualo skolis 

mSobliuri enisa da literaturis maswavlebelTa momzadeba saganmanaTleblo 

sferoSi mimdinare cvlilebebis fonze unda gaviazroT. 

cnobilia, rom magistraturis daniSnulebaa gauumjobesos momaval 

maswavlebels kvlevis unar-Cvevebi, raTa man SemdgomSi skolaSi moswavleebs 

aswavlos analizsa da sinTezze damyarebuli muSaoba. 

Cvens irgvliv arsebuli realoba yvelasgan erTnairad moiTxovs 

sakuTar cnobierebaSi davnergoT swavlisa da swavlebis is axali Teoriebi, 

romlebic SemdgomSi miRebuli codnis gamoyenebasa da praqtikul 

gaazrebaSi dagvexmareba. dRes, ise rogorc arasdros, mwvaved 

dadga moswavleTa, studentTa da maswavlebelTa wignierebis deficitis 

problema. informaciebisa da teqnlogiebis ganviTarebis epoqaSi 

TiTqos daikarga is umTavresi Rirebulebebi, rasac sazogadoebis 

wignierebisa da ganaTlebulobis sazomad vTvlidiT. ganaTlebis 

specialobis magistraturis safexuris studentebma, romlebic saSualo 

skolis maRali safexuris qarTuli enisa da literaturis maswavleblobas 

gadawyveten, orientirad unda aiRon is uaxlesi meToduri 

midgomebi swavlebisadmi, romelsac am bolo wlebis ganmavlobaSi 

nergaven saqarTvelos ganaTlebis saministrosTan arsebuli 

erovnuli saswavlo gegmebisa da Sefasebis da maswavlebelTa profesiuli 

ganviTarebis centrebi. axleburi midgoma saskolo swavlebis 

sistemisadmi moiTxovs Teoriul da praqtikul momzadebas jer kidev 

studentobidanve. rogorc cnobilia, Teoria da praqtika SesaZloa 

cal-calke darCes maSinac ki, roca studentebi amTavreben universitets 

Tu swavlis ganmavlobaSi ar yofila specialuri Zalisxmeva maT 

SesabamisobaSi mosayvanad. 

25

Tanamedrove amerikeli mecnieri devid perkinsi migviTiTebs, 

rom „sajaro skolebs udidesi pasuxismgebloba akisriaT – gansxvavebuli 

miswrafebebis, niWis, azrovnebis, qcevis, sabaziso codnisa da 

Sinagani samyaros adamianTaTvis saTanado ganaTlebis micema. skola 

iseTive saocrebaa, rogorc naTura – Cveni yoveldRiuri cxovrebis 

ganuyofeli da Cveuli nawili, magram istoriuli TvalsazrisiT, Tavisi 

daniSnulebiTa da amocanebiT, sakmaod axali da egzotikuri“ 

(perkinsi 2007: 9-10). Zalian xSirad am dawesebulebaSi aswavlian Zveli, 

dadgenili meTodebiT da rogorc mkvlevari aRniSnavs, xarvezi 

codnaSi ki ara, mis gamoyenebaSi gvaqvs. 

swavlebisadmi tradiciuli midgomisagan gansxvavebiT, sadac 

maswavleblis mizania dadgenili saswavlo programis realizacia, 

moswavleze orientirebul midgomaSi mTavaria TiToeuli moswavlis 

„stilis“ gaxsna da ganviTareba. Tu tradiciuli midgomisas maswavlebeli, 

saxelmZRvanelosTan erTad, iyo codnis mTavari da kompetenturi 

wyaro, axali midgomis pirobebSi maswavlebeli upiratesad aris 

moswavleTa damoukidebeli, aqtiuri SemecnebiTi moqmedebis organizatori, 

maTi kompetenturi konsultanti da asistenti; Tu tradiciuli 

midgomisas, maswavlebeli iyo moswavleTa Semecnebis makontrolebeli 

subieqti, axali midgomis pirobebSi moswavleTa Sefasebisas 

misi profesiuli unar-Cvevebi ZiriTadad mimarTulia moqmedebis diagnostikaze. 

imisaTvis, rom kvalificiuri moqmedebiT droulad aRmoifxvras 

Semecnebis sirTuleebi Tu codnis gamoyenebis problemebi. 

es roli maswavleblisaTvis bevrad rTulia, vidre tradiciuli 

swavlebisas da gacilebiT met ostatobas moiTxovs. 

momavalma qarTuli enisa da literaturis maswavlebelma unda 

icodes, rom is iqneba megzuri xelovnebis sferoSic. „xelovnebisa da 

humanitaruli mecnierebebis roli ara mxolod adamianis individualuri 

ganviTarebis, aramed qveynis ganviTarebis mimarTulebebis gansazRvris 

da, Sesabamisad, misi politikuri, ekonomikuri da socialuri 

mowyobisTvisac mniSvnelovania“ (samniaSvili 2008: 47). momavalma 

maswavlebelma universitetSive unda iswavlos mxatvruli teqstis 

analizis uaxlesi mimarTulebebi, interteqstualuri da diskursiuli 

azrovnebis unar - CvevaTa Camoyalibebis Tanamedrove dasavluri 

tendenciebi da qarTul niadagze maTi danergvis SesaZlo gzebi da sa- 

Sualebebi. magistrantebs unda davexmaroT qarTuli mwerlobis 

msoflio konteqstSi gaazrebaSi. 

saswavlo kursi gulisxmobs magistrantTa profesiul ganviTarebas 

im mizniT, rom maT saswavlo procesi gaiazron axleburad, warmarTon 

igi Tanamedrove saganmanaTleblo teqnologiebis Sesabamisad. 

literaturis swavlebis Tanamedrove standartebis Sesabamisi 

26

meTodikisa da praqtikaSi maTi danergvis gzebis gaazreba, Tanamedrove 

literaturaTmcodneobiTi informaciisa da Teoriuli tendenciebis 

axleburi aspeqtebis Seswavla da literaturis swavlebisas 

Sedegze orientireba miiRweva tradiciul da Tanamedrove meTodur 

mimarTulebaTa integrirebiT. ganaTlebis reforma gulisxmobs skolebSi 

qarTuli enisa da literaturis swavlebis meTodikaSi arsebuli 

moTxovnebis Secvlas. Tanamedrove pedagogi aucileblad unda 

flobdes gakveTilis Catarebis axlebur meTodikas, raSic mas unda 

daexmaros dReisaTvis arsebuli mdidari meTodikuri literatura. 

programis farglebSi Seiswavleba: swavlebis saSualebaTa 

analizi; adamianuri resursebis gamoyeneba; profesiuli ganviTarebis 

gzebis dasaxva; erovnuli saswavlo gegmis ZiriTadi principebis 

interpretaciis gzebi; Tanamedrove literaturuli Teoriebi da ma- 

Ti meTodologiebi; literaturis swavlebis interteqstualuri aspeqtebi; 

meTodologiuri koncefciebi da mimdinareobebi; teqstis 

gagebisa da interpretaciis Teoria da praqtika; mxatvruli teqstis 

gageba da TviTgamoxatva; mxatvruli teqstis organizaciuli Tavisebureba; 

qarTuli literaturis ZiriTadi etapebi; periodizaciis Tanamedrove 

Teoriebi; qarTuli sasuliero mwerlobis swavlebis meTodologiuri 

safuZvlebi; Sua saukuneebis literaturis sinkretizmi 

da monumentalizmi „saxe-ideisa“ da „saxe-xasiaTis“ cnebebi; qarTuli 

mwerloba msoflio literaturis konteqstSi; tipologiuri mimar- 

Tulebebi; semantikuri gansazRvrebis ontologiuri safuZvlebi; sajaro 

gamosvlis momzadebis strategiis gamoyeneba inter-teqstualuri 

da inter-disciplinaruli swavlebisas; zepirmetyvelebis 

efeqturi gamoyeneba; Janris, epoqis da kulturis, mxatvruli teqstis 

kompoziciuri Taviseburebebis, struqturuli elementebis gansazRvra 

XX saukunis literaturuli procesebis gaTvaliswinebiT; 

literaturul mimdinareobaTa konceptualuri analizi; weris unarebis 

ganviTareba; xerxebi, meTodebi, strategiebi; Secdomebis gaanalizeba; 

literaturuli teqstis weriTi analizi; uaxlesi literaturuli 

mimdinareobani da maTi swavlebis meTodologiuri safuZvlebi; 

Tanamedrove mimdinareobisa da strategiebis analizi; Sefasebis 

Tanamedrove sistemebi; Sefasebis tipebi. 

swavlebis axali meTodebi problemaze dafuZnebul swavlebas 

gvTavazoben, sadac sakiTxebi unda gaiazron moswavleebma. aseTi midgoma 

ar niSnavs imas, rom Sinaarsobrivi codna mniSvnelovani ar aris. adamianis 

mier dagrovili soliduri codna unda daemyaros azrovnebas da 

analizs. Tanamedrove swavleba savsea arCevaniT, moswavlesa da maswavlebels 

SeuZliaT iyon wignierni da codnis kargi momxmarebelni. rogorc 

uaxlesi erovnuli saswavlo gegmiTaa gaTvaliswinebuli „qar- 

27

Tuli enisa da literaturis sagnobrivi jgufis mizania gamoumuSavos 

moswavles literaturuli memkvidreobisadmi pativiscema, Seayvaros 

kiTxva, xeli Seuwyos mxatvruli nawarmoebis esTetikuri aRqmisa 

da Sefasebis unaris Camoyalibebas“ (erovnuli saswavlo gegma 

2010: 38). Sesabamisad, qarTuli enisa da literaturis maswavlebels 

moeTxoveba: literaturul teqstebSi asaxuli ama Tu im epoqisaTvis 

damaxasiaTebeli specifikuri ideebisa Tu problematikis codna; 

garda amisa mas unda hqondes, erTi mxriv, literaturul procesze 

epoqis Taviseburebebisa da, meores mxriv, mxatvruli Semoqmedebis 

sazogadoebriv cnobierebaze zegavlenis wvdomis unari. 

samagistro programis daniSnulebaa moamzados Tanamedrove 

maswavlebeli, romelic uzrunvelyofs moswavleTa akademiur warmatebasa 

da pozitiur qcevas. ukanasknel aTwleulebSi fsiqologiaSi, 

anTropologiaSi, lingvistikaSi, neirofiziologiasa da sxva mecnierebebSi 

Catarebuli kvlevebis safuZvelze pedagogiurma Teoriam da 

praqtikam mniSvnelovani cvlilebebi ganicades. Tu adre Tanamedrove 

maswavleblis saqmianoba xelovanis ostatobasTan iyo gaigivebuli, 

dRes maswavleblis profesia ufro „Seswavladi“ gaxda (maZieblis saxelmZRvanelo 

2010: 18). maswavleblis profesia ufro mzardi moTxovnilebebis 

winaSe dadga, rac maRali donis kompetencias moiTxovs. 

Sesabamisad, qarTuli enisa da literaturis maswavleblis momzadeba 

pirovnebis profesiuli saqmianobis daxvewis aucilebeli elementia. 

universitetis studentisaTvis cal-calke ar unda darCes Teoria 

da praqtika interaqtiuri swavleba-swavlis sakiTxebSi. gansakuTrebuli 

Zalisxmevaa saWiro imisaTvis, rom codna SesabamisobaSi 

moviyvanoT saklaso oTaxSi arsebul realobasTan. gasaTvaliswinebelia, 

rom daxelovnebul maswavlebelTa erT-erTi mTavari ganmasxvavebeli 

niSania maTi gonebis Tvisebebisa da ganwyoba-damokidebulebis 

erToblioba, rac Zalmosils xdis maT Sinagani mzaobiT gamoexmauron 

saklaso oTaxis dinamikas da bavSvebis uamrav saWiroebas. 

„dRes maswavlebloba gmirobis tolfasia“, - Tqva praqtikosma 

pedagogma da marTlac, universitetma unda Caunergos studentebs am 

gmirobisken swrafvis survili. ganuviTaros maT is praqtikuli da 

Teoriuli unar-Cvevebi, rac am gmirobis gzaze megzurad gahyveba. 

literatura: 

� perkinsi 2007: devid perkinsi, gonivruli skolebi. Tbilisi. 2007. 

� samniaSvili 2008: lela samniaSvili, risTvis vaswavliT literaturas? 

maswavlebelTa profesiuli centris gamocema „maswavlebeli“. #2. Tbilisi. 

2008. 

� erovnuli saswavlo gegma 2010: erovnuli saswavlo gegma. Tbilisi. 2010. 

� maZieblis saxelmZRvanelo 2010: maZieblis saxelmZRvanelo. Tb. 2010. 

28


brolisa wulaia 


bunebismetyvelebis sakiTxebi qarTul saskolo 

saxelmZRvaneloebSi 

dawyebiT klasebSi bunebismetyvelebis swavlebasa da mis maswavlebels 

sapatio da sapasuxismgeblo misia akisria, radgan swored am 

periodSi dgams bavSvi pirvel nabijebs garemomcveli samyaros Secnobisaken; 

xdeba moswavlis Tvalsawieris gafarToeba, kvlevis, siaxle- 

Ta aRmoCenisa da Secnobis mimarT interesis gaRviveba (elbaqiZe 

2010:27). da radgan buneba adamianis Semecnebisa da silamazis aRqmis ZiriTadi 

wyaroa, bavSvebi bunebis wiaRsa da mis garemomcvel samyaroSi 

eZeben siaxleebs, unviTardebaT siRrmiseuli kvleva-Ziebis survili. 

skolaSi Semosul moswavles garkveuli Sexedulebebi gaaCnia 

samyaros Sesaxeb, maswavlebeli unda Seecados am Sexedulebebs kritikulad 

miudges, raTa moswavlem saTanadod SeZlos gaiazros axali 

cnebebi da informacia (donovani 2010:73). aRniSnuli cnebebisa da informaciis 

Seswavlis procesSi udidesi mniSvneloba aqvs bunebismetyvelebis 

maswavleblis mier gakveTilis sainteresod Catarebis 

meTods. dRes yvelaze gavrcelebuli da efeqturi meTodebia eqskursia 

da eqspedicia, cda da eqsperimenti, sxva saxis praqtikuli samuSaoebi 

(elbaqiZe 2010:27). aRniSnuli meTodebi moswavles exmareba gaicnos 

bunebis obieqtebis Tvisebebi da bunebis movlenebis arsi. darwmunebuli 

var aRniSnuli meTodebi moswavles Camouyalibebs bunebis 

obieqtebisa da movlenaTa Sesaxeb realuri cnebebis Camoyalibebis, 

informaciis Segrovebis, ganzogadebis, Sedarebis, analizisa da daskvnebis 

gakeTebis unar-Cvevebs (elbaqiZe 2010:28). miuxedavad zemoT- 

CamoTvlili meTodebisa, bunebisadmi gansakuTrebuli damokidebulebisa 

da siyvarulis Camoyalibebas gansakuTrebiT uwyobs xels literaturuli 

nawarmoebebi, romlebic ase uxvad gamoiyena iakob gogebaSvilma 

saskolo saxelmZRvaneloebSi. 

qarTuli mecnieruli pedagogikisa da meTodikis fuZemdebelma 

iakob gogebaSvilma icoda, rom skola Camoyalibebis pirvelive dReebidan 

or sakacobrio mizans emsaxureba. esaa: a) bavSvTa, mozardTa 

codniT SeiaraReba da b) maTi aRzrda jansaRi adamianuri TvisebebiT. 

am miznebis misaRwevad maswavlebelTan erTad didi movaleoba akisria 

saskolo saxelmZRvaneloebs, romlebSic warmodgenilia rogorc 

meToduri, aseve saswavlo-saaRmzrdelo muSaobis Sinaarsi. 

29

mimaCnia, rom saskolo saxelmZRvaneloebSi Setanili unda iyos 

iseTi poetebisa da mwerlebis nawarmoebebi, romlebic TavianT nawarmoebebSi 

gvixataven bunebis SesaniSnav suraTebs. magaliTad, qar- 

Tuli mwerlobis klasikosi vaJa-fSavela im mgosanTagania, romelmac 

Tavis SemoqmedebaSi buneba adamianiviT aalaparaka. swored aman ganapiroba, 

rom mis Semoqmedebas gansakuTrebuli adgili ekava dawyebiTi 

klasebis saxelmZRvaneloebSi. dRes Cven unda movaxdinoT tradiciulisa 

da inovaciuris Serwyma qarTul saganmanaTleblo politikaSi, 

anu is rac dadebiTi da amave dros aprobirebuli iyo bunebismetyvelebis 

qarTul saskolo saxelmZRvaneloebSi aucileblad gaTvaliswinebuli 

unda iyos dResac. dawyebiTi klasis saxelmZRvaneloTa avtorebma 

didi yuradReba unda dauTmon bavSvebSi bunebis siyvarulis 

aRzrdas. bunebasTan kavSirSi masalis Seswavla uzrunvelyofs moswavleebis 

esTetikur aRzrdas. izrdeba bavSvebSi humanuri damokidebuleba 

florisa da faunis mimarT da amas didi mniSvneloba aqvs ke- 

TilSobili adamianuri Tvisebebis CamoyalibebisaTvis. 

dawyebiTi klasebis saskolo saxelmZRvaneloebSi sabavSvo 

moTxrobebis CarTva rogorc Cans aprobirebuli da gamocdili meTodia 

dasavlur saganmanaTleblo sistemisaTvis (donovani 2010:74). er- 

T-erT dasavlel mkvlevars sailustraciod mohyavs leo lionis 

moTxroba Tevzisa da frinvelebis Sesaxeb da askvnis, rom bavSvebSi 

axali Sexedulebebi arsebuli Sexedulebebisa da gamocdilebis safuZvelze 

yalibdeba (donovani 2010:75), amitom aucilebelia garemomcveli 

samyaros Secnoba bavSvma martivi tipis moTxrobebiT daiwyos, 

romlebSic mocemuli iqneba cxovelTa samyaro. msgavsi meTodi 

araerTxel iyo gamoyenebuli qarTul saskolo saxelmZRvaneloeb- 

Sic. magaliTad, iakob gogebaSvilis „deda enasa“ da „bunebis karSi“. 

bunebisadmi gansakuTrebuli siyvaruli Cans, aseve vaJa fSavelas 

„Svlis nukris naambobSi“. cnobilia, rom genialuri qarTveli mwerali 

vaJa fSavela Tavis nawarmoebebSi mTeli STagonebiT xatavda bunebis 

panoramas, bunebis Svilebis Sinagan mdgomareobasa da TviT mwerlis 

humanur damokidebulebas bunebisadmi. am mxriv gansakuTrebiT 

damaxasiaTebelia vaJa fSavelas moTxroba „Svlis nukris naambobi“. 

sagulisxmoa, rom garemomcveli samyarosadmi didi siyvaruliT gam- 

Tbari es patara moTxroba pirveli striqonebidanve mTlianad ipyrobs 

mkiTxvelis guls. 

„pawawa var, oboli. bedma damibriyva: cud dros davobldi. tanze 

macvia patara, mokle bewviani, TeTri TvlebiT mowinwkluli Txeli 

qaTibi. jer rqebi da kbilebi ar amomsvlia, Cliqebic ar gammagrebia. 

gza-dakarguli davdivar. ai daxedeT Cems sisxlian fexsa. es wylis dasalevad 

rom Cavedi xevSi, maSin vitkine. guli miwuxs... guli, sabralo 

30

dedaCemi! manam deda myavda cocxali, sul alersSi vyavdi: ZuZus mawovebda, 

mealerseboda, mafrTxilebda. raRa meSveleba me sabralos 

exla! ZuZus aRar vwov mxolod balaxis namsa vsutav diliT da saRamo- 

Ti, rodesac namia, da rZis ndomas imiTi viklav. upatrono rom var, 

sul meSinian, vkankaleb, mudam dRe sikvdils veli, gza areuli davexetebi. 

RmerTo, ramdeni mteri gvyavs!“ (vaJa fSavela). moTxrobaSi er- 

TmaneTs cvlis gulSiCamwvdomi suraTebi utyvi dedaSviluri alersisa 

da Rrma adamianuri grZnoba gveufleba oboli, sacodavi Svlisadmi. 

kacTa gulqvaobis sazareli suraTebia: sisxlidan dawretili 

deda-Svili da lega Coxis kalTebakecili axalgazrda monadire, Semzarav 

sikvdils rom aRtkinebuli SeZaxiliT „gaumarjos“ xvdeba; 

upatronod STenili nukri, didroni wyliani TvalebiT da ucnauri 

silamaziT aRbeWdili didi wamwamebiT, da bolos nukris qviTini – 

„var oboli, da vin icis, vin daepatroneba, vin SeiRebavs Cemi sisxliT 

xelebs?!“ – mZafr zegavlenas axdens bavSvebis sulze da gana marto 

bavSvis sulze! 

Svlis nukris emociuri zegavlenis Zala maRali da Zalze 

efeqturia, erTi pedagogi aRniSnavda, rom bavSvebs sunTqva ekvriT, 

cremli axrCobT, namdvilad codoni ariano. magram iakob gogebaSvili 

aRniSnavs, ras vizamT, Jan Jak rusosi ar iyos, siymawvileSi miRebuli 

Rrma da mZime gancdebi saimedo Tavdebia adamianobisa. 

sabunebismetyvelo masalebis aseT Zlier emociur JReradobas 

udidesi mniSvneloba aqvs moswavlis emociuri garemos srulyofisaTvis. 

vaJa fSavela da iakob gogebaSvili kargad icnobdnen bavSvis 

bunebas da TviTonac daxvewili gemovnebiT gamoirCeodnen. iakob gogebaSvilis 

nawarmoebebSi mkafiod Cans is esTetika, romelic adamians 

samyarosadmi humanur damokidebulebas Camouyalibebs da romelsac 

adamianis ymawvilobis periodSi unda Caeyaros safuZveli. 

ormocdaaTi weli moRvaweobda iakob gogebaSvili, raTa qar- 

Tul skolas warmatebiT Seeswavla buneba. skolam unda SeZlos im zomiT 

uzrunvelyos moswavleebi sabunebismetyvelo codniT, rom maT 

ara marto gaikvlion gza mecnieruli bunebismetyvelebisaken, aramed 

Rrmad ganimsWvalon misi siyvaruliTa da safuZvlianad Seswavlis interesiT. 

Cvens samSoblos, saqarTvelos namdvilad aqvs ufleba iamayos 

imiT, rom bunebas, Cveni madlisa da sikeTis wyaros, uamravi didi qomagi, 

mexotbe da mzrunveli hyavda da hyavs. am TvalsazrisiT namdvilad 

saamayoa vaJa-fSavelasa da iakob gogebaSvilis saxelebi. buneba- 

Si arsebul kanonzomierebasa da wonasworobas vaJa-fSavelam Taviseburi 

Sefaseba misca: 

„buneba mbrZanebelia, 

31

igiv monaa Tavisa, 

zogjer sikeTes ixveWavs, 

zogjer mqnelia avisa; 

erTjerad mtvirTveli aris 

saqmis TeTris da Savisa; 

saca pirimzes axarebs 

iqve mTxrelia zvavisa“. 

ra originalurad aris am striqonebSi asaxuli bunebaSi arsebuli 

mravalferovneba da dapirispireba. ramdenad Rrmad unda yofiliyo 

Canergili vaJas gulSi, ara marto gulSi, aramed mis mTel arsebaSi bunebisadmi 

siyvaruli, rom ase Tamamad, ase laRad eTqva – „nisli fiqria 

mTebisa“, aseTi gasaocrad gulwrfeli natvriT miemarTa maTTvis - 

„ratom ar mReriT, mTebo!“ moesmina da Seesmina mTebis guliscema da 

nislebis simRera: „ra yurma unda gauZlos im mTebis gulis Zgerasa“. 

„xevze modian nislebi, 

gaCqarebulni mReriTa“. 

„quCi“, „ia“, „bunebis mgosnebi“, „xmeli wifeli“, „Svlis nukris naambobi“ 

quCis saubari kldesTan - „kldeo! gana rom Sena xar Cemi dedmama, 

Cemi mcveli da patroni? - me var nu geSinian Savbnelo“... vaJas 

vedreba - „miwav, Sen gebarebodes, es Cemi turfa iao, Sen upatrone em- 

Soble, rogoric Seni zneao“! ramdeni siyvaruli, sevda, mzrunveloba 

aris Caqsovili am striqonebSi. sisxliT dasvrili monadiris dana, momakvdavi 

Svlis sveli, umweo Tvalebi, daoblebuli da martodSTenili 

nukris daCeCqvili Cliqebi - ai, adamianTa codvis umZimesi Sedegi, 

samaradiso braldeba adamianTa gvaris da kacTa araadamianuri gulqvaobis 

mimarT. Tavis mxriv, es moTxroba iseTi saCuqaria bavSvebSi 

bunebisadmi spetaki, STagonebuli siyvarulis suliskveTebis CanergvisaTvis, 

romelic veraviTar sxva pedagogiur da meTodologiur 

Zalisxmevas ver Seedreba. 

bunebisadmi adamianis maRalgonivruli damokidebulebis idea 

qarTul skolaSi iakob gogebaSvilma Semoitana da es idea Cveulebrivi 

didaqtikuri rigis movlenidan, moralur-pedagogiuri sibrZnis 

donemde aamaRla. iakob gogebaSvili energiul saqmianobas eweoda saimisod, 

raTa moswavle axalgazrdobaSi da xalxis farTo fenebSi Caenerga 

bunebis siyvaruli, gaeRvivebina maTSi movlisa da dacvis Segneba. 

„bunebis karis“ winasityvaobaSi igi werda: „saqarTvelos buneba 

iseTi mdidaria da mravalferovani rom evropis buneba masTan axlosac 

ar mova. magram Cven am mdidari bunebisa araferi gagvegeba, ukuRmarTi 

aRzrdis wyalobiT. amis gamo Cvens bunebas epatronebian ucxoelni, 

SeiaraRebulni realuri codniT, iZenen auarebel qonebas da 

Cven ki xaxa-mSralebi vrCebiT“ (obolaZe 1999: 27). 

32

wlebis manZilze iakobi gulmodgined iRwvoda, raTa moswavleebisaTvis 

ufro mimzidveli gaexada „bunebis kari“. misi Sedgenisas, 

werda igi: „gverdi avuqcieT imisTana mSrals mxareebs sagnebisa, rogoric 

aris klasifikacia mcenareebisa da cxoveleebisa da maTi anatomiuri 

agebuleba, rac Seadgens pirdapir sagans bunebismetyvelebis 

saxelmZRvanelosas. samagierod, didi yuradReba mivaqcieT mas, 

Tu ra damokidebuleba arsebobs mcenareTa da adamianTa Soris, rogor 

cxovrobs cxoveli, rogor ibrZvis arsebobisaTvis, ra adgili 

uWiravs bunebaSi, ra damokidebuleba aqvs sxva cxovelebTan da metadre 

adamianTan da TviT Tavis samSoblosTan“ (gogebaSvili 1912:44). 

iakobi did sifrTxeles iCenda saswavlo masalis SerCevisas: „sabunebismetyvelo 

werilebi Sedgenilia Cven mier saukeTeso wyaroebis mixedviT, 

rogorc magaliTad, „vestnik estestvennix nauk“, Txzulebani: 

bremisa, karfoxtisa, bagdanoviCisa, vagnerisa da kidev sxvebisa“. igi 

did zrunvas iCenda, raTa gaeadvilebina da mimzidveli gaexada moswavleebisaTvis 

masalebis aTviseba. am mizniT, werda: „Cvens werilebs 

miveciT umetes nawilad moTxrobiTi forma, romelic erTi orad da 

samad uadvilebs moswavleT sagnis SeTvisebasa“ (gogebaSvili 1912:45). 

„bunebis karSi“ marTlac misawvdomad iyo warmodgenili masalebi 

garemomcveli bunebisa da adamianTa keTilReobisaTvis maTi gamoyenebis 

Sesaxeb, rasac iakobi skolis usaWiroessa da upirveles saqmed 

Tvlida. amiT iyo gamowveuli am saxelmZRvanelos sistematurad 

gamdidreba sabunebismetyvelo masalebiT. iakob gogebaSvili Seunelebeli 

interesiT swavlobda bunebaTmcodneobaSi mopovebul miRwevebs 

da maRali pasuxismgeblobiT ekideboda maT SerCevasa da didaqtikuri 

TvalsazrisiT faqizad damuSavebas. 

bunebis mimarT adamianTa damokidebulebaze dakvirvebis, am sakiTxze 

mowinave azrebis Seswavlisa da bavSvis ganviTarebis kanonzomierebaTa 

gaTvaliswinebiT, iakob gogebaSvilma Seqmna Tanmimdevrulad 

mwyobri pedagogiuri sistema. am sistemam organulad SeauRla erTmaneTTan 

grZnobadi, cnobadi, SromiTi da esTetikuri sawyisebi. es imas 

niSnavs, rom bunebasTan adamianTa sworad damokidebulebis aRzrdas 

mkvidrad unda daemyaros saTanadod SerCeuli saswavlo masalis miwodeba 

bavSvebisaTvis (elbaqiZe 1999:27). iakob gogebaSvilis, rogorc bunebismetyvelisa 

da qarTuli skolis erT-erTi fuZemdeblis Sesaxeb 

Cven ukve erTxel vwerdiT, Tu raoden didi Sroma gaswia man Seeswavla 

maSindel evropul skolebSi arsebuli mdgomareoba bunebis sakiTxebis 

SeswavlasTan dakavSirebiT. mxolod amis Semdeg SeZlo man gavlena moexdina 

da qarTul saskolo saxelmZRvaneloebSi bunebis sakiTxebi wina 

planze wamoewia da ganeviTarebina (wulaia 2009:83-86). 

cxadia, dRevandel pirobebSi bunebismetyvelebis sferoSi ia- 

33

kob gogebaSvilis mier XIX saukunis bolos SemuSavebuli memkvidreoba 

sakmarisi aRaraa qarTuli saskolo saxelmZRvaneloebisaTvis. 

amitom aris, rom amJamad Cvens winaSe mTeli simwvaviT dgas bunebis 

dacvis RonisZiebaTa qmediTi sistemis SemuSavebis amocana, magram es 

faqti rodi niSnavs iakob gogebaSvilis memkvidreobasa da gamocdilebaze 

uaris Tqmas, an vaJa fSavelas SesaniSnavi Txzulebebis gverdze 

gadadebas, Cven unda SevZloT da am mdidar tradiciaze dayrdnobiT 

siaxleebi davnergoT bunebismetyvelebis saskolo saxelmZRvaneloebSi. 

rogorc iakob gogebaSvili ityoda „ostatobiTa da siadviliT“ 

gavamdidroT moswavleTa goneba, vaswavloT „zedmiwevniT bunebis 

ZalTa moxmareba“ da avavsoT bavSvebis gulebi „maRali adamianuri 

grZnobebiT“ (gogebaSvili 1990:229; inasariZe 2009:6). dRevandeli 

skolis umTavresi funqciac xom is aris, rom Camoayalibos moswavle 

samoqalaqo Rirebulebebis matarebel pirovnebad, romelsac gaazrebuli 

aqvs Tavisi movaleobebi kacobriobisa da bunebrivi garemos 

mimarT. 

literatura: 

� gogebaSvili 1912: i. gogebaSvili, deda ena, tfilisi. 1912. 

� gogebaSvili 1990: rCeuli Txzulebani t. II. Tbilisi. 1990. 

� donovani 2010: m. siuzan donovani da kon d. brensfordi, rogor 

vswavlobT: istoria, maTematika da sabunebismetyvelo 

mecnierebani, wignSi: statiebi ganaTlebis sakiTxebze. maswavlebelTa 

profesiuli ganviTarebis centri. Tbilisi. 2010. 

� elbaqiZe 2010: n. elbaqiZe, sagnis swavlebis meTodebi dawyebiT 

safexurze bunebismetyvelebis swavlebisaTvis. maswavlebel- 

Ta profesiuli centris gamocema „maswavlebeli“. #4 (10), Tbilisi. 

2010. 

� inasariZe 2009: m. inasariZe, s. lobJaniZe, S. mamukaZe, maswavleblis 

eTikis saxelmZRvanelo, situaciebi saskolo cxovrebidan, 

maswavlebelTa profesiuli ganviTarebis centri. Tbilisi. 2009. 

� obolaZe 1999: u. obolaZe, g. qajaia, buneba da adamiani iakob 

gogebaSvilis literaturul memkvidreobaSi, Tbilisi. 1999. 

� wulaia 2009: b. wulaia, iakob gogebaSvili bunebismetyveli. saer- 

TaSoriso perioduli gamocema „ganaTleba“, #1. Tbilisi. 2009. 

34


lela rexviaSvili 


klasis damrigeblis da moswavleTa TanamSromlobis 

aspeqtebi Tanamedrove skolis praqtikaSi 

ganaTlebis dargSi mimdinare reforma sajaro skolis mesveurebisagan 

moiTxovs orientirad aiRon is uaxlesi meToduri midgomebi swavlebisadmi, 

romelsac am bolo wlebis ganmavlobaSi nergaven saqarTvelos 

ganaTlebis saministrosTan arsebuli erovnuli saswavlo gegmebisa 

da Sefasebis da maswavlebelTa profesiuli ganviTarebis centrebi. 

Tanamedrove amerikeli mecnieri devid perkinsi migviTiTebs, 

rom „ skola iseTive saocrebaa, rogorc naTura - Cveni yoveldRiuri 

cxovrebis ganuyofeli da Cveuli nawili, magram istoriuli TvalsazrisiT, 

Tavisi daniSnulebiTa da amocanebiT, sakmaod axali da egzotikuri“ 

(perkinsi 2007:9-10). 

skolaSi bavSvi ganaTlebasTan erTad aRzrdasac iRebs. adamiani 

socialuri arsebaa, amitom, skolis aRmzrdelobiTi funqcia, romlis 

mizani emociur-nebelobiTi, faseul-motivaciuri komponentis formirebaa, 

swored urTierTobaSi „moswavle-maswavlebeli“ realizdeba. 

aRmzrdelobiTi procesis centraluri figura - klasis damrigebelia. 

klasis damrigeblis muSaoba - mizanmimarTuli, sistemuri, winaswar 

dagegmili saqmianobaa, romelic saganmanaTleblo dawesebulebis 

aRzrdis programas, sazogadoebrivi cxovrebis pozitiur da 

negatiur tendenciebs, skolis pedagogiuri koleqtivis winaSe mdgari 

aqtualuri amocanebis gaTvaliswinebiT pirovnebaze orientirebul 

midgomas da klasis koleqtivis urTierTobas efuZneba. 

klasis damrigebeli warmoadgens jgufis formalur da faqtobriv 

liders, kulturis matarebels, bavSvTa SemoqmedebiTi saqmianobis 

organizators da monawiles, damrigebels, sulisCamdgmels, 

mzrunvels da Tavisi aRsazrdelebis megobars. 

klasis damrigebelma bavSvebTan urTierTobisas unda SeimuSavos 

humanisturi tipis aRmzrdelobiTi programa, romlis mizania - 

TiToeuli pirovnebis SemoqmedebiTi individualurobis formireba 

da gaxsna, klaselebTan ndobaze, pativiscemaze da urTierTdaxmarebaze 

agebuli urTierTobebis damyareba. 

pedagogi axdens koleqtivSi moswavleTa Soris urTierTobebis 

humanizacias, exmareba zneobrivi da sulieri orientirebis formirebaSi, 

axdens socialur-faseulobiTi urTierTobebis organizebas, 

35

qmnis emociur komforts, dadebiT fsiqo-pedagogiur pirobebs ganviTarebisaTvis. 

uwyobs ra xels sxvadasxva asakis bavSvebs Soris ur- 

TierTobebs, amave dros klasis xelmZRvaneli zrunavs skolis koleqtivSi 

klasis poziciasa da adgilze. 

klasis aRmzrdelobiT sistemas axasiaTeben iseTi mcnebebi, rogoricaa 

„sikeTe“, „koleqtivi“, „ndoba“, „Semoqmedeba“, „pativiscema“ 

da sxva. klasis damrigebeli cdilobs, rom es faseulobebi koleqtivis 

TiToeuli wevris saqmianobis safuZvels warmoadgendes da vlindebodes 

urTierTobasa da damokidebulebaSi rogorc koleqtivis SigniT, 

ise mis farglebs gareTac. 

klasis damrigeblisa da moswavleTa urTierTobis principebi 

warmoadgens damrigeblis klasis koleqtivTan urTierTobis safuZvels. 

maT dacvazea damokidebuli aRmzrdelobiTi da saganmanaTleblo 

procesebis produqtuloba, agreTve klasis fsiqologiuri mikroklimati. 

gamovyofT klasis damrigeblisa da moswavleTa TanamSromlobis 

Semdeg principebs: 

� TiToeuli moswavlis upirobo miReba, misi Zlieri da susti 

mxareebiT; 

� klasis xelmZRvanelis miukerZoebloba moswavleTa saqcielis 

Sefasebisas; 

� moswavleebTan urTierTobisas dialogiuroba da gaxsniloba; 

� xasiaTis, guneba-ganwyobilebis marTvis, mikerZoebuli azris 

zegavlenis ar ayolis unari; 

� Tavisi da sxvisi Secdomebis aRiarebis unari; 

� moswavleebTan urTierTobisas iumoris, rogorc muSaobis me- 

Toduri xerxis gamoyeneba (Цомкало 2007). 

klasis xelmZRvaneli iwyebs ra muSaobas axal klasTan, sasurvelia 

esaubros moswavleebs maTTan momavali urTierTobis principebis 

Sesaxeb, agreTve imis Sesaxeb, Tu ra tradiciebi da wes-Cveulebebi da 

urTierTobebi hqondaT mis yofil moswavleebs. sasurvelia bavSvebma 

upasuxon kiTxvebs, romelTa pasuxebi karg fsiqologiur mikroklimats 

Seqmnian: 

� rogori unda iyos megobruli klasi? 

� ra unda gakeTdes imisaTvis, rom klasi megobruli gaxdes? 

� romeli tradiciebi arsebobs Tqvens klasSi? 

� romeli RonisZiebebi unda gaxdes tradiciuli? 

klasis damrigebelma moswavleebs qcevis wesebi da procedurebi 

aqtiuri swavlebis meTodis gamoyenebiT unda aswavlos, romelTac 

moswavleebi qcevis aucilebel pirobad anu Rirsebis kodeqsad miiC- 

36

neven. Zalian nayofier Sedegs iZleva is praqtika, romlis mixedvi- 

Tac TviTon moswavleebi arian CarTulni wesebis SedgenaSi, radgan 

maT uviTardebaT pasuxismgeblobisa da sakuTrebis SegrZneba. isini 

ufrosebTan erTad msjeloben da monawileoben wesebis SedgenaSi. wesebi 

ar unda iyos mravalricxovani, unda iyos naTlad Camoyalibebuli, 

da iseTi tipis formulirebebs moicavdes, romlis wyalobiTac 

moswavles ecodineba, risi gakeTebis ufleba aqvs da risi ara. 

klasis damrigebelsa da moswavleebs Soris urTierTobis mniSvnelovan 

elements warmoadgens ukukavSiri, romelic saSualebas aZlevs 

pedagogs dainaxos, Tu ra Sedegi moitana misma ama Tu im qmedebam. 

mizanSewonilia klasis damrigebelma trimestris bolos Caataros 

klasis anketireba, romelic saSualebas miscems mas gamoavlinos moswavleTa 

azri imis Sesaxeb, am urTierTobaSi ra gamovida da ra vera. sasurvelia, 

anketis bolos moswavles ufleba hqondes daweros Tavisi 

survili an misces SeniSvna damrigebels. aseTi tradicia aiZulebs damrigebels 

iyos momTxovni sakuTari Tavisa da saqmianobis mimarT. 

klasis damrigebelsa da moswavleTa Soris arsebuli urTier- 

Tobebis Seswavlis mizniT, Cven CavatareT anketireba Tbilisis X sajaro 

skolaSi, romelSic monawileoba miiRo 32 merveklaselma. 

1. romel sagnebs swavlobs Tqveni klasi? 

moswavleebma mogvawodes sagnebis Semdegi nusxa: maTematika, qarTuli, 

rusuli, ucxo ena, fizika, istoria, geografia, musika, biologia, 

qimia. 

2. CamoTvlili sagnebidan romeli sagnebis swavleba mimdinareobs 

Tqveni azriT sainteresod da ratom? 

bavSvebma zog SemTxvevaSi 2 da meti sagani daasaxeles. gansakuTrebuli 

siyvaruli gamoixata istoriis swavlebis mimarT, radgan „vigeb Cemi 

qveynis istorias“, „imitom, rom maswavlebeli Zalian sainteresod 

xsnis gakveTils“ da a. S. 

istoria — 61,5% qimia — 15,4 % 

qarTuli — 23,1 % ucxo ena — 15,4 % 

geografia — 23,1 % fizika — 7,7 % 

maTematika — 23,1 % 

3. romeli sagnebis swavleba ar gakmayofilebT da ratom? 

moswavleTa 46,2% pretenzia gamoTqva rusuli enis swavlebis mimarT. 

„rusuli, aravis ar uyvars da bavSvebi xmauroben“; „cudad gvaswavlis 

da xmaurSi araferi mesmis“; „gramatikas ar gvaswavlis“, „ar aris imis 

saSualeba, rom codna SeiZino“. 7,7%-ma daasaxela „geografia da buneba 

imitom, rom mkacria Zalian“. imdenivem aRniSna „qimia imitom, rom 

ukeTesi maswavleblis yolaa saWiro, romelic azrianad da sainteresod 

axsnis gakveTils“. 

37

mxolod erTma moswavlem ganacxada „arc erTi sagnis, radgan 

bevrs ar moiTxoven, me ki meti minda gavigo da vicode“. danarCenebs 

yvela sagnis swavleba akmayofilebdaT. 

4. Tqveni azriT, rogoria Tqvens klasSi maswavleblebisa da 

moswavleebis urTierTTanamSromloba? 

respodentTa umravlesobam maswavlebelTa da moswavleTa Tanam- 

Sromloba dadebiTad Seafasa - 69,2%; 15,4% - uaryofiTad, nawilma 

aRniSna, rom „klasSi moswavleTa garkveul nawils aqvs kargi damokidebuleba, 

zogs ki naklebad kargi“. 

„saerTod ar aris urTierTTanamSromloba, radgan moswavleebi 

Zalian agresiulebi arian maswavleblebisa da erTmaneTis mimarT“; 

5. kiTxvaze „Tqveni azriT, rogori unda iyos maswavleblisa da 

moswavlis urTierToba“? 

anketirebis yvela monawilem xazgasmiT aRniSna, rom unda iyos „kargi“, 

„megobruli“, „axlobluri“ urTierToba. movitanT zogierT pasuxs: 

„dedaSviluri, magram Cvens klasSi arc erT moswavles da maswavlebels 

ar aqvs aseTi urTierToba“; „moswavle da maswavlebeli 

unda ugebdnen erTmaneTs da SecdomisTvis ar unda gailanZRos moswavle“; 

„unda iyos kargi damokidebuleba, magram Zalian axloc ar unda 

iyvnen da maswavleblebma bavSvebi erTmaneTisgan ar unda gaarCion“; 

„maswavlebeli moswavlisTvis unda iyos axlobeli, romelsac 

yvela gulisnadebs gauziarebs“. 

6. rogor fiqrobT, skola romelSic Tqven dadixarT, akmayofilebs 

Tqvens moTxovnebs? a) dadebiTi pasuxis SemTxvevaSi, 

gTxovT, ganmartoT. b) uaryofiTi pasuxis SemTxvevaSi, 

gTxovT, ganmartoT. 

respodentTa 69,2%-ma aRniSna, rom skolis mimarT wayenebuli 

moTxovnebi dakmayofilebulia, xolo 15,4% fiqrobs, rom ara. „diax, 

akmayofilebs, radgan vigeb bevr informacias, rac mainteresebs“; „diax, 

imitom rom, skola awyobs sxvadasxva saxis konkursebs, TamaSebs, 

da sxva“; „garkveulwilad var, unaklo araferia“; „miuxedavad ramdenime 

sakiTxisa, rac gamosworebas saWiroebs, am skolaSi swavliT mainc 

kmayofili var“. „diax imitom, rom kargi kanonebia Semosuli, da bevri 

moTxovnaa maswavleblis mimarT“. „ara, imitom, rom gakveTilebze bav- 

Svebi maimunoben da maswavlebeli dros kargavs maTdami sayvedurebze“; 

„ar makmayofilebs. ufro meti prezentaciebi rom iyos, mets iswavlidnen 

bavSvebi“; „saSualod var kmayofili. bufetSi siZvirea, bav- 

Svi ki iZulebulia iyidos skolaSi saWmeli, radgan gareT ar uSvebs 

dacva“. 

7. Tqven rom klasis damrigebeli iyoT, ras SecvlidiT? 

am kiTxvas ar upasuxa 15,4%-ma, arafers ar Secvlida amdenive, discip- 

38

linas Secvlida 23,1%, danarCen respodentTa pasuxi iyo uSualo da 

saintereso. „Sevcvlidi disciplinas da vecdebodi yvelanairad ufro 

megobruli vyofiliyavi bavSvebTan“; „bavSvebTan ufro megobruli 

viqnebodi, klasSi Cavatarebdi sxvadasxva gamokiTxvas, konkursebs“; 

„me rom damrigebeli viyo bavSvebs ufro Tbilad moveqceodi da 

raRac raRaceebSi movexmarebodi“; „bavSvebs vaswavlidi kulturas, 

zrdilobas, erTmaneTis siyvarulas. amisaTvis davtovebdi yoveldRiurad 

gakveTilebis Semdeg 5-5 moswavles da gavesaubrebodi am 

Temebze“; „ras Sevcvlidi?! ras da fardebs, imitom rom WuWyiania! 

klasSi dasatovebel bavSvebs davtovebdi, gasaSvebs ki moviSorebdi“. 

Cvens mier Catarebulma kvlevam dagvanaxa, miuxedavad imisa rom, 

moswavleebi TiTqos dadebiTad afaseben klasis damrigebelTan ur- 

TierTobas, mainc ganicdian am urTierTobis deficits, razedac 

metyvelebs Tundac bolo kiTxvaze gacemuli pasuxebi. maT akliaT 

maswavlebelTa siTbo, mzrunveloba, komunikacia da urTierTgageba. 

Tu damrigebeli moaxerxebs maTi gulebis dapyrobas da Tanabrad gadaunawilebs 

siTbos da alerss, skola namdvilad sasurveli dawesebuleba 

gaxdeba moswavleTaTvis da ar Seiqmneba disonansi aRzrdis 

harmoniaSi. 

literatura: 

� perkinsi 2007: perkinsi devid, gonivruli skolebi, Tbilisi. 

2007. 

� Цомкало 2007: Цомкало Л. В., Формирование коллектива класса. Челябинск, 

2007 

39

40 


leila Serozia 


ramdenime rCeva axalgazrda humanist pedagogebs 

humanistur pedagogikas saqarTveloSi XX saukunis 70-ian wlebSi 

Caeyara safuZveli. misi erT-erTi fuZemdebeli iyo udidesi mecnieri 

da pirovneba Salva amonaSvili, romelsac erTxel aseTi SekiTxva dausves: 

batono Salva ras fiqrobT, Tqveni aRzrdilebi riT gamoirCevian 

sxva bavSvebisgano, man upasuxa: me Rrmad var darwmunebuli imaSi, rom 

Tu Cemi aRzrdilebi ar dadgebian cnobili mecnierebi da sazogado 

moRvaweebi, iqnebian Semwynareblebi da uzomod eyvarebaT erTmaneTi, 

sasikvdilod arasdros gaimeteben sxvas. (Tumca misi skolis kursdam- 

Tavrebulebi dRes warmatebuli politikosebi, sazogado moRvaweebi, 

mecnierebi, xelovanebi da a. S. arian, romlebmac saqarTvelos msoflio 

masStabiT gauTqves saxeli-laparakia q. Tbilisis I eqsperimentalur 

skolaze) (cucqiriZe 2005:78). 

dRes ratomRac iTvleba, rom skola warumatebeli karieris bolo 

wertilia (CekuriSvili 2010:55). vfiqrob, es ase ar aris, radgan im adamianebma 

vinc imTaviTve gadawyvita iyos pedagogi unda icodes is siZneleebi, 

rac bavSvebTan muSaobas axlavs. axalgazrda humanisti pedagogi 

unda Seecados skola gaxados ufro prestiJuli bavSvebisaTvis. mxolod 

amis Semdeg gaxdeba igi mimzidveli momavali pedagogebisTvisac. 

humanisturi pedagogika, rogorc cnobilia dafuZnebulia pirovnulad 

orientirebul aRzrdaze, amitom am kuTxiT momuSave maswavlebelma 

unda gaiTvaliswinos Semdegi: 

� man kargad unda icodes Tavisi aRsazrdelis temperamenti, xasiaTi, 

Sexeduleba, gemovneba da sxva individualuri Taviseburebebi. 

� unda SeeZlos aRsazrdelSi azrovnebis, motivis, interesis, 

ganwyobis, cxovrebisadmi damokidebulebisa da da sxva pirovnuli 

Tvisebebis zusti diagnostika da analizi. 

� aseve mas unda SeeZlos im mizezebis droze gamovlena da aRmofxvra, 

romlebic xels uSlian aRmzrdelobiT process miznis 

miRwevaSi, raTa mizanmimarTulad Secvalos sakuTari muSaobis 

taqtika. 

� igi maqsimalurad unda daeyrdnos aRsazrdelis aqtivobas. 

� aseve man unda SeZlos aRzrdisa da TviTaRzrdis procesebis 

erTmaneTTan Serwyma, saWiro daxmareba gauwios axalgazrdebs

TviTaRzrdisaTvis saWiro miznebis, formebisa da meTodebis 

SerCevaSi (amonaSvili 1986:122). 

avtoritarul pedagogikas SemuSavebuli hqonda muSaobis sakuTari 

sqema: moTxovna-aRqma-moqmedeba. gaige? - ekiTxeboda maswavlebeli, 

maSin keTili inebe da Seasrule. Tavisufali pirovneba rom aRizardos 

aucilebelia bavSvi mivaCvioT imas, rom man damoukideblad miiRos gadawyvetileba, 

pasuxi agos mis Sedegebze. amisaTvis ki saWiroa SevecadoT 

TiToeul moswavleSi aRvzardoT iseTi unar-Cvevebi rogoric gaxlavT: 

ifiqron didxans, imoqmedon sworad, garegani daZalebis gareSe, 

pativi scen pirovnebis arCevansa da gadawyvetilebas, gaiTvaliswinon misi 

pozicia, Sexedulebebi, gadawyvetilebebi da a. S. (cucqiriZe 2005). 

erTi sityviT, pirovnulad orientirebuli aRzrda – es aris ara 

aRzrdis axali meTodi, rogorc es zogierTs hgonia, aramed igi teqnologiaa, 

romelic aswavlis aRmzrdels, ra da rogor unda gaakeTos, 

rom miaRwios sasurvel Sedegs. 

pirovnulad orientirebuli aRzrdis ZiriTadi niSania Tavisufleba. 

bavSvs ar aiZuleben Seasrulos esa Tu is moTxovna, piriqiT, sxvadasxva 

meTodebiT da xerxebiT uqmnian iseT pirobebs, rom bavSvi Tvi- 

Ton mivides swor daskvnamde. pedagogma Tvalyuri unda adevnos bavSvis 

ganviTarebis process, magram ar unda Caerios mis mimdinareobaSi. am 

gziT is uzrunvelyofs bavSvis Tavisuflebas. aRmzrdeli mxolod 

qmnis pirobebs bavSvis TviTganviTarebisaTvis. xelovani maswavlebeli 

droulad xvdeba, sad aris saWiro misi Careva da sad ara, roca igi Seam- 

Cnevs, rom bavSvs sakuTari ZalebiT ar ZaluZs problemis gadaWra, mxolod 

maSin ereva mis saqmianobaSi (vulfsoni 1996:77). 

dRes Zalian bevri maswavlebeli bavSvs epyroba yovelgvari pativiscemis 

gareSe. es SeiZleba Cveni Zveli mentalitetis Sedegia, magram 

udavoa rom midgoma aucileblad unda Seicvalos, raTa bavSvma igrZnos 

sakuTari Tavis rwmena, winaaRmdeg SemTxvevaSi igi ar moindomebs didobaSi 

Sesvlas da Tavis sakuTar naWuWSi Caiketeba. Tbilisis skolebSi an 

saqarTvelos sxva regionSi ginaxavT iseTi maswavlebeli, romelic „TqvenobiT“ 

mimarTavs pirvelklaselebs? - ra Tqma unda, ara. sinamdvileSi ase 

unda iyos, raTa pataram igrZnos, rom maswavlebeli mis gverdiT dgas da 

ara masze maRla. bavSvebi yovelTvis miiltvian iqiTken, sadac isini uyvarT, 

sadac maTi sjeraT da endobian. „siyvarulis skolis“ teqnologia 

yvelasaTvis gasagebia. aq maspinZlebi bavSvebi arian, xolo aRmzrdelebi 

- ufrosi megobrebi, romlebTanac SeiZleba yvela sakiTxis gadaWra. aRmzrdelebi 

ara marto guldasmiT TamaSoben bavSvebTan, aramed yvelafers 

akeTeben imisaTvis, rom ufro metad gaarTon isini. brZanebis - „gaakeTes“ 

- nacvlad, aRmzrdelebi eZeben gzebsa da saSualebebs, romelic 

bavSvis damoukidebeli survilis ganxorcielebas Seuwyobs xels. 

41

vikvlevdi ra pirvelklaselebis saqciels q. Tbilisis 105-e sajaro 

skolaSi mivedi im daskvnamde, rom bevri aRsazrdeli kargad icnobs 

moralur normebsa da principebs, magram Segnebulad arRvevs maT. ras 

akeTebs am dros maswavlebeli? - ukiTxavs maT morals, sjis, Tu xSirad 

ameorebinebs qcevis wesebs? samwuxarod, yovelTvis gvaviwydeba metad 

mniSvnelovani faqti, rom bavSvi arasdros ar gaakeTebs sixaruliT imas, 

rac mis WkuaSi ar jdeba, amitom maswavleblis upirvelesi valia, Camouyalibos 

bavSvebs moraluri normebis safuZveli. 

kerZod, aRniSnul skolaSi pirvelklaselebs vTxove yofiliyvnen 

Cemi damxmare da sxva bavSvebisaTvis eswavlebinaT qcevis wesebi, amave 

dros Tvalyuri edevnebinaT misi SesrulebisaTvis. dasmulma sakiTxma 

sxva formulireba miiRo da igi gadaiqca Tavisufal TamaSad. dakvirvebam 

kidev erTxel erT raRacaSi damarwmuna - bavSvis gavlena bavSvze 

ufro Zlieri aRmoCnda, vidre maswavleblis gavlena moswavleebze. 

imisaTvis, rom maswavlebelma Tavisi saqmianoba gardaqmnas humanistur 

sawyisebze, saWiroa man gaicnobieros Tavisi SesaZlebloba. amisaTvis 

ki man pasuxi unda gasces im SekiTxvebs, romlebic Camoayaliba 

cnobilma amerikelma mecnierma humanistma pedagogma k. rojersma. 

� SeZleb Tu ara Sen yovelgvari gansjisa da kritikis gareSe SeaRwio 

aRsazrdelis sulier samyaroSi, dainaxo da Seafaso igi; 

� SeZleb ki iyo maTTan gulwrfeli da Ria, moaxerxeb maTTan eqspresiuli 

urTierTobis damyarebas, romlis drosac orive mxares 

eZleva Sansi iswavlos; 

� SeZleb Tu ara aRsazrdelSi misi interesebis aRmoCenasa da ganviTarebas, 

miuxedavad imisa, rom ar gecodineba, ra SedegebiT 

damTavrdeba igi; 

� SeZleb Tu ara imas, rom axalgazrdebma SesZlon swori damokidebulebis 

Seqmna, rogorc sakuTari Tavis, aseve garemo samyaros 

mimarT; 

� SeZleb Tu ara imas, rom axalgazrdebma moaxerxon sakuTari sulieri 

samyaros da ideebis integrireba. 

Tu romelime Tqvengani SekiTxvebis umravlesobas upasuxebs dadebiTad-dasZens 

rojersi, mas SeeZleba Seumsubuqos cxovreba sakuTari 

skolis moswavleebs, daexmaros maT sakuTari SesaZleblobebis maqsimalurad 

ganviTarebaSi (cucqiriZe 2005: 75). 

amrigad, pirovnulad orientirebuli aRzrda SeuZlia ganaxorcielos 

specialurad momzadebulma pedagogma, romelic SeiaraRebuli 

iqneba umaRlesi sulieri TvisebebiT. mas evaleba SeimuSaos mtkice aRmzrdelobiTi 

principebi. man aseve kargad unda icodes, ra SeiZleba da 

ra ara. 

da bolos, momaval pedagogebs vurCevdi, Seecadon bavSvisaTvis 

42

skola gavxadoT ufro saintereso mimzidveli, winaaRmdeg SemTxvevaSi 

igi Tqveni warumatebeli karieris bolo wertili iqneba. 

literatura: 

� amonaSvili 1986: S. amonaSvili, fiqrebi humanur pedagogikaze. 

Tbilisi. 1986. 

� vulfsoni 1996: b. vulfsoni, SedarebiTi padagogika, moskovi. 

1996 (rusul enaze). 

� cucqiriZe 2005: z. cucqiriZe, n. orjonikiZe, ganaTlebis Tanamedrove 

Teoriebi. Tbilisi. 2005. 

� CekuriSvili 2010: b. CekuriSvili, Tanamedrove skola Tanamedrove 

mwerlis TvaliT. maswavlebelTa profesiuli centris gamocema 

„maswavlebeli“. #4 (10), Tbilisi. 2010. 

43

44 


dali kaxiani 

grigol feraZis saxelobis universiteti 

dawyebiT skolaSi saxviTi da gamoyenebiTi xelovnebis 

swavlebis sakiTxebi Tanamedrove moTxovnaTa WrilSi 

xelovneba emociuri da SemoqmedebiTi bunebis fenomenia. igi mxatvruli 

komunikaciis da TviTgamoxatvis mravalgvar saSualebebs da 

formebs moicavs: simReris, saxviTi moqmedebis, saubris, cekvisa da 

plastikis enas. warmoudgenelia adamianuri yofierebis sfero, xelovnebiT 

rom ar iyos gajerebuli. gamomdinare aqedan, xelovnebis sayovelTao 

da universaluri xasiaTi udavoa. gansakuTrebul daniSnulebas 

iZens igi dRes – mecnierul-teqnikuri revoluciisa da globalizaciis 

epoqaSi, roca azrovnebis pragmatulobam da sixistem Seuqcevadi xasiaTi 

miiRo. mxolod misi mZlavri berketebis amoqmedebiT Tu aris SesaZlebeli 

darRveuli wonasworobis dabalanseba. adamianuri yofis nebismieri 

formaluri gamovlineba garkveul sawyisebTan aris dakavSirebuli, 

rasac efuZneba momavali cxovrebis fundamenti. zogadsaganmanaTleblo 

skola am fundamentis erT-erTi mesaZirkvlea. 

bavSvebi jer kidev skolamdel asakSi iZenen, spontanurad Tu organizebuli 

saxiT, xelovnebis samyarosTan urTierTobis garkveul gamocdilebas. 

dawyebiT saskolo asakSi es gamocdileba TandaTan ufro ganivrcoba 

da codna sistematur saxes iZens. xatva – bavSvis SemoqmedebiTi 

azrovnebis erT-erTi yvelaze ufro aqtiuri forma da misi bunebrivi 

mdgomareobaa, rac mravalferovan SromiT da azrovnebiT procesebs 

ukavSirdeba. mis specifikur Taviseburebas da gamorCeulobas yoveli 

bavSvisaTvis misi xelmisawvdomoba ganapirobebs. esTetikuri ciklis 

disciplinebs Soris saxviTi da gamoyenebiTi xelovnebis gakveTili skolaSi 

erTaderTia, rodesac bavSvi Tavad aris Semoqmedi, qmnis mxatvrul 

produqcias. pirovnebis SemoqmedebiTi potenciis ganviTarebis TvalsazrisiT 

arc erT sxva sagans ar gaaCnia (gansakuTrebiT dawyebiT skola- 

Si) imgvari SesaZleblobani, rogorc saxviTi da gamoyenebiTi xelovnebis 

mecadineobebs. „xelovnebis arcerT saxeobaSi ar xdeba bavSvis Sromisa 

da Semoqmedebis produqciis ise iolad dafiqsireba da misi samjavroze 

gamotana, rogorc es xdeba saxviT xelovnebaSi“, - wers b. nemenski. 

xelovnebis raobis amgvari gageba safuZvlad udevs ganaTlebis saministros 

mier SemuSavebul standarts (erovnuli saswavlo gegma: 

2004) upirvelesi siaxle, rac axal sagnobriv programas gamoarCevs, 

aris uwyveti esTetikuri ganaTlebis prioritetulad aRiareba da ori

damoukidebeli disciplinis – saxviTi xelovnebis da Sromis integrireba 

erTi gakveTilis farglebSi. Sesrulebis teqnika is ZiriTadi bir- 

Tvia, romelsac aqtivobis orive mimarTuleba efuZneba. 

moswavleTa mxatvruli kulturis formireba maT aqtiur SemoqmedebiT 

moRvaweobaze dayrdnobiT aris SesaZlebeli. saxviTi da gamoyenebiTi 

xelovneba skolaSi aqtivobis nairgvari saxeobebiT aris warmodgenili: 

xatva, Zerwva, dekoratiuli da gamoyenebiTi saqmianoba, konstruireba. 

bavSvi xelovnebis samyarosTan urTierTobas mxatvrulteqnikuri 

saSualebebis gacnobiTa da TandaTanobiTi dauflebiT iwyebs. 

mis winaSe mxatvruli masalebis da saSualebebis didi arCevania: qa- 

Raldi, muyao, fanqari, flomasteri, saRebavebi, funji, feradi carci, 

pasteli, tuSi da kalami, naxSiri, cximovani fanqari, plastikuri masalebidan 

– plastilini, Tixa, aseve damxmare da bunebrivi masalebi. yvela 

es masala da instrumenti uSualo xmarebaSi unda iyos. masalis teqnologiuri 

floba, misi gamomsaxvelobiTi SesaZleblobebis gacnobiereba, 

swavlebis upirvelesi safexuri da fuZemdebluri bazisia, romlidanac 

aRmocendeba praqtikuli unar-Cvevebi. mometebul sirTules am 

etapze organizaciuli da teqnikuri xasiaTis sakiTxebi qmnian. swored 

amitom swavlebis sawyis safexurze teqnikur CvevaTa gamomuSaveba maswavleblisagan 

sagangebo yuradRebas moiTxovs da moiazreba, rogorc 

damoukidebeli saswavlo amocana. moswavleebi pirvel rigSi unda daeuflon 

mxatvruli masalebis gamoyenebis elementarul, praqtikiT xelmisawvdom 

xerxebs. 

saxviTi da gamoyenebiTi saqmianoba mravalferovan procedurul 

qmedebebs da manipulaciebs saWiroebs. bavSvis bunebrivi midrekileba 

moZraobiTi aqtivobisadmi saukeTeso gamosavals swored saswavlo davalebis 

Sesrulebis procesSi hpovebs. sxvadasxva teqnikisa da masalis 

Tavisuflad floba da motorul unar-CvevaTa maragi swavlebis momdevno 

etaps myar safuZvels moumzadebs da Tavidan agvacilebs imedgacruebas 

sakuTari SesaZleblobebis mimarT, rasac arc Tu iSviaTad 

ganicdis moswavle gardatexis asakSi (V-VI klasebi). 

praqtikuli realizebis saSualebani mravalferovania – iqmneba 

xatvis, gaferadebis, gamoWris, dawebebis, gamoZerwvis, damxmare da bunebrivi 

masalebisagan gamosaxulebisa Tu nakeTobis Seqmnis SesaZleblobani. 

am procesSi bavSvi SeigrZnobs masalaTa Tvisebebs, maT teqnologias, 

gaiTavisebs Sesabamis terminologias, xelovnebis nimuSis Tu 

masalis dasaxasiaTeblad da aRsawerad. gaiazrebs saxviTi xelovnebis 

mxatvruli elementebis: xazis, feris, formis, kompoziciis, faqturis, 

masalis teqnikuri mxaris gamomsaxvelobiT Taviseburebebs. amave dros 

bavSvebi, maswavleblis daxmarebiT gaacnobiereben, rom xelovnebisTvis 

niSandoblivia SemoqmedebiToba da mravalvariantuloba da amdenad, 

45

misTvis misaRebi ver iqneba erTaderTi swori pasuxi, romelic gamoricxavda 

problemis sxvagvarad gadawyvetas, aramed igi SeiTavsebs mravalgvari 

SesaZleblobis gamoyenebas mxatvrul-SemoqmedebiTi aRmoCenebis 

gasakeTeblad, rom yoveli SemoqmedebiTi problemisTvis mravali 

azriani da swori pasuxi moiZebneba. 

swavlebis interaqtiuri meTodi gakveTilis sam etapad dayofas 

iTvaliswinebs – gakveTili unda iwyebodes emociisa da asocialuri 

azrovnebis gaaqtivebiT (miT ufro, saxviTi xelovnebis gakveTili amis 

gareSe warmoudgenelia), unda Seiqmnas winaswari ganwyoba – moswavle 

davainteresoT TemiT da SevamzadoT gakveTilis ZiriTadi monakveTisaTvis, 

roca safuZveli eyreba garkveul codnas da mzaddeba niadagi 

diskusiisaTvis. gakveTilis Semajamebeli safexuri, anu refleqsia mowodebulia 

organizeba gauwios diskusias, esTetikur-Semfaseblur 

msjelobebs komunikaciisa da interpretaciis farglebSi. gamosaxvis 

procesi, saxviTi produqtiuli moqmedebebis garda, agreTve saWiroebs 

moswavlis mier imis aRqmas, rac gamosaxa da mis Sefasebas. es aranakleb 

mniSvnelovani safexuria, radganac igi uzrunvelyofs araTanabari SesaZleblobebis 

mqone kontingentis maqsimalur CarTvas procesSi. is, 

vinc ver axerxebs iyos aqtiuri saSemsruleblo praqtikuli saqmianobisas, 

mas pirovnuli realizebisa da Tavis gamoCenis meti asparezi swored 

am etapze eqneba, roca Tavis Tavs mayureblisa da kritikuli Semfaseblis 

ampluaSi warmoaCens. amiT moxdeba moswavleTa akademiuri moswrebis 

erTgvari dabalanseba da arc erTi moswavle Tavs Selaxulad ar 

igrZnobs. pedagogiuri kuTxiT es metad mniSvnelovania. maswavlebels 

unda axsovdes, rom saxviTi xelovneba emociuri bunebis disciplinaa da 

Sefasebis xist kriteriumebs ver SeiTavsebs. es sabolood gaaqrobs interess 

xelovnebis mimarT. Sefasebas mudam mastimulirebeli xasiaTi 

unda hqondes. mxatvruli gamosaxulebis aRqmisa da gagebis unaris sistematuri 

formireba sagrZnoblad amaRlebs moswavleTa mxatvruli 

ganviTarebis saerTo dones, rac praqtikuli moRvaweobis SedegebSi aisaxeba. 

gamomdinare aqedan, esTetikur-Semfasebluri unaris formireba 

specialuri yuradRebis sagnad da damoukidebel saswavlo problemad 

moiazreba. xelovnebis ena, anu is, Tu rogor gamoxatavs mxatvari Tavis 

saTqmels, TandaTanobiT sul ufro metad xdeba yuradRebis sagani, xolo 

saskolo ganaTlebis saSualo safexuridan (V-VI klasebi), rodesac 

isaxeba logikuri da abstraqtuli azrovnebis sawyisebi, met datvir- 

Tvas iZens. amdenad, programis orive mimarTuleba urTierTSemavsebel 

da urTierTgamamdidrebel kategoriebad moiazreba. aRniSnuli fazebis 

urTierTdamokidebuli koordinirebiT ganxorcieldeba gakveTilis 

saboloo miznebi da amocanebi, maTi Sesabamisoba misaRwev Sedegeb- 

Tan da indikatorebTan. standartis parametrebze dayrdnobiT, moswav- 

46

le TandaTan da etapobrivad unda vaziaroT saxviTi da gamoyenebiTi 

xelovnebis rogorc praqtikul, ise Teoriul safuZvlebs, gavuRvivoT 

siyvaruli da daintereseba xelovnebis, rogorc universaluri da unikaluri 

movlenis mimarT da amiT SevamzadoT niadagi swavlebis momdevno 

safexurze ufro rTul cnebaTa da gagebaTa asaTviseblad. 

gakveTili imgvarad unda daigegmos, rom TiToeuli davaleba moicavdes 

xuT savaldebulo elements: 

1. gakveTilis Tema; 

2. saswavlo miznebi; 

3. masala da muSaobis teqnika; 

4. sityvebi da terminebi. 

TiToeuli saswavlo problema (kompozicia, forma, feri, sivrce, 

mxatvruli teqnika) mxatvruli moRvaweobis ramdenime saxeobas unda 

moicavdes (xatva naturidan, xatva fantaziiT, Zerwva, gamoyenebiTi saqmianoba, 

konstruqcia) da gakveTilis davalebis xuTive elementi urTierTdakavSirebuli 

unda iyos. 

I semestris bolos codnis Semajamebeli Semowmebis mizniT, SeiZleba 

erTi gakveTili daeTmos ganmazogadebel SekiTxvebze pasuxis gacemas: 

ferweraSi ramdeni ZiriTadi feri arsebobs?, ganmarte terminebi: 

„ZiriTadi ferebi“, „Sedgenili ferebi“, „kontrastuli ferebi“ 

(Искусство 1986:163). 

romeli ferebi aRvivebs TqvenSi sasiamovno, xalisian ganwyobas, 

romel ferebs aRiqvamT rogorc sevdians?, SegiZliaT CamoTvaloT cisartyelas 

ferebi? (kvadrati, samkuTxedi, wre, marTkuTxedi), romelia 

geometriuli sxeulebi, SegiZlia CamoTvalo? (konusi, sfero, cilindri, 

kubi, piramida, paralelepipedi). romel geometriul sxeuls mogagonebT 

yuTis forma? (kubs, paralelepipeds), vedros forma? (cilindrs). 

ra aris aplikacia?, romel masalas iyeneben aplikaciisTvis? 

(qaRalds, bunebriv masalebs, qsovils). rogori TanmimdevrobiT muSaoben 

aplikaciaze? (jer gamosaxulebis elementebs gamoWrian, Semdeg am 

elementebiT moZebnian ukeTes kompoziciur ganTavsebas, bolos ki daawebeben 

formatze. jer daawebeben ukana planze myof sagnebs, Semdeg wina 

planze warmodgenil sagnebs. aseve jer daawebeben mozrdil formebs, 

Semdeg ki momcros). 

maswavlebelma bavSvebs SesaZlebelia SesTavazos piradi Jurnalis 

warmoeba, raTa maT gaakeTon Canaweri swavlis procesTan dakavSirebiT: 

1. me viswavle axali ram... 

2. CemTvis mniSvnelovani iyo... 

3. yvelaze Zneli jgufuri muSaobisas aris is, rom... 

4. rac ar mesmis, aris is, rom... 

5. ris gakeTeba SemiZlia Zalian kargad? 

47

6. romeli unar-Cveva gamiumjobesda? 

es saSualebas miscems maT Tavad daukvirdnen da gaakeTon daskvna, 

ra aiTvises da ra gauWirdaT, Seafason sakuTari miRwevebis done, moaxdinon 

TviTSefaseba. semestris bolos, am dakvirvebis safuZvelze, maswavlebeli 

akeTebs erTgvar angariSs. 

da bolos, gakveTilebis produqtiuli Sedegebis Tematuri gam- 

TlianebiT, semestris bolos SeiZleba moewyos gamofena skolis rekreaciisTvis. 

savsebiT SesaZlebelia, rom skola Tavad bavSvebma gaaformon 

mxatvrulad. saamisod ki pedagogs, ra Tqma unda, gamocdileba 

sWirdeba. xolo skolis administraciam unda gaisigrZeganos amgvari 

saqmianobis didi aRmzrdelobiTi upiratesoba, profesionaluri saxelosnoebis 

mier SekveTiT Sesrulebul gasaformebel samuSaoebTan SedarebiT. 

amgvari arastandartuli midgomiT, erTi mxriv daizogeba 

skolis sameurneo biujeti, xolo meore mxriv, rac ufro metad mniSvnelovania, 

bavSvebi igrZnoben met pasuxismgeblobas Sesrulebuli samu- 

Saos xarisxTan mimarTebaSi da sakuTari SesaZleblobebis realizaciiT 

gamowveul siamayis grZnobas. TiToeuli bavSvi igrZnobs, rom misi 

mcdeloba da wvlili erT saerTo saqmes waadgeba, xolo samomavlod, 

sakuTar Tavs moqalaqeTa erTobis nawilad gaicnobierebs. 

rekreacia iTvaliswinebs bavSvTa namuSevrebis gaerTianebas erT 

samganzomilebian sivrceSi. namuSevrebi warmodgenili iqneba erTgvar 

warmosaxviT scenaze – sibrtyeze ganTavsdeba moculobiTi formebi 

(naZerwi saTamaSoebi, damatebiTi aqtivobisas bunebrivi masalebiT da 

konstruirebiT damzadebuli TavSesaqcevi nakeTobebi, qaRaldis plastikiT 

damzadebuli konstruqciebi. scenis ukana kedelze, fonad warmodgenili 

iqneba aplikaciisa da guaSis teqnikiT Sesrulebuli frizi 

an peizaJi, rac xels Seuwyobs scenis sivrcobrivi siRrmis gazrdas. bav- 

Svebi kidev erTxel gaicnobiereben im martiv WeSmaritebas, rom Cvens 

irgvliv yovelive ganTavsebulia sivrceSi, zogi Cvenken ufro axlos 

(wina planze), zogi moSorebiT (ukana planze). warmosaxviTi scena, sami 

mxridan iqneba SemosazRvruli. gamofenas dinamikuri xasiaTi eqneba da 

periodulad ganaxldeba axali namuSevrebiT, xolo Zveli namuSevrebi 

(nakeTobebi) saklaso oTaxis Taroebze gadainacvleben da saganmanaTleblo 

resursebad gamodgebian. nawili namuSevrebisa gamoifineba vestibiulis 

kedlebze. frizi, aplikaciisa da mozaikis teqnikiT Sesrulebuli, 

Tavisi dekoratiuli feradovnebiT da formebis ganzogadebiT 

sazeimo elfers Seqmnis. kedlebze aseve gamoifineba nairgvari teqnikiT 

da sxvadasxva JanrSi Sesrulebuli dazguri namuSevrebi (naturmorti, 

peizaJi, guaSi, aqvareli, aplikacia). gamofenis amgvari mimarTuleba 

erTgvar salonur ganwyobas Seqmnis da damTvalierebels (mSoblebi, 

maswavleblebi, megobrebi) moizidavs. 

48

literatura: 

� qeiT burk uolSi: qeiT burk uolSi. SevqmnaT bavSvze orientirebuli 

jgufebi (programa „nabij-nabij“) Ria sazogadoebis institutTan 

TanamSromlobiT. 

� erovnuli saswavlo gegma 2004: erovnuli saswavlo gegma (sagnobrivi 

programa saxviT da gamoyenebiT xelovnebaSi). pirveli redaqcia. 


� Искусство 1986: Изобразительное искусство в начальных классах, Минск. 

1986. 

49

50 


Teimuraz ormocaZe 


saswavlo mecadineobaTa formebis roli 

moswavleTa codnis amaRlebaSi 

saSualo ganaTlebis mimarT moTxovnaTa yoveldRiuri zrda badebs 

swavlebisa da aRzrdis problemebs, romelTa gadawyvetac tradiciuli 

swavlebis meTodebiTa da xerxebiT ukve TiTqmis SeuZlebelia. 

swavlebis mxolod sagakveTilo forma ver itevs im didaqtikuri funqciebis 

simravles, romelTac Tanamedrove saswavlo-aRmzrdelobiTi 

procesi Seicavs. saswavlo mecadineobaTa formebis mravalferovnebis 

aucilebloba „erovnul saswavlo gegmaSia“ aRwerili. am dokumentSi 

rekomendirebuli saswavlo mecadineobaTa formebidan TiToeulze da 

ara mxolod romelime erTze iqmneba ukeTesi pirobebi saswavlo masalis 

ukeT aRqmisa, SeZenili codnis damoukideblad ganzogadebisa da am 

codnis sistemaSi moyvanis unaris gamomuSavebisaTvis. 

forma gamoxatavs Sinaarsis organizaciis saxes. „swavlebis organizaciuli 

formebi Sedis swavlebis procesis operatiulmoqmedebiT 

komponentebSi da maswavleblisa da moswavleebis SeTanxmebuli moqmedebebis 

garkveuli garegnuli gamosaxvaa, romelic xorcieldeba dadgenili 

TanmimdevrobiTa da gansazRvruli reJimiT“. saswavlo mecadineobis 

nebismier formas aqvs Tavisi ganmsazRvreli niSnebi rogoricaa: 

� moswavleTa Semadgenloba, 

� mecadineobis dro da adgili, 

romelTa varirebac ganapirobebs TiToeuli formis Taviseburebas. 

dReisTvis saqarTvelos mTel rig sajaro skolebSi saswavlo mecadineobaTa 

formebidan metnaklebad gamoyenebulia: gakveTili, kompleqsuri 

seminari, fakultaturi mecadineoba, eqskursia, laboratoriuli samuSao, 

praqtikumi, fakultaturi praqtikumi da sxva. 

vfiqrobT, rom moswavleTa codnis sistemaSi moyvana, garda gakve- 

Tilisa da zemoT CamoTvlili mecadineobebidan, romlebic sajaro skolebSi 

gamoiyeneba, aseve SesaZlebelia konferenciebze, gasaubrebebsa 

da konsultaciebze. 

saswavlo konferencia sasurvelia Catardes mTel klasTan (SesaZlebelia 

sxva klasebTan) Sesabamisi sagnis kabinetSi, gakveTilebis 

cxriliT gansazRvrul dros. 

saskolo konferenciis didaqtikuri funqciebia:

� klasgareSe literaturis Seswavlis unaris Camoyalibeba, 

� wakiTxuli masalis ganzogadebisa da masSi ZiriTadi masalis gamoyofa, 

� amxanagebis moxsenebebidan informaciis miRebis unaris SeZena. 

konferenciis warmatebiT Catareba damokidebulia mosamzadebel 

periodze. davalebaTa nairsaxeoba SesaZleblobas qmnis gavzardoT 

konferenciaze monawile moswavleTa ricxvi, amiT avamaRlebT mecadineobisadmi 

maT interess, romelic Zalze saWiroa dRevandel sajaro 

skolebisaTvis. 

g a s a u b r e b a - saswavlo mecadineobis erT-erT aucilebel 

formad SeiZleba miviCnioT. xSirad gakveTilis nawils maswavlebeli 

kiTxva-pasuxis saxiT atarebs, magram, Tu kiTxva srul pasuxs moiTxovs, 

ukeTesia is moswavleebs winaswar hqondeT momzadebuli, aseT pirobeb- 

Si pasuxebi ufro Rrma da azriania. moswavleebs saSualeba eZlevaT Seadaron 

pasuxebis sxvadasxva varianti, ganazogadon isini da misive amxanagebis 

daxmarebiT gamoitanon saboloo daskvna. 

Tu rTuli kiTxvis dasma da ganxilvac erT gakveTilze xdeba, maSin 

igi xSirad maswavleblis mier Cafiqrebuli pasuxis gamocnobas ufro 

emsgavseba, vidre moswavleebis mier sakiTxis ganxilvas. maSasadame, gasaubreba, 

rogorc mecadineobis forma, xorcieldeba maswavleblisa da 

moswavleebis saubarSi winaswar (ramdenime mecadineobiT adre) dasmuli 

sakiTxebis irgvliv. 

mecadineobaze gadasawyveti amocanebis mixedviT SeiZleba gamoyenebul 

iqnas gasaubrebis Semdegi saxeebi: 

� codnis damazustebeli da ganmamtkicebeli, 

� mainformirebeli, 

� ganmazogadebeli. 

saswavlo proceSi gasaubreba SeiZleba sxvadasxva dros CavsvaT: 

� axali masali axsnis Semdeg; 

� damoukidebeli muSaobis Semdeg; 

� masalis saxlSi damuSavebis Semdeg da sxva. 

gasaubreba sxvadasxva situaciaSi asrulebs mecadineobis fragmentis, 

swavlebis meTodisa da saswavlo mecadineobis funqcias. 

gasaubrebis upiratesoba ganmazogadebel da gameorebis gakveTilebTan 

SedarebiT mdgomareobs moswavlis SesaZleblobebSi, winaswar 

moifiqros pasuxebi SemoTavazebul kiTxvaze, pasuxebis mravalvari-antulobisa 

da originalurobis SesaZlebloba. 

k o n s u l t a c i a, rogorc saswavlo mecadineobis forma wlebis 

ganmavlobaSi ar gamoiyeneboda saqarTvelos sinamdvileSi. mas Semdeg, 

rac gadawyda, sajaro skolebSi saatestato gamocdebis danergva, 

51

vfiqrobT, rom iseTi mecadineobis Catareba rogoricaa konsultacia, 

aucilebelia, ara marto damamTavrebeli klasis moswavleebisaTvis, 

aramed moswavleTa klasidan klasSi gadasayvani gamocdebis mzadebisas. 

konsultaciis Catareba saWiroa moxdes cxriliT gaTvaliswinebul 

gakveTilze. maswavlebeli konsultaciis dRes winaswar niSnavs da 

moswavleebs sTavazobs winaswar gaiazron sakiTxebi, romelTa garkvevaSic 

sWirdebaT maswavleblis daxmareba. konsultaciaze maswavlebeli 

pasuxobs moswavleebis mier dasmul SekiTxvebs. 

mecadineobis ukeT warmarTvisaTvis mizanSewonilia maswavlebelma 

winaswar Seagrovos moswavleTa kiTxvebi da maT safuZvelze dagegmos 

mecadineoba. konsultaciebze meti SesaZlebloba iqmneba moswavle- 

Ta individualuri SesaZleblobebis gaTvaliswinebisaTvis. 

am mecadineobam yvela moswavlisaTvis sargebloba rom moitanos, 

mizanSewonilia, moswavleebma winaswar moamzadon davalebebi. konsultaciebis 

Catareba sasargebloa wlis ganmavlobaSic. konsultaciebis 

daniSnulebaa moswavleTa codnis koreqtireba. 

literatura: 

� farjanaZe 1974: a. farjanaZe, fakultaturi mecadineoba maTemtikaSi. 


� qelbaqiani 2001: v. qelbaqiani, maTematikis swavlebis meTodika. 

pirveli nawili. quTaisi. 2001. 

� Балк 1974: Балк М. Б., Балк Г. Д., Математика после уроков. Пособие 

для учителей. Москва, 1974. 

� Биркгофф 1977: Биркгофф Г., Математика и психология. Москва, 1977. 

� Болгарский 1981: Болгарский Б. В., К вопросу о воспитателном значении 

преподавания математики. - Математика в школе. №1. Москва, 

1981. 

52


nana maisuraZe 


saswavlo teqstis sirTulis ganmsazRvreli parametrebi 

saskolo ganaTlebis srulyofa iyo da rCeba ganaTlebis umniSvnelovanes 

problemad. Tanamedrove zogadsaganmanaTleblo standarti 

gulisxmobs moswavlis aRWurvas im codniTa da unar-CvevebiT, romlebic 

saSualebas miscems mas alRo auRos kacobriobis swraf progress, gamoiyenos 

Tanamedrove mecnierebis miRwevebi, gaxdes sazogadoebis srulfasovani 

wevri. codnis pasiuri mimRebidan moswavle unda Camoyalibdes aqtiur 

Semmecneblad, romelic SeZlebs miRebuli codna gamoiyenos, rogorc 

profesiuli warmatebisTvis, aseve sazogadoebis sasikeTod. 

moswavlis codnis uSualo wyaro da Tanamgzavri aris saskolo saxelmZRvanelo 

(Крсманович 1974:108–120). is unda Seicavdes programiT 

gaTvaliswinebul sakiTebze codnis im moculobas, romlis Seswavladauflebac 

moswavlisTvis savaldebuloa. saxelmZRvanelo unda asaxavdes 

uaxloes miRwevebs mocemul mecnierebaSi, pedagogiurad da meTodurad 

idges maRal doneze da gamsWvaluli iyos swavlebis didaqtikuri 

principebiT, iTvaliswinebdes moswavlis asaks da mis Taviseburebebs, 

dawerili iyos gamarTuli literaturuli eniT, teqnikurad ma- 

Ral doneze gaformebuli da a. S. saswavlo teqsti ise unda iyos dawerili, 

rom moswavleSi iwvevdes kmayofilebas da zrdides masSi swavlisadmi 

siyvaruls, wignze damoukidebeli muSaobis Cvevebs. 

rogorc wesi, fizikis saxelmZRvaneloebis saswavlo teqsts sakmao 

nakli gaaCnia. xazgasasmelia misi gadatvirTuloba moswavlisaTvis 

miuwvdomeli masaliT (saskolo saxelmZRvanelo ar unda warmoadgendes 

umaRlesi skolis konspeqts). Cven unda gvaxsovdes, rom skolaSi 

vzrdiT ara fizikoss, aramed moazrovne, ganviTarebul pirovnebas, romelic 

dauflebulia mecnierebaTa safuZvlebs da Seswevs unari miRebuli 

zogadi ganaTleba gamoiyenos praqtikaSi. 

teqsti aris rTuli sistemuri warmonaqmni, rac niSnavs agreTve 

mravalzomiansa da mravalsibrtyians. teqstis maxasiaTeblebs pirobi- 

Tad yofen gare da Siga maxasiaTeblebad (kukuSkini 1984:47). garegans 

anu formalurs miekuTvneba iseTi maxasiaTeblebi, rogoricaa sityvis 

sigrZe, rac gamoixateba asoebis an marcvalTa raodenobiT; winadadebis 

sigrZe da am sigrZeTa ganawileba teqstis mTel manZilze; sxvadasxva saxis 

gansazRvrebis, zmnebisa da metyvelebis nawilTa raodenoba, am raodenobaTa 

sxvadasxva mimarTeba; sxvadasxva saxis damokidebuli winada- 

53

debis raodenoba da a. S. teqstis formaluri parametrebi SeiZleba gamogvadges 

kiTxvadobis formulis konstruirebisas, rac saSualebas 

mogvcems SevafasoT jami, romelic gavlenas axdens teqstis aTvisebaze 

garkveuli jgufis mkiTxvelisaTvis. 

teqstis Sida parametrebs miekuTvneba iseTebi, romlebic dadgindeba 

ara formaluri gamoTvlis Sedegad, rac SesaZlebelia teqstis gaugebradac, 

aramed teqstis Sinaarsis azrobrivi analizis saSualebiT. 

teqstis Sinaarsi SeiZleba moicavdes faqtebs, Teoriul debulebebs, 

analizsa da faqtebTan da TeoriebTan mimarTebas. teqstis saerTo SinaarsSi 

Sedis informaciis sami sistema – faqtografiuli informaciis, 

Teoriuli informaciisa da refleqsuri informaciis sistema. 

refleqsuri informaciis sistemaSi Sedis teqstis im nawilis Sinaarsi, 

romelic gamoxatavs mimarTebas faqtebTan da TeoriebTan, aZlevs 

maT Sefasebas; mas xSirad Tan axlavs emociuri replikebi da pasaJebi. 

Tu faqtografiuli informaciis sistemisa da Teoriuli informaciis 

sistemis ZiriTadi funqciaa raimeze informireba, teqstis refleqsuri 

elementebis funqcia aris aRqmisa da gagebis struqtuireba informaciis 

procesSi. ese igi, roca teqstSi CaerTveba refleqsuri elementebi, 

iqmneba garkveuli aqcenti da mimarTeba ama Tu im informaciisadmi. 

teqstis kiTxvadobis parametrebis dadgena rTulia da jer kidev 

sxvadasxva aspeqti gasarkvevia. „kiTxvadobis“ terminis qveS vgulisxmobT 

im faqtorebis jams, romlebic xels uwyoben warmatebul kiTxvas, 

rogorc teqstis sirTulis, aseve mkiTxvelis momzadebis xarisxis (asaki, 

ganaTleba) gaTvaliswinebiT. teqstis sirTule mdgomareobs misi Sinaarsis 

TaviseburebebSi, logikur agebaSi, misi masalis informaciulobaSi 

da a. S. (Микк 1977:98-109). Cvens mier damuSavebul literatura- 

Si ganxilulia ramdenime parametri: winadadebis sigrZe – amas yvela 

mkvlevari eTanxmeba, sityvis sigrZe, Zneli, ucxo, grZeli sityvebis, 

terminebis procentuli raodenoba, abstraqtuloba, dakavSirebuli 

arsebiTi saxelebis ganmeorebasTan. am parametrebs sxvadasxva avtori 

sxvadasxva kombinaciiT iyenebs. 

rasakvirvelia, realurad amiT ar amoiwureba teqstis sirTule, 

magram es momaval gamokvlevaTa sagania. amitom SemovisazRvroT imiT 

rac xelT gvaqvs. 

gavrcelebulia teqstis kiTxvadobis, sirTulis ganmsazRvreli 

formulebi (Пруха 1985:143–164). isini teqstis sirTules gansazRvraven 

mxolod zogierTi (zemoT CamoTvlili) maxasiaTebliT, magram es sakmarisi 

ar aris. 

teqstis sirTulis formula martivi unda iyos, amitom TiTqmis 

yvela avtori wrfiv damokidebulebas irCevs, ZiriTadad ori parametriT. 

zogierTs sami (iSviaTad metic) parametric Semoaqvs. formulebSi 

54

saWiroa ricxviTi (empiruli) koeficientebis Semotana. am koeficientebis 

daniSnuleba maTematikurad gasagebia: wevrebis rigi gawonaswordes 

da sirTulis skalis intervali „gaiSalos“. magram arcTu iSviaTad 

es koeficientebi, rbilad rom vTqvaT, arakoreqtulad aris Semotanili, 

isini 4 da 5 niSnad cifrsac ki Seicaven. magaliTad, diqsisa da Staiveris 

formulaSi Sedis 236,96 ricxviTi Tavisufali wevri. Tu am ricxvSi 

yvela cifri sandoa, misi maqsimaluri cdomileba 0,005/236,96=0,002%ia. 

aseTi „fantastikuri“ sizustis miRweva pedagogiur gamokvlevebSi 

SeuZlebelia, ararealuria. samwuxarod, avtorTa mniSvnelovani nawili 

amas yuradRebas ar aqcevs da formulebi gadatvirTulia „zedmetad 

zusti“ koeficientebiT. es imis msgavsia, rom π ricxvi rac SeiZleba meti 

niSnadi cifriT aviRoT „zusti“ pasuxis misaRebad, realurad ki ase- 

Ti sizustis miRweva SeuZlebelia. saWiroa koeficientebis damrgvaleba 

saTanado sizustiT, miTumetes, rom es amartivebs maT gamoyenebas. 

dgeba principuli kiTxva: Rirs ki saerTod formulebis gamoyvana da 

gamoyeneba? 

formulebis gamoyeneba ar gamoricxavs saxelmZRvaneloTa xarisxis 

Sesamowmebel aRiarebul da damkvidrebul meTodebs: eqspertebis 

Sefasebas, eqsperimentul Semowmebas skolaSi da a.S. es meTodebi inar- 

Cuneben Tavis mniSvnelobas. formulebi ki SesaZleblobas iZlevian saxelmZRvanelos 

xarisxis Sefasebis meTodebis srulyofisa da masalis 

gadmocemis sirTulis erTiani indeqsebis miRebisa, romelTa safuZvelze 

SeiZleba damuSavdes saswavlo teqstis optimaluri sirTulis obieqturi 

kriteriumebi. formulebiT SeiZleba Sefasdes xelnaweri skolaSi 

mis gamocdamde. es SesaZleblobas iZleva daCqardes maRalxarisxiani 

saxelmZRvaneloebis momzadeba. miuxedavad imisa, rom formulebis 

gamoyeneba saxelmZRvaneloebisadmi martivi saqme ar aris, is ufro 

iafia da operatiulia, vidre Sesabamisi eqsperimentebis Catareba. 

formulebiT Sefaseba statistikuri Sefasebaa, es ki moiTxovs sandoobis 

donis gansazRvras, ra albaTobiT aris marTebuli Sedegi? amis 

gakeTeba Zalze rTulia da jerjerobiT arc erT avtors ara aqvs. miuxedavad 

amisa formulebis gamoyenebas azri aqvs. 

Cvens mier Catarebuli formulebis analizis Sedegad SegviZlia 

vTqvaT, rom sintaqsuri sirTulis maxasiaTeblad praqtikulad yvela 

avtori iyenebs winadadebis sigrZes. es parametri Cveni TvalsazrisiT 

yvelaze efeqturia. amas isic mowmobs, rom rTul da advil kiTxvad 

teqstebs Soris winadadebis saSualo sigrZis gansxvaveba (8-5)/5=60%-s 

Seadgens. magram gansxvavebulia sigrZis gamoTvlis wesi. Cven winadadebis 

saSualo sigrZis gamoTvlisas saswavlo teqstSi sityvaTa raodenobas 

vyofdiT winadadebaTa raodenobaze. 

winadadebaSi sityvis raodenobis daTvlisas fizikis teqstSi sityve- 

55

is raodenobaSi ar vTvliT kavSirebs; sityvaTa SenaerTebs, rodesac erTerTi 

sityva damxmare funqcias asrulebs da damoukidebeli mniSvneloba 

ara aqvs; iseT Sesityvebebs, rodesac ori sityva erT mTlian daunawevrebel 

cnebas gamoxatavs. sityvaTa raodenobas teqstSi aRvniSnavT n-iT. 

winadadebis daTvlisas, Tu rTuli Tanwyobili winadadeba warmoadgens 

ori mokle sruli erTnairi struqturis winadadebaTa SeerTebas 

„da“, „e. i.“ kavSirebiT an mZimiT, mas vTvliT or mokle winadadebad. 

danarCen SemTxvevaSi winadadebebi ar warmoadgenen „meqanikur ubralo 

jams“ ori mokle winadadebebisa da amitom maT erT winadadebad 

vTvliT. winadadebis raodenobas saswavlo teqstSi ki aRvniSnavT N-iT. 

kargad aris cnobili, rom statistikur simravles mxolod saSualo, 

Cvens SemTxvevaSi winadadebis saSualo sigrZe, ar axasiaTebs. ucilebelia 

meore parametris – dispersiis – Semotana, romelic axasia- 

Tebs gabnevas saSualos garSemo. arc erT avtors aseTi maxasiaTebeli 

formulaSi Setanili ara aqvs. Cven es principul naklad migvaCnia da sa- 

Wirod vTvliT saTanado wevris Setanas formulaSi. bunebrivia, sirTules 

axasiaTebs grZeli winadadebebis wili. amitom parametrad swored 

mas viRebT. saxeldobr: viTvliT grZel, 12 da met sityvian winadadeba- 

Ta ricxvs da vyofT winadadebaTa saerTo ricxvze. 

leqsikuri sirTulis amsaxvel parametrad TiTqmis yvela avtors 

sityvis sigrZe aqvs aRebuli, magram mas sxvadasxvanairad gansazRvraven. 

Cveni upirvelesi mizania azrobrivi analizi saswavlo teqstisa, 

amitom ver daveTanxmebiT im formalur wesebs, rodesac iTvaliswineben 

(Tvlian) sityvebs Soris Sualedebs, cariel adgils, punqtuaciis 

niSnebs. Cvens Tvalsazriss amagrebs specialuri literatura 

(Пиотровский 1977:135,309), romelSic gaanalizebulia msoflios 100 enis 

Tavisebureba sityvis sigrZis mixedviT: sigrZe ganisazRvreba fonemaTa 

raodenobiT. radgan qarTulSi bgera da asoniSani erTmaneTs emTxveva, 

bunebrivia, sityvis sigrZe asoniSanTa raodenobiT ganvsazRvreT (radgan 

sityvis forma cvalebadia, specialur literaturaSi mas sityvagamoyenebas 

uwodeben da misi sigrZe aris asoTa jaWvi(raodenoba) xarvezidan 

xarvezamde). samwuxarod, zemoTmoyvanil asi enis analizSi qar- 

Tuli ena ar Sedis. amitom Cven SegviZlia mxolod Cvens gamokvlevebs – 

saswavlo teqstebs daveyrdnoT. moulodnelad miviReT, rom sxvadasxva 

sirTulis saswavlo fizikur teqstebSi sityvis saSualo sigrZe umniSvnelod 

icvleba: 7,59-7,54/7,54=0,7%. maSin rodesac winadadebis saSualo 

sigrZe 60%-is farglebSi icvleba. Cveni varaudiT, es qarTuli enis specifikis 

asaxvaa. es specifika Cveni kompetenciis farglebs scildeba da 

Cvens mosazrebas ufro dawvrilebiT aRar gamovTqvamT. amitom Cveni 

miznebisaTvis sityvis sigrZe kiTxvadobis parametrad ar gamogvadgeba. 

ra parametri aviRoT kidev kiTxvadobis maxasiaTeblad? moswav- 

56

les yoveldRiurad xvdeba Semdegi terminebi: manZili, dro, siCqare. 

magram rogorc ki gadavalT siCqaris – fizikuri sididis – gansazRvraze, 

moswavleTa umravlesobas uWirs misi SeTviseba. ratom? fizikuri 

terminebis abstraqtuloba gacilebiT maRalia, vidre yoveldRiuri 

terminebisa da mizezi aq unda veZioT. amitom mesame parametrad formulaSi 

aviRoT „abstraqtuloba“. 

rogor ganvsazRvroT abstraqtuloba, dakavSirebuli fizikur 

cnebasTan, terminTan? Cveni monacemebis analizma dagvarwmuna, rom yvelaze 

martivi, magram efeqturi maxasiaTebelia fizikur terminTa raodenoba, 

mosuli erT winadadebaze. misi daTvlis wesi Semdegia: davTvaloT 

terminebis saerTo raodenoba. daTvlisas unda gaviTvaliswinoT, 

rom SeiZleba termini Secvlili iyos nacvalsaxeliT. cxadia, es nacvalsaxeli 

unda SevcvaloT saTanado terminebiT. terminebis saerTo 

ricxvs, romelsac aRvniSnavT q asoTi, vyofT winadadebaTa saerTo 

ricxvze da vRebulobT terminTa raodenobas mosuls winadadebaze. 

amgvarad, Cven kiTxvadobis donis gansazRvrisaTvis Semogvaqvs 

samparametriani wrfivi formula: X=(n+10p+q)/N=L+10S+T 

sadac n aris sityvaTa raodenoba teqstSi, N aris winadadebaTa ricxvi 

teqstSi, L=n/N aris winadadebis saSualo sigrZe teqstSi, p aris 12- da 

metsityvian grZel winadadebaTa ricxvi, xolo S=P/N aris grZel winadadebaTa 

wili, q aris terminebis ricxvi teqstSi, T=q/N – terminebis 

saSualo ricxvi, mosuli erT winadadebaze. 

koeficienti 10 meore wevrisTvis saWiroa wevrTa rigis „gawonasworebisaTvis“, 

sxva wevrebisaTvis koeficienti saWiro ar aris. 

kiTxvadobis SefasebisaTvis SevadgineT Semdaegi skala: Tu X mo- 

Tavsebulia 5-8 SualedSi, saswavlo teqsti advilia, 9-11 SualedSi aris 

saSualo, xolo 12 da zeviT gvaqvs rTuli done. 

dasaxeleba 

advili 

saSualo 

rTuli 

5 - 8 9 - 11 12 da zeviT 

magaliTad, periSkinis orive saxelmZRvanelo (VII, VIII), rTulis 

grafaSi moxvda. mocemuli formulis gamoyeneba mizanSewonilia sabunebismetyvelo 

sagnebisTvis. 

rogori moculobis teqsti unda SevarCioT formulis gamoyenebisaTvis? 

SerCevis moculobis arCevis sxvadasxva gza arsebobs. romeli 

xerxic ar unda avirCioT, ar unda dagvaviwydes, rom Sedegebis sarwmunobisaTvis 

winadadebaTa saerTo raodenoba ar unda iyos 100-ze naklebi. 

es saswavlo teqstis sxvadasxva formatisaTvis Seadgens 4-5 gverds. 

rasakvirvelia, yovelTvis ar aris aucilebeli saswavlo teqstis 

57

sirTulis dadgena formulebiT, zogjer isedac aris cxadi mdgomareoba. 

zemoTqmulidan gasagebi unda iyos, rom Tu saswavlo teqstSi winadadebis 

saSualo sigrZe vTqvaT, 15 sityvaze meti gamovida, yovelgvari 

formulis gamoyenebis gareSec cxadia, rom aseTi teqsti sirTulis ma- 

Rali xarisxisaa. igive exeba terminebis saSualo raodenobas. es sakiTxi 

sagangebod aqvT damuSavebuli frang avtorebs (Франсуа-Мари Жерар 

1998:35). mocemuli aqvT, rom axali cnebebis (terminebis) raodenoba 

erT gverdze unda SemoisazRvros. maTi dasaSvebi raodenoba icvleba 

moswavleTa asakis mixedviT. gardamavali asakis moswavleTaTvis axali 

cnebebis saSualo raodenoba erT gverdze ar unda aRematebodes 2–4-s. 

es gagebis donisTvis, e.i. rodesac axali cnebebis gageba, maTi axsnaa sa- 

Wiro. rac Seexeba gamoyenebis dones, axali cnebebis saSualo raodenoba 

ar unda iyos meti 0,2-0,5-ze. rogorc vxedavT, gardamavali asakis 

moswavles SeuZlia gaigos 2-4 axali cneba erT gverdze, magram rodesac 

saqme midis maT gamoyenebamde, is amas ver axerxebs. iyenebs TiTqmis 10jer 

nakleb axal cnebas. 

es rac Seexeba cnebaTa raodenobas erT gverdze. garkveuli zomiereba 

unda davicvaT saerTod axal sityvaTa raodenobis gamoyenebisas 

erT gverdze. a. lieris kvlevebSi naTqvamia, rom man VI klasis maTematikis 

saxelmZRvaneloSi aRmoaCina 6000 axali sityva, maSin rodesac am 

asakSi moswavle imaxsovrebs ara umetes 2500 axal sityvas mTeli saswavlo 

wlis ganmavlobaSi (Lieury 1991: 130). 

Tu es parametrebi daculi ar aris, maSin yovelgvari formulis 

gareSe naTelia, rom saswavlo teqsti rTulia da Znelad misawvdomi. 

literatura: 

� kukuSkini 1984: gonebrivi Sromis organizacia. kukuSkini v.d., nevolini 

i. f., buSuevi v.s., Tsu. Tbilisi. 1984. 

� Крсманович 1974: Крсманович М., Методы исследования удобочитаемости 

учебных текстов. Проблемы школьного учебника. Вып. 2, Москва. 1974. 

� Микк 1977: Микк Я. А., Оценка учебников формулами трудности текста. 

Проблемы школьного учебнику. Вып. 5. Просвещение. 1977. 

� Пруха 1985: Пруха Я., К разработке параметров сложности учебного текста 

(обзор исследований). Проблемы школьного учебника. Вып. 15. 

Просвещение, Москва. 1985. 

� Пиотровский 1977: Математическая лингвистика. Пиотровский Р. Г., 

Бектаев К. Б., Пиотровская А. А., Высшая школа, Москва. 1977. 

� Франсуа-Мари Жерар 1998: Разработка и анализ школьных учебников. 

Франсуа-Мари Жерар, Ксавье Рожье. “АВ ОVO”, Москва.1998. 

� Lieury 1991: Memoire et reussite scolaire. A. Lieury. Paris; Dunod, 1991. 

58


anzor berulava 


aRmzrdelobiTi muSaobis problema skolaSi 

kargi pedagogoba yvelas rodi SeuZlia, radgan swavlebisa da aRzrdis 

procesi metad Zneli da rTulia, adamianis xasiaTis Camoyalibeba 

mxolod imas SeuZlia, vinc mzad aris gaswios udidesi Sroma da ganicados 

adamianTa aRzrdis udidesi bedniereba. 

aRzrdis didmniSvnelovani amocanebis warmatebiT gadawyvetaSi 

umTavresi roli eniWeba maswavlebels. mis unarze, codnasa da kulturazea 

damokidebuli momavali Taobis aRzrda. am mxriv gansakuTrebiT 

didia pedagogis organizatorul-aRmzrdelobiTi muSaobis mniSvneloba, 

romelic Tavs uyris da erT sistemaSi aqcevs saswavlo-saaRmzrdelo 

muSaobis saerTo RonisZiebebs. 

pedagogis mier moswavleTa koleqtivisadmi SemoqmedebiTi midgoma 

mtkiced unda efuZnebodes aRzrdis fsiqologiis codnas; amgvari codna 

uzrunvelyofs mas Tavi daaRwios Secdomebsa da trafarets, rac iSviaTi 

rodia skolis praqtikaSi. aRzrda mTeli pedagogiuri koleqtivis saqmea 

da yvela gakveTili aRmzrdelobiT momentsac unda Seicavdes, radganac 

swavla da aRzrda erTi mTliani pedagogiuri procesis ori mxarea. 

did Cex pedagogs, i. a. komenskis, adamianis Camoyalibebis, misi zneobrivi 

ganviTarebis mTavar da ZiriTad pirobad bavSvis socialur garemoSi 

Sroma, swavla da aRzrda miaCnda. 

zrdiloba aRzrdis funqciaa. igi TandaTanobiT gamomuSavdeba, 

xolo mis gamomuSavebaze araferi axdens ise did gavlenas, rogorc aRmzrdelis 

piradi magaliTi. marTalia, bavSvs unda vaswavloT zrdilobis 

wesebi, magram am wesebis gamoyenebas unda Sinagani midrekileba, Cveva. 

swored amisTvisaa saWiro Tavazianobis magaliTebi da kulturul 

adamianTa wre; amitom unda vadevnoT Tvalyuri mozards da gavigoT, 

visTan megobrobs, rogor iyenebs Tavisufal dros, ra wreSi trialebs 

gakveTilebis Semdeg Болдырев 1981:138). 

gamoucdeloba da cnobismoyvareoba gansakuTrebiT gardamavali 

asakis moswavleebs acdens swori gzidan, radgan am asakSi mozardisaTvis 

bevri cxovrebiseuli faqti Tu movlena gaurkvevlobis burusiTaa 

moculi. igi advilad SeiZleba moeqces cud wreSi, cudi adamianebis 

gavlenis qveS. am dros aucilebelia, mozards maswavlebeli konkretuli 

rCeva-darigebis mimcem ufros megobrad moevlinos. 

aRmzrdelobiTi muSaobis formebi da meTodebi mravalgvaria. 

59

praqtika adasturebs, rom erTferovneba da Stampi uinteresoa da uferuls 

xdis muSaobas. 

aRmzdelobiT muSaobaSi mniSvnelovani adgili uWiravs moswavle- 

Ta SemoqmedebiTi unaris, elementaruli kvleviTi Cvevebis gamomuSavebas. 

saqmisadmi SemoqmedebiTi midgoma yvela specialists unda axasia- 

Tebdes, magram es Tviseba maswavlebels gansakuTrebiT sWirdeba. moswavleTa 

gansxvavebuli individualoba, saswavlo-materialuri baza, 

pedagogiuri procesis sirTule da mravalmxrivoba da sxv. faqtorebi 

ganapirobeben SemoqmedebiTi midgomis aucileblobas. umaRles saswavleblebSi 

momaval pedagogTa momzadebis sistemaSi SemoqmedebiTi ostatobis 

gamomuSaveba erT-erTi umniSvnelovanesi amocanaa. 

aRzrdaSi xSirad gamoiyeneba igive meTodebi, romelTac swavleba- 

Si viyenebT, magram maTi gamoyenebis formebi da Sinaarsi gansxvavebulia. 

ganvixiloT varjiSis meTodi, romelic swavlebaSic gamoiyeneba da 

aRzrdaSic - swavlebis procesSi varjiSis gamoyeneba miznad isaxavs Teoriuli 

codnis praqtikaSi gamoyenebis Cvevis Camoyalibebasa da gakve- 

Tilze miRebuli codnis ganmtkicebas. aRzrdaSi varjiSis meTodis mizania 

zneobrivi normebisa da qcevis wesebis SesrulebaSi moswavleTa 

daxelovneba, erTi da imave moqmedebis imdenjer gameoreba, rom es moqmedeba 

Cvevad iqces, qcevis normebis Sesruleba avtomatizebuli gaxdes, 

raTa yovel situaciaSi moswavleebi am normebsa da qcevis wesebs 

Seuxseneblad asrulebdnen (gagua 1996:167-169). 

rogorc cnobilia, pedagogiur praqtikaSi gamoiyeneba darwmunebis, 

axsna-ganmartebis, dasjisa da waxalisebis meTodebi. dasjas maSin 

unda mivmarToT, roca darwmunebis yvela RonisZieba amowurulia. dasjis 

dros garkveuli pedagogiuri taqtis dacvaa saWiro. yovlad dauSvebelia 

bavSvis pirovnebis Seuracxyofa, misadmi uxeSi mimarTva. aRmzrdelis 

uxeSobas mozardi jiutobiTa da kidev ufro meti gaavebiT 

upasuxebs. aRmzrdelis yoveli sityva winaswar unda iyos mofiqrebuli; 

amasTan, igi mozardebs mSrali lozungebiT ki ar unda mouwodebdes, 

ki ar unda mbrZaneblobdes, aramed maT mimarT siyvarulsa da siTbos 

avlendes. mSvidi toniT micemuli daumsaxurebeli SeniSvnac ki ufro 

misaRebia moswavlisaTvis, vidre samarTliani yvirili. maswavlebels 

unda SeeZlos, Sesatyvisi formiT, situaciis gaazrebiT gamoxatos 

Tavisi grZnobebi, aRSfoTeba, sixaruli; maswavlebeli generali ki 

ar aris, smenaze gajgimul jariskacebs rom ubrZanebs, aramed ufrosi 

megobari da gulis mesaidumlea. es imas ar niSnavs, rom SeniSvna ar mivceT, 

oRond yovelgvar miTiTebas Sesaferisi forma unda movuZebnoT. 

aRmzrdelobiTi muSaobis Sedegebi moswavleTa codnasa da SegnebaSi 

imdenad da ise ar aisaxeba, rogorc igi vlindeba moswavlis qcevaSi, 

mis moqmedebaSi, irgvliv myof adamianebTan urTierTobaSi. aRmzrde- 

60

lobiTi muSaobis Sefasebisas saWiroa gamovlindes moswavleTa aRzrdilobis 

done, maTSi SemuSavebuli zneobrivi qcevis normaTa Sesrulebis 

Cvevebis, unarisa da Cveulebebis simtkice da simyare. yovelive 

amis gamorkveva da dadgena xangrZliv muSaobasa da mozardis bunebis 

Rrma codnas moiTxovs. 

aRmzrdelobiTi muSaobis Sedegebis mTavari kriteriumi aris ara 

sityvebi da moswavleTa dapirebebi, aramed sityvisa da saqmianobis erTianoba, 

moswavleTa yofa-qceva, praqtikuli saqmeebi. 

aRmzrdelma aucileblad unda icodes moswavlis moraluri mxare, 

Tu ra damokidebulebas amJRavnebs swavlisadmi, rogoria misi disciplina 

skolaSi da skolis gareT, rogor damokidebulebaSi imyofeba amxanagebTan, 

rogor eqceva mSoblebs, maswavleblebs, ufrosebs, Tavaziania Tu 

ara, uyvars Tu ara simarTle, aqvs Tu ara megobrobis grZnoba da sxv. 

moswavleebTan aRmzrdelobiTi muSaoba, maTTan saubrebi unda 

efuZnebodes moswavleTa individualur Taviseburebebs, ganviTarebis 

donisa da maTi asakobrivi Taviseburebebis codnas. 

aRmzrdeli saswavlo-aRmzrdelobiTi muSaobis procesSi mis mier 

gatarebuli yvela RonisZiebis dros gamsWvaluli unda iyos mozardisadmi 

didi gulisxmierebiTa da siyvaruliT. igi unda xedavdes mozardis 

fsiqikur da fizikur cvlilebebs, esmodes misi qcevis motivebi da 

yovelnairad cdilobdes, rom misi sityva da saqme exmianebodes aRsazrdelis 

sulier mdgomareobas, mis miznebsa da interesebs (malazonia 

2001:230-258). 

am rTuli amocanis Sesruleba aRmzrdelisagan moiTxovs, rom igi, 

pirvel rigSi, TviTon iyos amaRlebuli Tanamedrove cxovrebis moTxovnebis 

doneze. 

literatura: 

� gagua 1996: gagua v., pedagogika. Tbilisi. 1996. 

� malazonia 2001: malazonia S., pedagogika. Tbilisi. 2001. 

� pedagogika 1994: pedagogika. Tsu. Tbilisi. 1994. 

� vasaZe 1998: pedagogikis istoria. n. vasaZis redaqciiT. Tbilisi.1998. 

� Болдырев 1981: Болдырев Н. И., Методика воспытательной работы в школе. 

Москва. 1981. 

61

62 



nana gudsmiTi 

niu-iorkis skolamdeli dawesebuleba 

montesoris meTodi ganaTlebaSi 

montesoris meTodi swavlebis (saskolo ganaTlebis) aswliani me- 

Todia, romelic pirvelad gamoiyenes skolamdeli asakis Rarib bav- 

SvebTan romSi. programa dResac popularulia da aqtiurad gamoiyeneba 

swavlebis procesSi. montesoris meTodis dRevandeli Sefasebebi 

skolamdel dawesebulebebsa da skolebSi miuTiTeben mis maRal reitingze. 

sagulisxmoa, rom amerikis SeerTebul StatebSi 5000-ze meti 

skola, maT Soris 300 sajaro skola da ramdenime saSualo skola, iyenebs 

montesoris meTods. 

� rogor daiwyo es? 

doqtorma maria montesorma, es axali meTodi skolamdeli da 

skolis bavSvebis qcevaze Tavisi samecniero dakvirvebebis safuZvelze 

Seqmna. maria montesori iyo romis universitetis axladkursdamTavrebuli 

pirveli qali fizikosi, roca igi saganmanaTleblo sferoSi Caeba. 

iyo bavSvebis mkurnali eqimic ki. 1907 wels maria miipatiJes ukiduresad 

gaWirvebuli ojaxebis bavSvebisTvis daarsebuli bavSvTa movlis 

centris gasaxsnelad romis san lorencos jurRmulebSi. aRniSnul 

centrs man daarqva „bavSvTa saxli“ da Tavisi programa daafuZna im dakvirvebebsa 

da gamokvlevebze, romelic mis mier eqsperimentis saxiT iqna 

Catarebuli. montesoris dakvirvebiT ymawvilebi ukeTesad swavlobdnen 

saxlis msgavs, myudro garemoSi, romelic savsea bavSvis ganviTarebisaTvis 

Sesabamisi masaliT, rac xels uwyobs motivirebuli, damoukidebeli 

msmenelis zrdas. 

� ra xdis montesoris meTods unikalurs? 

� midgoma. „bavSvisadmi, rogorc Tanasworisadmi srulyofili“ 

midgoma. bavSvi imsaxurebs pativiscemas rogorc calke pirovneba 

da unikaluri arseba. bavSvebTan gamoiyeneba zrdilobiani 

ena, dabali xma da sasiamovno toni. maswavleblebi an mSoblebi 

usmenen mets da saubroben naklebs. 

� garemo. „bavSvis gazrdisaTvis aucilebeli garemo“. mTeli saswavlo 

garemo - oTaxi, wignebi, rveulebi da sxvadasxva saxis saswavlo 

masalebi da socialuri klimati moswavles (msmenels, Semswavlels) 

unda exmarebodes damoukideblad SeZlos swavla. Cven bav- 

Svebi unda vuzrunvelyoT mowesrigebuli sivrciT da saswavlo

masalebiT, rac gakeTebuli unda iyos iseTi dizainiT, romelic 

bavSvs swavlis procesSi mSvid fsiqologiur garemos Seuqmnis. 

� wesrigi. bavSvebs vaswavloT da CavunergoT, rom garemo sivrce 

sufTad Seinaxon da yvelaferi Tavis adgilze daalagon. hqondeT 

mowesrigebuli dRis reJimi, romelic aseve uzrunvelyofs wesrigs. 

msgavsi wesrigi exmareba ymawvilebs ukeT Seicnon TavianTi 

samyaro. roca bavSvebi iTviseben wesrigs cdiloben ganaxorcielon 

igi maT garSemo. Zlieri SemTvisebluri wesrigi iZleva Zalas 

da rwmenas gadalaxon yvelaferi rac ki maT SexvdebaT. 

� montesoris masalebi. doqtor maria montesoris dakvirvebiT 

bunebaSi arsebobs uamravi sagani, romlebzec Sexeba bavSvebs siamovnebT, 

ubiZgebs maT gaakeTon multisensoruli, Tanmimdevruli 

da TviTkoreqtuli masalebi rac xels uwyobs praqtikuli 

unarebisa da abstraqtuli ideebis gamomuSavebas. montesoris 

masalebi farTod moipoveba onlainSi (internetSi). zogadad, 

bavSvebisTvis gamosakvlevi obieqtebi unda iyos martivi, 

fokusirebuli da Cveulebriv bunebrivi. eleqtronuli mowyobilobebi, 

televizori da lamazi Temebi yuradRebas gadaataninebs 

bavSvs Tavisi ganzraxvidan, romelic aris koncentrirebuli 

da fokusirebulia erT saganze. cnobilia, rom xeli mWidrod 

aris dakavSirebuli tvinis ganviTarebasTan, bavSvebs sWirdebaT 

xeliT Seexon da gamoikvlion maT irgvliv yvelaferi: 

formebi, feri, temperatura da a.S. rasac isini ecnobian, ara 

marto maswavleblebis yurebiT an teleekraniT, romlebic maT 

am aRmoCenebis Sesaxeb uambobs. 

� maswavlebeli. montesoris meTodSi erT-erTi umniSvnelovanesi 

adgili uWiravs maswavlebels. Tavdapirvelad mas „direqtori“ 

erqva. montesori maswavlebelis funqciebi warmodgenilia rogorc 

bavSvisaTvis saWiro da aucilebeli garemos Semqmneli, 

resursi piri, demonstratori, TiToeuli bavSvis qcevisa da 

zrdis zedmiwevniT damkvirvebeli. montesori maswavlebeli yovelTvis 

cdilobs bavSvSi gaaRviZos TviTmotivacia. bavSvebs 

surT swavla da kvleva. koncentracia viTardeba. roca bavSvebi 

arian TviTmotivirebulebi. rodesac adamianebs SeuZliaT fokusireba 

raime davalebaze, isini xdebian wynari da koncentrirebulebi. 

montesori maswavlebeli arasodes ecdeba bavSvze 

iZalados an Seawyvetinos mas, romlis yuradReba mTlianad 

gadatanilia mis saqmianobaze. 

montesoris am oTxi miznis misaRwevad, ganTlebis maswavleblebs, 

mSoblebs, an mzrunvelebs sWirdebaT Secvalon TavianTi tradiciulad 

miRebuli paradigmebi: 

63

� tradiciuli meTodi: 

bavSvze dominireba 

bavSvis kontroli 

wesrigis damyareba garedan 

swavlebis koncefciebi 

64 

� montesoris meTodi: 

dakvirveba 

garemos kontroli 

wesrigis gamowveva Signidan 

xelSewyoba mimarTuli gamocdilebaze 

vfiqrobT, montesoris meTodi, romelsac warmatebiT iyeneben 

aSS-s saganmanaTleblo sistemaSi, Cvens SemTxvevaSi ki skolamdel dawesebulebaSi, 

aucileblad gamoadgeba qarTvel pedagogebs, rogorc skolaSi, 

aseve skolamdel dawesebulebebsa da saojaxo aRzrdaSi.



Tamar javaxiSvili 


iakob gogebaSvilis dedaenis anbanis 

fsiqologiuri safuZvlebi 

i. gogebaSvilis dedaenis dasawyisi nawili - anbani SeviswavleT 

kontent-analizis meTodiT. am meTodiT teqstis Sinaarsobrivi da 

struqturuli analiziT SesaZlebelia misi safuZvlebis, abstraqtuli 

modelis, mkiTxvelze zegavlenis moxdenis faruli miznebis Sesaxeb 

sarwmuno varaudis gamoTqma. misi gamoyenebis ZiriTadi sferoa humanitaruli 

da socialuri mecnierebani. fsiqologiaSi kontent-analizis 

meTodi gamoiyeneba ori saxiT: pirveli, rogorc damxmare meTodi saubris, 

anketis, proeqciuli meTodebiT mopovebuli masalis damuSavebisas 

da meore, garkveuli pirobebis dacviT is gamoiyeneba rogorc Ziri- 

Tadi, damoukidebeli meTodi, gansakuTrebiT warsulSi Seqmnili teqstebis 

siRrmiseuli analizisaTvis, rac sxva meTodebisaTvis miuwvdomelia 

(Википедия 2010). 

kontent-analizis meTodiT i. gogebaSvilis deda enis anbanis Seswavlis 

Sedegebi da analizi: 1. anbanSi warmodgenilia 31 suraTi, maT 

qveS miwerilia suraTze gamosaxuli obieqtis saxeli da calkeuli 

sityvebi romlebic Seicaven Sesaswavl asobgeras. suraTze gamoxatuli 

sagnis dasaxeleba jer mocemulia mTliani sityvis saxiT, Semdeg marcvlebis 

saxiT, Semdeg ki ganmxoloebuli asoebis saxiT. anbanis sawyisi 

oTxi suraTis qveS mocemulia or asobgeriani marcvali pirdapiri da 

Sebrunebuli saxiT: pirvel suraTTan ai, ia; meoresTan - ax, xa da ex, xe; 

mesamesTan is, si; meoTxesTan em, me; momdevno 27 suraTis Tanmxleb teqstSi 

aseTi ram aRara gvxvdeba. 

specialur gamokvlevebSi aRniSnulia, rom bavSvis aRqma da Sesabamisad 

sametyvelo ganviTarebac dasawyisSi difuziur-mTlianobiTi xasiaTisaa. 

d. uznaZe aRniSnavs, rom metyvelebis dasawyisi fazisi bavSvis 

cxovrebis pirvelsave periodSi unda veZioT (uznaZe 1967:191). 

axalSobilisTvis damaxasiaTebelia wminda subieqturi, „solifsuri“, 

aradiferencirebuli, yovelgvar Sinaarss moklebuli Zilismagvari 

mdgomareoba, romelSic TandaTan, sifxizlis momentebSi xdeba diferenciacia 

da iwyeba garedan momdinare bgerebze reagireba. kanestrinis 

gamokvlevis mixedviT, jer kidev Svidi dRis bavSvi dedis Cur- 

Culsa da ucxo adamianis xmaze gansxvavebulad reagirebs. ori sami Tvidan 

ki es yvela bavSvTan xdeba (uznaZe 1967:101). am droidan smeniTi gam- 

65

Rizianeblis arsebobisas bavSvi wyvets sxva aqtivobas da „smenad iqceva“. 

amasTanave smeniTi gamRizianeblidan bavSvi upiratesobas aniWebs 

adamianis xmas. amas Tanamedrove gamokvlevebic adastureben: „bavSvis 

dabadebisTanave Tavis tvinis marcxena hemisfero imdenadaa ganviTarebuli, 

rom Cvils SeuZlia aRiqvas sxvisi laparaki da reagireba moaxdinos 

masze (Крайг 2002:275), xolo RuRunis da titinis periodebSi saartikulacio 

aparatis funqciobis tendeciis safuZvelze garemodan aRqmul 

difuziur-mTlianobiT smeniT STabeWdilebas aRqmis diferenciaciis 

donis Sesatyvisad gamoxataven bgeraTa kompleqsebis saSualebiT, 

romlebsac gamoTqvamen xan pirdapir da xan SebrunebiT (ai-ia, em-me...). 

2. anbanis sawyisi 13 suraTis Tanmxleb teqstebSi Warbobs sityvebi 

„ai“ da „es“. momdevno 18 suraTis Tanmxleb teqstebSi maTi raodenoba 

TandaTan mcirdeba. 12 teqstSi saerTod aRaraa mocemuli es sityvebi da 

mxolod 6 teqstSi gvxvdeba an erTi an meore. 

qarTveli bavSvis cxovrebis sawyis periodSi aRmzrdelis mier mas- 

Tan urTierTobaSi yvelaze xSirad xmarebuli sityva aris „ai“. am sityviT 

awynareben, anugeSeben, misTvis mimzidvel sagnebs uCveneben: „ai, movida 

deda“, „ai, uyure ra mogitane“; „ai, axla wagiyvan saseirnod“ da a. S. 

„ai-s“ gverdiT aseve didi sixSiriT ixmareba sityva „es“: „es Tojinaa“, 

„es deidaa“, „es ar SeiZleba“ da sxva. patara bavSvis mier SeZenili „pirveli 

codnebis“ did nawilSi Semonaxulia es sityvebi. 

3. anbanis sawyisi cxra suraTis qvemoT mocemulia Sesaswavli 

asobgerebis Semcveli calkeuli sityvebi. maT qvemoT ganlagebulia or 

sityviani winadadebebi, romelTa ricxvi TandaTan izrdeba. meaTe sura- 

Tidan Cndeba samsityviani winadadebebi. maTi raodenobac TandaTan izrdeba 

da ocdameSvide suraTidan teqstebi mxolod samsityviani winadadebebisagan 

Sedgeba. bolo 31-e suraTTan teqstis bolo winadadeba 

ukve xuTsityviania. 

aRsaniSnavia isic, rom suraTebis Tanmxleb teqstebSi gaerTianebul 

winadadebebs Soris azriani kavSiri ar aris. isini ar hqmnian erTian 

siuJets, moTxrobas. asea bolo or dasaTaurebul teqstSic ki: vaJi loculobs 

da „Citi totzed hkidia“. aqac saTaursa da momdevno winadadebebsa 

da calke am winadadebebs Soris araviTari azriani kavSiri ar aris. 

im dros ki skolaSi 7-8 wlis bavSvebi midiodnen, romlebsac ufro vrceli 

moTxrobebis, zRaprebis gageba da damaxsovreba SeeZloT. 

rogorc Cans, zemoT ganxilulis msgavsad, aqac i. gogebaSvilma 

garkveuli mizniT, saWirod miiCnia swavlis dawyebisas saswavlo masala 

anbani miewodebina ara ganviTarebis aqtualuri donis Sesatyvis, aramed 

ganviTarebis ukve gavlili gzis Sesatyvis fonze. amas adasturebs anbanSi 

iseTi sityvebic, rogoricaa „ava“, „kai avaa“ 7-8 wlisani ukve 

ZaRls „avas“ Tu „amus“ aRar eZaxis. 

66

unebrivad Cndeba kiTxva: bavSvze ra saxis zegavlenas da misgan ra sasurvel 

reagirebas isaxavda miznad sityvebis da teqstebis aseTi SerCeva? 

mopovebuli masalis analizi gviCvenebs, rom i. gogebaSvilis „dedaenis“ 

anbanis srul SesabamisobaSia skolamdel asakSi sametyvelo ganvi- 

Tarebis im gzasTan, romelic dadgenilia mecnierebis mier. pirveli wlis 

bolos bavSvi ukve warmoTqvams pirvel sityvebs, romlebsac erTsityvian 

winadadebas uwodeben, radgan masSi mocemulia moTxovnilebis dakmayofilebis 

survili, risi gaSlili saxiT gamoTqma pataras jer ar SeuZlia. 

meore wlis bolos Tavs iCens orsityviani da Semdeg sam, oTx da xuTsityviani 

winadadebebi, romlebSic ukve daculia ramdenime saxis gramatikuli 

wesi. d. uznaZe aRniSnavs, rom „bavSvis pirveli sityvebis safuZvlad 

ganwyoba unda vigulisxmoT.“ adreul asakSi „bavSvis sityva - ufro mis 

safuZvlad mdebare ganwyobas gulisxmobs, mis niadagze aRmocendeba, mas 

„niSnavs“ da yalibdeba garemos zemoqmedebis Sedegad bavSvis aqamde difuziuri 

aradiferencirebuli Sinagani samyaros mTlianobiTi fsiqofizikuri 

modifikaciisa da TandaTanobiTi mzardi diferenciaciis saxiT 

(uznaZe 1967:212). bavSvis pirveli sityvebi arc marto subieqtur mdgomareobas 

gamoxataven da arc obieqtur monacemebs asaxeleben: orive subieqturic 

da obieqturic - erTdroulad da ganuyrelad aris mocemuli 

bavSvis erTsityvian winadadebaSi, raTa SemdegSi urTierTs gamoeyvnen 

da calke Camokristaldnen“ (uznaZe 1967:127). 

skolamdel asakSi bavSvis sametyvelo ganviTarebis erTian, mTlianobiT 

safuZvelze miuTiTebs agreTve wignierebis emerjentuli koncefcia, 

romlis Tanaxmadac zepiri da weriTi metyvelebis Cvevebi aRmocendebian 

da viTardebian wlebis ganmavlobaSi dawyebuli Cvilobis 

asakidan da TandaTanobiT ixvewebian enobrivi ganviTarebis uwyveti 

procesis msvlelobaSi. amdenad zRaprebi, saubrebi, romelTac Cvilobidanve, 

jer kidev ametyvelebamde, ismenen patarebi, „nawerebi“, romlebsac 

axladfexadgmuli patarebi akeTben, rogorc ki xeli miuwvdebaT 

qaRaldsa da fanqarze, Tumca fanqris sworad daWeras jer verc ki 

axerxeben, anbanis gacnobamde skolamdelis mier sayvareli wignis 

„kiTxva“ ufrosebis monayoliT damaxsovrebuli teqstis Sesatyvisad, 

yvelaferi es sruliad safuZvlianad SeiZleba CaiTvalos qcevis iseTi 

formebis gamovlenad, rogoricaa kiTxva da wera (Крайг 2002:476). 

amrigad, yvelaferi, rac dedaenis anbanSia mocemuli mokled asaxavs 

bavSvis bunebriv sametyvelo ganviTarebas dabadebidan skolaSi 

wasvlamde. es masala pirvelklaselebisaTvis aRbeWdilia „nacnobobis 

romelobiT“, mogonebebis aRmZvrelia, ubiZgebs mas `gavlili cxovrebiseuli 

gakveTilebis“ gaxseneba gameorebisaken, xels uwyobs bavSvis 

sametyvelo ganviTarebis safuZvlad mdebare fiqsirebul ganwyobaTa 

aqtualizacias, swavlis qvezRurbluli procesebis amoqmedebas da bav- 

67

Svis SemecnebiT unar-SesaZleblobebis srul mzaobaSi moyvanas im rTuli 

saswavlo aqtivobis ganxorcielebisaTvis, rasac kiTxvis, weris da 

zepiri metyvelebis aTviseba warmoadgens. 

4. anbanSi gvxvdeba ori erTnairi asobgeriani sityvebi, romlebSic 

asoTa gadaadgilebiT sityvis mniSvneloba icvleba (ax-xa, ox-xo, exxe...), 

sityvebi, romlebSic erTidaigive asoebisagan Semdgar bgeraTa 

kompleqsSi CarTulia mxolod erTi gansxvavebuli aso sityvis dasawyisSi, 

SuaSi an boloSi da sityvis mniSvnelobac Sesabamisad gansxvavebulia 

(kari, xari: uremi, iremi; Zma, Zna; axi, axa;..) ramdenime mniSvnelobis 

mqone sityvebiT Sedgenili da bavSvisaTvis Znelad gasagebi winadadebebi 

(zari, xami, xami mixa; ava, kai ava, vaso ava; neki TiTia, ai Sua TiTi, Ti- 

Ti asoa; xucuri cudad vici..) vfiqrobT, rom maTi CarTva teqstebSi 

garkveuli mizniT moxda, radgan SeuZlebelia imis daSveba, rom isedac 

mcire moculobis anbanSi i. gogebaSvili raimes Seitanda meqanikurad, 

gauazreblad. 

umcrosi saskolo asaki emTxveva cnebiTi azrovnebis ganviTarebis 

periods. d. uznaZe aRniSnavs, rom Tu aqamde sityvis mniSvnelobad ganwyoba 

rCeboda, cnebiTi azrovnebis ganviTarebis droidan sityvis mniSvneloba 

cnebas unda daefuZnos (uznaZe 1967: 212) rac xangrZlivi, rTuli 

procesia da aucileblad saWiroebs maswavleblisgan kvalificiur daxmarebas. 

sametyvelo ganviTarebis am Taviseburebis Sesatyvisad unda 

moxdes wera-kiTxvis arsis, daniSnulebis gansazRvra. marTalia kiTxva 

saWiroebs fonetikis aTvisebas da grafemebis dekodirebis Cvevebis gamomuSavebas, 

wera ki asoebis dawerisaTvis saWiro faqizi motorikis ganviTarebas, 

magram wera-kiTxvis arsi da daniSnuleba maT kargad SesrulebaSi 

araa. wera-kiTxvis da zepiri metyvelebis arsi aris mosmenili Tu wakiTxuli 

teqstis azris, mniSvnelobis gageba, misi moqceva sakuTar sametyvelo 

formaSi da sxvisTvis gasagebad Tqma, an werilobiT gamoxatva. 

sakuTari sametyvelo enis ganviTarebaze zrunva unda daiwyos wera-kiTxvis 

sawyisi periodidanve (uznaZe 1967:540, Божович 1972:217). 

savaraudoa, rom anbanSi zemoT CamoTvlili sityvebisa da winadadebebis 

CarTvis mizani aris maswavleblis mier moswavleebisaTvis imis 

kargad gacnobiereba, rom wera-kiTxvis swavlisaTvis asoebis cnobisa 

da maTi sworad weris moTxovna ar aris TviTmizani, is mxolod saSualebaa 

wakiTxulis azris, mniSvnelobis gagebisaTvis, rom dauSvebelia meqanikurad, 

namdvili gagebis gareSe kiTxva da miTumetes daswavla. es 

sityvebi da winadadebebi maswavlebels saSualebas aZlevs skolaSi misvlis 

pirveli dReebidanve miaCvios moswavle sityvebis, winadadebebis 

azrsa da mniSvnelobaze dafiqrebas, sakuTari „mixvedrebis“ Semowmebas, 

SekiTxvis dasmas imis Sesaxeb, rac misTvis gasagebi ar aris. yovelive es 

xels Seuwyobs dakvirvebiT, yuradRebis sruli mobilizebiT kiTxvisa 

68

da wakiTxulis mniSvnelobaSi CaRrmavebis Cvevis gamomuSavebas. am varaudis 

siswores gvidasturebs i. gogebaSvilis mimarTva maswavleblisadmi 

dedaenis winasityvaobaSi: „sityvebis kiTxvis dros maswavlebelma 

sastiki yuradReba unda miaqcios maszed, rom bavSvebi sityvebis hazrs, 

mniSvnelobas, Sinaarss gonebas adevnebdnen, rom igini ar mieCvion uazro, 

meqanikur kiTxvasa. frazebis kiTxvis dros igi ar unda iTxovdes 

bavSvebisgan angariSsa, razed aris laparaki da ra aris naTqvami. maswavlebelma 

unda moiTxovos moswavlisgan gvariani kiTxvis kanonebis sastiki 

dacva... gonebiTi vneba uazrod gaugebarad, TuTiyuSiviT gazepirebisa 

- am pedagogiis winaaRmdegi Cveulebisa xom kidev momatebulia“ 

(gogebaSvili 1876:111). 

i. gogebaSvilis es saukunenaxevris win naTqvami sityvebi exmianeba 

Cvens qveyanaSi ganaTlebis mimdinare reformis moTxovnebs da dadasturebulia 

Tanamedrove fsiqologiuri gamokvlevebiT, romlebSic aRniSnulia, 

rom meqanikuri daswavla dazepirebiT miiReba formaluri 

codna, rac gonebriv-pirovnul ganviTarebaze uaryofiTi zemoqmedebis 

gamo uaresia, vidre mTlad ucodinroba (Божович 1972:182). 

literatura: 

� gogebaSvili 1876: i. gogebaSvili, deda ena. tfilisi, 1876. 

� uznaZe 1967: d. uznaZe, Sromebi. t. 5. Tbilisi, 1967. 

� Крайг 2002: Т. Крайг, Психология развития. Санкт-Петербург, 2002. 

� Божович 1972: Изучение мотывации поведения детей и подростков. Под 

ред. Л. И. Божович и Д. В. Благонадежиной, М., 1972. 

� http://ru.wikipedia.org/wiki/Контент-анализ 

69

70 



izolda buxuleiSvili 


mozardebSi nebisyofis TviTaRzrdis sakiTxisaTvis 

bolo xanebSi, Cvens qveyanaSi ganaTlebis sistema arsebiTad icvleba 

rogorc formiT, aseve SinaarsiT. Semovida da dainerga bevri novatoruli 

idea. qveyana gaxda evropuli saganmanaTleblo konvenciebis 

wevri, ramac SesaZlebeli gaxada CvenTvis manamde ucnobi, Tumca evropis 

mowinave qveynebSi karga xnis aprobirebuli siaxleebis Semotana. 

dRes, rodesac CvenSi mimdinareobs saskolo reforma, saubroben moswavleze 

orientirebuli swavlebis Sesaxeb. es aris saswavlo garemo, romelic 

gzas uxsnis moswavleTa urTierTobasa da urTierTqmedebas. moswavleebi 

aqtiurad monawileoben gadawyvetilebis miRebaSi; pasuxismgebelni 

arian TavianT qcevaze, swavlaze; isini motivirebulni da CarTulni arian 

swavlis procesSi; maswavleblebi moswavleTa codnis Sefasebisas iyeneben 

sxvadasxva mravalferovan meTodebs da a. S (jafariZe 2000:8). 

gansakuTrebuli yuradReba eTmoba da TandaTanobiT mkvidrdeba 

swavla-aRzrdis aqtiuri formebi da meTodebi. isini efuZnebian dialogur 

urTierTobebs, muSaobis diskusiur formebs. dialogi moswavlesa 

da maswavlebels, moswavlesa da Tanatolebs, moswavlesa da mSobels 

Soris exmareba mozards TviTgamoxatvaSi, sakuTari Zalebis rwmenis 

gamomuSavebaSi, adamianTa Soris dadebiTi urTierTobis damyareba- 

Si. aseTi urTierTobis mizania gamoiwvios moswavlis Sinagani „me“-s aqtivoba, 

aRZras masSi Sinagani, anu sakuTar TavTan dialogi, intrakomunikacia. 

swored Sinagan dialogSi yalibdeba damokidebuleba, pirovnebis 

subieqturi pozicia. cnobilia, rom adamiani rogorc pirovneba vi- 

Tardeba mxolod TviTCaRrmavebis, TviTSegnebis, Sinagani Rirebulebebisa 

da Zalebis meSveobiT. da, bolos, garegani urTierTobis Sinagani 

dialogiT Secvala TviTaRzrdis meqanizmebis aucilebeli CarTviTac 

gamoirCeva (doRonaZe 2000:31). 

TviTaRzrda adamianis iseTi aqtivobaa, romelic mimarTulia sakuTari 

personis, sakuTari „me“-s Secvlisa da srulyofisaken. igi aris 

mizanmimarTuli, Segnebuli da sistematuri srulqmna sakuTari Tavisa. 

TviTaRzrda iseve ganuyofelia aRzrdisagan, rogorc TviTcnobiereba 

- cnobierebisagan. urTierTdamokidebuleba aRzrdasa da TviTaRzrdas 

Soris ase SeiZleba Camoyalibdes: aRzrda aRsazrdelsac gulisxmobs 

da aRmzrdelsac, maSin, roca TviTaRzrdis SemTxvevaSi aRmzrdelic da

aRsazrdelic erTi da igive pirovnebaa. igi sakuTar Tavzea mimarTuli. 

Tanamedrove axalgazrdis warmatebiT aRzrda gaioldeba, Tu aRmzrdelobiT 

procesSi CavrTavT, Tavad aRsazrdelis mcdelobas - gaiumjobesos 

da srulyos sakuTari Tavi. amdenad, TviTaRzrda pirovnebis 

fizikur-fsiqikur-goniTi formirebisa da srulyofis erT-erTi 

aucilebeli pirobaa. 

TviTsrulyofisaken swrafvas xangrZlivi istoria aqvs. TviTaRzrda 

da TviTsrulyofa Zveli da Tanac marad axali formebia. isini 

dResac uaRresad aqtualuria. es sakiTxebi adamians im droindan aRelvebs, 

ra droidanac man sakuTari Tavis gacnobiereba daiwyo, anu, roca 

dasva kiTxva: „vin var me, rogorc adamiani?“. am problemiT jer kidev antikuri 

xanis filosofosebi dainteresdnen. sailustraciod sakmarisia 

gavixsenoT sokrates cnobili gamoTqma: „Seican Tavi Seni“, romelic 

ara marto TviTSemecnebas gulisxmobs, aramed, garkveuli azriT, Tvi- 

TaRzrdis saWiroebasac. saqme is aris, rom roca sokrate sakuTari Tavis 

Semecnebas moiTxovda adamianTagan, igi marto codnaze (sibrZneze) 

ki ar amaxvilebda yuradRebas, aramed sikeTezec, anu zneobazec, ramdenadac 

mas miaCnda, rom codna aris sikeTisa da, saerTod, zneobis safuZveli 

(mcodne kaci ar SeiZleba ar iyos keTilic, fiqrobda sokrate). aqedan 

gamomdinare, is, vinc aRmoaCenda, rom aklda codna, unda ezruna mis 

gafarToebazec, rac imavdroulad iqneboda zrunva, swrafva srulyofisaken 

(Бухулейшвили 1986:4). 

pedagogiur, fsiqologiur da filosofiur literaturaSi mniSvnelovani 

adgili eTmoba TviTaRzrdas, rogorc pirovnebis aqtivobis 

kvlevis umniSvnelovanes aspeqts. mecnierebma Seiswavles TviTaRzrdis 

roli pirovnebis Camoyalibebis sistemaSi, ganixiles TviTaRzrdis motivebi; 

damuSavebulia TviTaRzrdis saSualebebi da meTodebi, specialuri 

kvlevebia Catarebuli TviTsrulyofis moTxovnilebis Sesaswavlad, 

TviTganaTlebis xerxebis dasadgenad (areti, kovaliovi, ruvinski, 

suxomlinski, quCuaSvili) da a. S. (Бухулейшвили 1986:6). 

TviTaRzrda da TviTaRzrdis roli pirovnebis formirebaSi arasodes 

iseTi aqtualuri ar gamxdara CvenSi, rogorc axla aris. da es 

imitom, rom arasodes adamianis Tavisufal nebas, mis niWs, unars da SesaZleblobebs 

ganviTarebis aseTi pirobebi ar hqonia adre. totalitaruli 

reJimi da marTvis avtokratiuli meTodebi arc adamianis pirovneuli 

SesaZleblobebis gaSlis saTanado pirobebs qmnida da arc maTi 

gamovlenis saSualebas iZleoda. mxolod Tavisufali da demokratiuli 

qveyana iZleva pirovnebis sulier SesaZleblobaTa gaSlisa da realizaciis 

srul SesaZleblobas, mxolod aseTi qveyana zrdis damoukdieblad 

moazrovne da Tavis Tavze damyarebul moqalaqes, eZebs harmoniuli 

ganviTarebis optimalur gzebs. erT-erTi aseTi gzaa TviTaRzrda, 

71

aRzrdisa da TviTaRzrdis urTierTSexameba (doRonaZe 2000:132). 

cnobilia, rom TviTaRzrdas metnaklebad yoveli adamiani mimar- 

Tavs, Zlieri nebisyofis adamiani iqneba igi, Tu susti. apriorulad SeiZleba 

iTqvas, rom warmatebas am saqmeSi advilad isini aRweven, vinc 

Zlieri nebisyofiT gamoirCeva. amitomac, TviTaRzrdis efeqtianoba 

rom gaizardos, nebisyofis gamomuSavebasa da ganmtkicebaze zrunvaa 

saWiro, miT umetes, rom bavSvi dasawyisSi impulsuri qcevis subieqtia 

da ara nebelobiTi qcevis. 

problema aq ase ikveTeba: rogor vaqcioT bavSvi impulsuri qcevis 

subieqtidan nebismieri qcevis subieqtad, an sxvanairad: rogor gamovumuSavoT 

mas nebisyofa. am sakiTxze metad saintereso kvleva aqvs Catarebuli 

qarTuli fsiqologiuri skolis cnobil mkvlevars, prof. S. 

CxartiSvils, romelic aRniSnavs: yvela SemTxvevaSi bavSvi mainc bavSvi 

rCeba da misi qcevis ZiriTad wyaros aqtualuri moTxovnileba warmoadgens. 

mas jer kidev ar SeuZlia iseTi nebismieri qcevis ganxorcieleba, 

romelic imave dros impulsuric ar iqneba da mis romelime moTxovnilebasac 

ar miawvdis sazrdos. iseTi qceva, romelic erTsa da imave 

dros impulssac emyareba da nebisyofasac, aqtualur moTxovnilebasac 

pasuxobs da qcevis SesaZlo Sedegis obieqtur Rirebulebasac iTvaliswinebs. 

igi miznis Sinaarssa da mis realizacias eswrafvis. amas Cven ormag 

qcevas anu orbunebian qcevas vuwodebT da nebisyofis gamomuSavebis 

saqmeSi gansakuTrebul mniSvnelobas vaniWebT, aRniSnavs S. CxartiSvili. 

dasawyisSi wamyvan rols moTxovnilebis subieqti asrulebs, magram Semdeg 

TandaTanobiT izrdeba nebisyofis subieqtis xvedriTi wona da bolos es 

ukanaskneli imden ZalRones iZens, rom iqvemdebarebs Sinagan impulsebs, 

TavisTavze iRebs qcevis regulaciis saqmes da aqtualur moTxovnilebebs 

udroo da uadgilo dakmayofilebis SesaZleblobas arTmevs. ormagbunebiani 

qceva, aRniSnavs S. CxartiSvili, romleSic nebisyofis subieqti wamyvan 

rols asrulebs, mozardis yoveldRiuri cxovrebis Cveulebrivi movlena 

xdeba. am dros igi arc sindisis qenjnas grZnobs da arc mtkivneul Zalisxmevas 

(CxartiSvili 1974:242). 

Cven orbunebian qcevas warmatebiT viyenebdiT mozardTa, gansakuTrebiT 

`rTul` mozardTa aRzrdis saqmeSi. garegnulad SeiZleba 

ucvleli darCes yvelaferi, magram saWiroa TviTon mozardi ise ganvawyoT, 

rom igi rogorc qcevis subieqti, mobrundes da dainteresdes 

im Sedegebisaken, romelic aqtivobis dasrulebis Semdeg darCeba, rogorc 

garkveuli Rirebulebis matarebeli movlena. swored am Sedegebis 

Rirebulebaa, romelic mozardma, motivad unda gaixados, xolo misi 

miRweva da mopoveba miznis Sinaarsad aqcios. saWiroa, rom aRmzrdelma, 

rogorme es SesaZlo motivi da mizani daanaxos da miaRebinos 

bavSvs. am SemTxvevaSi, bavSvis mxridan naklebia winaaRmdegoba, miT ume- 

72

tes, rom amis gamo, igi, rogorc moTxovnilebis subieqti, arafers kargavs. 

piriqiT, zogierTi mozardi siaxaruls ganicdis imis gamo, rom 

ufrosebis mosawon saqmes akeTebs. igi advilad ajerebs Tavs, rom moqmedebs 

ara sakuTari moTxovnilebis dasakmayofileblad, aramed imis 

gasakeTeblad, rac Rirebulad miaCniaT garSemo myof ufrosebs. ase SeiZleba 

gavakeTebinoT moswavleebs sazogadoebrivad misaRebi, sasargeblo 

saqmeebi, da amas mivaRwioT iseTi subieqturi Rirebulebebis 

mqone motivaciis safuZvelze, rogoricaa: damoukideblobis, didobis, 

prestiJisa da sxva sociogenuri moTxovnilebebi (Бухулеишвили 1986:25). 

amasTan, ufrosebTan erTad, SeTanxmebulad, sxvadasxva saqmeebis 

dagegmva da ganxorcieleba aRniSnuli moTxovnilebebis realizaciis saSualebacaa. 

„modiT, erTad vifiqroT“, „Tqveni azriT, rogor ajobebs?“, 

„sityva Tqvenzea“ - aseTi mimarTvebiT msjelobaSi aRmzrdeli moswavlis 

pirovnebisadmi pativiscemas, misi Zalebisadmi rwmenas amJRavnebs. 

ra unda gaakeTos aRmzrdelma am mimarTulebiT? 

mozardebTan muSaobisas gansakuTrebuli yuradReba unda daeTmos 

maT orientacias zneobriv Rirebulebebze, TviTsrulyofis moTxovnilebis 

aqtualizacias, adekvaturi TviTSefasebis SemuSavebasa da TviTaRzrdis 

socialur-pedagogiurad gamarTlebuli meTodebiTa da xerxebiT 

aRsazrdelTa SeiaraRebas. 

Tu pedagogi mozardebs TviTaRzrdis Sesaxeb Teoriuli xasiaTis 

saubrebs utarebs (gakveTilze an arasagakveTilo dros), es saubari unda 

iyos uaRresad saintereso, emociurad datvirTuli da magaliTebiT 

gajerebuli. moswavleebs unda mieniSnoT is zneobrivi idealebi da nimuSebi, 

romelTa mixedviTac SeiZleba warimarTos TviTaRzrda. roca 

saqme misabaZ nimuSebs exeba, mozardebi xSirad aseTad literaturul an 

kinogmirebs iReben. magram am gmirebisadmi mibaZvasac aqvs ori mxare: 

garegnuli da Sinagani. mTavaria misabaZ subieqtTan ara garegnuli 

msgavseba, aramed am gmiris zneobrivi saxis mibaZva, swored aq aris saWiro 

pedagogis frTxili da taqtiani Careva. 

aRmzrdelebi mozardebs xSirad unda esaubrebodnen nebisyofis 

TviTaRzrdis mniSvnelobaze, qveynis istoriidan Tu mxatvruli literaturidan 

mouyvanon magaliTebi rogorc Zlieri, ise susti nebisyofis 

adamianebis Sesaxeb. aRuweron ramdenad mSiSrebi da laCrebi arian 

susti nebisyofis adamianebi, an piriqiT, gmirobisa da vaJkacobis ra saintereso 

magaliTebs gviCveneben Zlieri nebisyofisa da mtkice xasia- 

Tis adamianebi. cxadia, yoveli aseTi saubari nebisyofis TviTaRzrdisadmi 

ganawyobs mozards, magram yvelaze did efeqts masze mainc TanamedroveTa 

magaliTi moaxdens (doRonaZe 2000:318). 

arc is unda dagvaviwydes, Tu rogor srulyves TavianTi Tavi swored 

Zlieri nebisyofis iseTma genialurma adamianebma, rogorebic iy- 

73

vnen, vTqvaT, goeTe da tolstoi. 

cnobilia, rom goeTe 35 wlamde nevrasTeniki iyo, iTvleboda mZime 

adamianad, fiqrobda TviTmkvlelobaze da saamiso mcdelobac xSirad 

hqonda. erTi sityviT, srul mowifulobamde igi janmrTeli ar iyo arc 

sulierad da arc fizikurad. magram dadga gardatexis periodi da nacnob-megobrebi 

goeTes axasiaTebdnen rogorc gawonasworebul, mSvid, 

optimist, sicocxlis moyvarul da praqtikulad janmrTel adamians. 

metic, igi imdenad Seicvala, rom bevri mas axasiaTebda rogorc Tovliani 

mwvervaliviT civ, ugrZnobel, olimpiurad mSvid pirovnebas. amas- 

Tan dakavSirebiT Tundac didi ilia WavWavaZe gavixsenoT: „ara, ar miyvars 

myinvari. myinvari did getes (goeTes) magonebs da Tergi ki mrisxane 

da Seupovar bairons!“ 

yvela am cvlilebaTa saidumlos Tavad goeTe asaxelebs Tavis avtobiografiul 

naSromSi „saubrebi“. es aris kargad mofiqrebuli Tvi- 

TaRzrdis sistema. 80 wlis goeTem aRiara, rom mas Semdeg, rac man gadawyvita 

TviTaRzrda, igi uqmad gatarebul oTx dResac ki ver gaixsenebs 

misi cxovrebidan. samwuxarod, igi srulad ar gadmoscems Tavis saaRmzrdelo 

sistemas, magram dRiurebidan mainc bevri sagulsixmo daskvnis 

gakeTeba SeiZleba. 

moviyvanoT nebisyofis TviTaRzrdis oriode detali zemoaRniSnuli 

naSromidan: 

� goeTe avadmyofurad ganicdida yovelgvar xmaurs da mkveTr sinaTles 

da, cxadia, es Tavis naklad miaCnda. TviTaRzrdis mizniT 

igi aiZulebda Tavs eseirna xmauriani sasule orkestris win, miuxedavad 

imisa, rom xmauri sastikad moqmedebda masze; 

� goeTes eSinoda simaRlis da mainc regularulad adioda eklesiis 

samreklos maRal koSkze. 

nervulma da agznebulma pirovnebam imas miaRwia, rom Zneli iyo misi 

wonasworobidan gamoyvana da es yvelaferi imis meoxebiT SeZlo, rom 

miznad daisaxa „sakuTari pirovnebis“ Seqmna. 

aranakleb sainteresoa meore geniosi moazrovnis tolstois Tvi- 

TaRzrdis sistema. rac, pirvel yovlisa, muSaobis swori organizaciiT gamoixata. 

igi wers, vidre 19 wlisa ar gavxdi, ar miwarmoebia dRiurebi, magram 

axla, raki miznad davisaxe sakuTari unarebis ganviTareba, saWirod miviCnie 

dRiurebis wera (Толстой 1977:358). 

swored dRiurebis saSualebiT akontrolebda tolstoi Tavisi unarebis 

ganviTarebas da eswrafvoda im naklis gamosworebas, romlebic 

TviTonve daafiqsira dRiurebSi (doRonaZe 2000:319). 

aseTi magaliTebi uamravia. xalxTa istoria gvidasturebs, rom didi 

adamianebi swored imitom iyvnen didebi, rom isini gansakuTrebul 

yuradRebas aqcevdnen TviTaRzrdas, yoveldRiurad zrunavdnen Tavi- 

74

anTi Tavis srulyofasa da gakeTilSobilebaze. 

TviTaRzrdis procesis marTvisaTvis SeiZleba gamoiyenos pedagogma 

mravali xerxi, forma da meTodebi. misi ZiriTadi formebia: TviTmarTva, 

TviTorganizacia, TviTrealizacia. 

cxadia, TviTaRzrdis yoveli forma sxva formebTan erTad unda 

iyos Sejerebuli. unda aRiniSnos, rom TviTaRzrdaSi varjiSs, SeiZleba 

iTqvas, gadamwyveti mniSvneloba aqvs, roca mozardi cdilobs daeuflos 

garkveul moqmedebebsa da unar-Cvevebs, amis miRweva mas mxolod 

sistematuri varjiSiT SeuZlia. am ukanasknel periodSi farTod gamoiyeneba 

varjiSis iseTi specialuri forma, rogoricaa autotreningi, igi 

exmareba adamians Tavisi emociuri mdgomareobis regulirebis, usiamovno 

gancdebis acilebisa Tu fizikuri daRlilobis moxsnaSi; xels 

uwyobs mas urwmunoebis, morcxvobisa da gulmaviwyobis daZlevaSi. mas 

Semdeg, rac adamiani daeufleba autotrenings, SeuZlia ukeT da Tavisuflad 

marTos Tavi. 

autotreningi aris Segnebuli TviTregulaciis xerxTa nakrebi, romelsac, 

samwuxarod, adamianTa didi nawili specialurad arasodes swavlobs. 

arada, es aucilebelia, Tu gvinda, rom srulvyoT Cveni Tavi. amas- 

Tanave, man SeiZleba gamoiyenos iseTi saSualebebi, rogoricaa: TviTdarwmuneba, 

TviTvaldebuleba, TviTbrZaneba, TviTSTagoneba da a. S. 

yovelive zemoTqmulidan SeiZleba davaskvnaT: TviTaRzrda warmatebiT 

maSin SeiZleba ganxorcieldes, Tu mozardi gaicnobierebs Tvi- 

TaRzrdis mniSvnelobas, SeZlebs garkveuli miznebisa da amocanebis 

dasaxvas da aqtiurobas maTi realizaciisaTvis. TviTaRzrda moiTxovs 

sakuTari survilebis marTvas, nebisyofis gamomuSavebas, TviTaRzrdis 

gegmisa da programis meTodur ganxorcielebas da sxv. 

amasTan, mozardma Tvali unda adevnos sakuTari TviTaRzrdis Sedegianobas, 

saWiroa awarmoos dRiurebi, oRond es unda iyos ara dRis 

STabeWdilebebis fiqsireba, aramed e. w. „dRiuri angariSi“. anu TviTangariSi, 

rac saboloo jamSi, gulisxmobs TviTSefasebasac, TviTdakvirvebasac, 

TviTkontrolsac, TviTanalizsac da TviTkritikasac. 

dasasrul SevniSnavT: ramdenic ar unda vilaparakoT TviTaRzrdaze 

da mis sikeTeze, erTi ram mainc udavoa: TviTaRzrdis swori 

warmoeba, misi warmatebuloba SeuZlebelia kargad mofiqrebuli saaRmzrdelo 

sistemis gareSe. 

am sakiTxebze gansakuTrebuli yuradRebis gamaxvilebas moiTxovs 

dRevandeli cxovreba, romelic mogviwodebs veZeboT yovelmxriv ganviTarebuli, 

Tavisufali adamianis formirebis efeqturi formebi da 

meqanizmebi. 

danarTis saxiT warmovadgenT mozardebTan pedagogis muSaobis 

gegmas, samaxsovros, savarjiSoebs moswavleTaTvis. 

75

nebisyofis gamomuSavebaze mozardebs esaubrebian cnobili qarTveli 

fsiqologebi 

unebisyofo adamiani arc TavisTvis varga da arc sazogadoebisaTvis. 

mas ar SeiZleba raime daakisro da bolomde endo. zogierTs hgonia, 

rom nebisyofa dabadebidan Tan dahyveba adamians, magramp misTvis bunebas 

ar miuniWebia igi. 

adamiani ar ibadeba gamomuSavebuli, mzamzareuli nebisyofiT. iseve 

rogorc codnis SesaZenad, nebisyofis mosapovebladac energiuli, 

dauRalavi muSaobaa saWiro. 

dakvirvebixarT, ra giSliT xels gaakeToT is, rac gevalebaT da 

TviTonac saWirod migaCniaT? yvelaze did dabrkolebas is moTxovnilebebi 

qmnis, romelnic udrood da uadgilod iCenen Tavs: mecadineobis 

dros swored TamaSi, garToba an gaseirneba ise mogindebaT, rom davalebis 

Sesrulebis saSualebas garTmevT. aseT rames Tavi rom daaRwioT, 

pirvel yovlisa, saWiroa sakuTari moTxovnilebani moawesrigoT da 

TiToeul maTgans Tavisi adgili miuCinoT. 

SimSili da wyurvili yvelaze Zlieri moTxvnilebebia, magram adamians 

SeuZlia isinic ki daimorCilos. marTlac, isini mxolod gansazRvrul 

dros iCenen Tavs. 

igive iTqmis TamaSis, garTobisa da sxva moTxovnilebebis Sesaxebac. 

Tu TamaSisaTvis garkveul dros gamohyof da yoveldRe mxolod am 

saaTebSi iTamaSeb, Semdeg, dRis sxva monakveTSi, TamaSi aRar mogindeba. 

Tu didi xnis manZilze yovelTvis erTsa da imave saaTebSi imecadineb, 

swavla moTxovnilebad gadageqceva da ise sasiamovno gaxdeba Sen- 

Tvis, rogorc axla TamaSi da garTobaa. 

moTxovnilebaTa aseTi mowesrigebis erTi yvelaze aucilebeli pirobaa 

reJimis dacva. mtkiced Tqvi: „sanam gakveTilebs ar davamzadeb, sxva 

rames ar gavakeTeb“ da Seasrule es sityva ise, rom gamonaklisi ar dauSva. 

nebisyofis erTi ZiriTadi Tavisebureba moTminebiTa da TavSekavebiT 

gamoixateba. saWiroa Tavi Seikavo da ar gaakeTo is, risi gakeTebac am 

wuTSi Zalian ginda, magram rasac, saerTod, arc SenTvis aqvs didi fasi 

da arc sxvisTvis. didi SoTa rusTaveli xom gvaswavlis: „rac ar gwaddes, 

igi qmen, nu sdev wadilTa nebasa!“ 

Tu sistematurad ase moiqcevi, ramdenime Tvis Semdeg Seni moTminebisa 

da TavSekavebis unari erTiorad imatebs da darwmundebi, rom 

marTlac TviTon adamianebze yofila damokidebuli, eqneba Tu ara mas 

nebisyofa. 

aba, marto is rad eRireba, rom nebisyofasTan erTad gagimagrdeba 

sakuTari Tavis rwmena da bolos mtkice xasiaTis kaci dadgebi (CxartiSvili 

1964). 

76

ogor ganvaviTaroT mexsiereba? 

� mexsierebis gaumjobesebis erT-erTi ZiriTadi saSualeba gameorebaa. 

gameorebisas Tavi ar gadaiRaloT. 40-45 wuTis Semdeg 15 

wuTi SeisveneT. kargia Zilis win, an adre diliT gameoreba. 

� Zalze efeqturia asociaciuri damaxsovrebis meTodi: wakiTxulidan 

raimes damaxsovrebisas faqtebi da aRwera ubralod ki ar 

unda daizepiroT, aramed maT TqvenTvis cnobili raime analogia 

unda mouZebnoT. 

� sasargebloa masalis azrobriv nawilebad dayofa. amasTan, unda 

gamoiyos mTavari da meorexarisxovani. gaiazreT dasamaxsovrebeli 

masala, araferi daimaxsovroT meqanikurad. damtkicebulia, 

rom azrobrivi maxsovrobis produqtuloba meqanikuri maxsovrobis 

produqtulobaze 2.5-jer metia. 

lev tolstoim WabukobaSi TavisTvis SeimuSava Semdegi wesebi: 

� is, rac dagegmilia Sesasruleblad, Seasrule, miuxedavad yvelafrisa; 

� rasac asruleb, kargad Seasrule; 

� maSinve nu Caxedav wigns, Tu raRac dagaviwyda, Seecade Sen Tvi- 

Ton moigono; 

� sistematurad aiZule Seni goneba imoqmedos mTeli ZalisxmeviT; 

� SeZlebisdagvarad Sen TviTon akeTe yvelaferi; 

� iyav kargi da nu ecdebi, rom es sxvebs gaagebino; 

� yvela adamianSi eZebe kargi mxare da ara cudi; 

� ecade yoveldRe raRaciT gamoxato Seni siyvaruli adamianebisadmi; 

� gqondes mizani mTeli cxovrebis. erTi wlis, Tvis, kviris, dRis, 

saaTisa da wuTisac. mudam anacvale dabali miznebi umaRless. 

TviTaRzrda TviTanaliziT iwyeba 

imisaTvis, rom kargad icnobde Tavs, saWiroa gulmodgine TviTanalizi, 

sakuTari Tavis detalurad Seswavlad. swored aqedan iwyeba Tvi- 

TaRzrda, TviTsrulyofa. sakuTari Tavis Semowmeba arasodes aris gvian, 

igi yovelTvis sasargebloa (Бухулеишвили 1986:146). 

sxvisi TvaliT 

� TviTanalizisas saWiroa sakuTar Tavs sxvebis TvaliT Sexedo. miaqcie 

yuradReba risTvis uyvarxar an ar moswonxar Sens garSemo 

myof adamianebs. 

77

78 

� yuradRebiT mousmine Seni misamarTiT gamoTqmul kritikas. Tu 

vinmem SeniSvna mogca, ueWvelad dafiqrdi da Tu sami an meti adamiani 

gaZlevs erTsa da imave SeniSvnas, aRiare Seni nakli da ebrZole 

mas. 

� gansakuTrebiT yuradRebiT gaanalize is erTi da imave saxis Secdomebi, 

romelTac yovelTvis warumatebloba mohyveba xolme. 

� gaxsovdes uSecdomo adamiani ar arsebobs. SiSi ar dauSva. SiSi 

yvelaze didi Secdomaa. amis safuZvelze yalibdebian pasiuri, 

pesimisti adamianebi. 

� Seecade Secdoma aicdino, ar gaimeoro, aucileblad gaarkvie da 

gadalaxe misi mizezebi. 

yovel saRamos! 

� saWiroa mieCvio sakuTari qcevis Sefasebas. Sens yoveldRiur 

saqciels, moqmedebebs SeiZleba yoveldRiurad saRamos gaukeTo 

analizi. ra gakeTda dRis manZilze, rogor gakeTda, SeiZleboda 

Tu ara ukeTesad gakeTebuliyo, ram SeuSala xeli? es SeiZleba 

exebodes SeZenil codnas, gamomuSavebul Cvevebs, adamianebisaTvis 

gakeTebul sikeTes da a. S. 

� gaxsovdes! ar eZebo sxvebSi sakuTari marcxis mizezebi, nu daiwyeb 

Sens TavTan kukumalobanas TamaSs. 

� „rac mogiva daviTao, yvela Seni TaviTao“ - moigone xSirad es 

qarTuli andaza. problemis gadawyvetisas airCie yvelaze Rirseuli, 

keTilSobiluri gza (Бухулеишвили 1986:147). 

Seni Zala 

� Seni pirovnebis Zala kargad Cans, roca marTav Sens emociebs. 

� gabrazeben? - ar gabrazde! - daTvale 10-mde, an Caagone Tavs: 

wynarad, nu Cqarob! damSviddi! 

� udroo dros gacineben? - ar ixarxaro! ar SeiZleba, ara! 

� gezareba? - Tavs SeuZaxe - adeqi! gaakeTe! Caagone Tavs, rom samu- 

Sao sainteresoa, saWiroa, cota kidev da bolomde gaxval! 

dReSi mxolod erTxel 

� Tu cudi Cveva an Tviseba gaqvs da ginda misi gamosworeba, imoqmede 

ise, rom TandaTanobiT SezRudo naklovani mxare. 

� vTqvaT, Sen ficxi xar. kargi, iCxube, gabrazdi, oRond dReSi mxolod 

erTxel. 

� saerTod ki ecade iTamaSo mSvidi adamianis roli (Бухулеишвили

1986:145). 

mas moewoneboda? 

rodesac raimes wyvet, akeTeb, yovelTvis ifiqre, warmoidgine, 

rogor moewoneboda Seni qceva, qcevis Sedegi imas, visac did pativs 

scem cxovrebaSi, visac baZav, vinc Seni idealia. ras ityoda is, rogor 

Seafasebda Sens saqciels? (Бухулеишвили 1986:145). 

gavakeTeb piriqiT 

unda iswavlo sakuTari cudi Tvisebebis amoZirkva. amisaTvis unda 

imoqmedo am Tvisebebis sawinaaRmdegod, principiT _ „gavakeTeb piriqiT“. 

maSin yoveli dRe sakuTar Tavze gamarjvebis dRed geqceva 

(Бухулеишвили 1986:145). 

TviTaRzrdis procesSi gamoiyene: 

� TviTdarwmuneba - „es CemTvis aucilebelia, ise warmatebas ver 

miaRwev“; „es me SemiZlia!“; 

� TviTbrZaneba - „geyofa, adeqi!“, „daiwye muSaoba!“, „mainc Sev- 

Zleb“, „guls nu gaitex!“, „ar meSinia!“, „es ar gaakeTo!“, „Tavi Seikave!“ 

(TviTbrZaneba unda iyos mokle, kategoriuli da mtkice); 

� aqtivobis TviTstimulireba: 

� me karg gunebaze var. 

� minda muSaoba. 

� es saqme did siamovnebas maniWebs. 

� me yvelaferi kargad gamomiva. 

� azrebi kargad muSaobs. 

� TviTSTagoneba. jer unda gansazRvro ramdenad STagonebadi xar. 

amisaTvis mieci Tavs davaleba: zixar skamze da warmoidgen - ra- 

Rac Zala gaqanavebs win da ukan. Tu mogeCvena, rom marTlac qanaob, 

kargi STagonebis unari gaqvs. Tu ara da, procedura gaimeore 

ramdenjerme, sanam ar miaRwev Sedegs. Semdeg SearCie frazebi 

TviTSTagonebisaTvis: 

� davisveneb xuT wuTs da Semdeg viqnebi karg formaSi. 

� minda dasveneba. me unda gamoviTiSo da movdunde. 

� 10 wuTis Semdeg mzad viqnebio samuSaod. 

� ar mciva! 

� me mSvidad var! 

79

literatura: 

80 

� doRonaZe 2000: doRonaZe TviTcnobierebis ganviTareba da Tvi- 

TaRzrda. monografia „skolaSi saaRzmrdelo muSaobis aqtualuri 

problemebi“. Tbilisi, 2000. 

� CxartiSvili 1974: S. CxartiSvili. ormagi qceva da aRzrdis problema. 

nebisyofis TviTaRzrda - aRzrdis socialuri fsiqologia. 

Tbilisi, 1974. 

� CxartiSvili 1974: S. CxartiSvili. prestiJis, Tavisuflebisa da 

damoukideblobis moTxovnilebebi da maTi aRzrdis gzebi gardamaval 

asakSi. monografia - aRzrdis socialuri fsiqologia. Tbilisi, 

1974. 

� jafariZe 2000: m. jafariZe. ganaTlebis fsiqologia. Tb., 2000. 

� Бухулеишвили 1986: И. Бухулешвили. Психолого-педагогические условия 

активизации процесса самовоспитания педагогически запущенных 

подростков. Дис. Канд. Пед. Наук. Тбилиси, 1986. 

� Толстой 1977: Л. Н. Толстой, Дестство, отрочество, юность. М., 1977.



lali axalaZe, mixeil xananaSvili, manana CixlaZe 

alergologiis, asTmisa da klinikuri imunologiis instituti, 

i. beritaSvilis saxelobis fiziologiis instituti 

bioqimiuri maCveneblebis cvlilebebi fsiqogenuri stresis 

ganviTarebis sxvadasxva safexurze 

umaRlesi nervuli moqmedebis sxvadasxva saxis paTologiisa da 

organizmis homeostazis metaboluri procesebis kvlevis Seswavla Tanamedrove 

biologiisa da medicinis erT-erT mTavar aqtualur problemas 

warmoadgens. am problemis aqtualoba imiTaa ganpirobebuli, rom 

meoce saukunis dasasrulsa da ocdameerTe saukunis dasawyisisTvis metad 

gaxSirda lokaluri omebi, aviakatastrofebi, avto da sarkinigzo 

avariebi, miwisZvrebi, wyaldidobebi da sxva kataklizmebi. Sesabamisad, 

ara marto fizikuri tramvebi da organizmis tramviT gamowveuli gadaxrebi 

gaxSirda, aramed uamravi axali stresori, romlebmac gamoiwvies 

ra fsiqikuri tramva (stresi) da mniSvnelovani gavlena moaxdines neiro-endokrinul 

sferoze. gansakuTrebiT ki mniSvnelovania fsiqogenuri 

stresis, misi gamomwvevi mizezebis, ganviTarebis meqanizmebis 

kvlevisa da Ziebis sakiTxi. 

stresi yoveldRiuri cxovrebis ganuyofeli nawilia; fsiqologiuri 

da fizikuri stresorebi iwveven oganizmSi fiziologiur cvlilebebs, 

rac arRvevs homeostazs; aseTi darRvevebis sapasuxod ramodenime 

fiziologiuri meqanizmia dakavebuli homeostazis aRsadgenad, rasac 

„alostazi“ (McEwen 1998:33-34) ewodeba. Tumca darRvevis Semdgom biologiuri 

funqcia ubrundeba “normas” anu fonurs. stress SeiZleba 

hqondes xangrZlivi gavlena individze; specifikuri stresorebi (mag: 

Warbi sicive, varjiSi da sxva) aaqtiureben saerTo nevrologiur da fiziologiur 

qsels, rasac Tan axlavs diferenciul-fiziologiuri pasuxebi 

tvinis aqtivaciis paternebis CaTvliT, imunoreaqtiuloba, receptoruli 

eqspresia da neirotransmiteruli sekrecia (McEwen 

1998:502-548; Pacak 2001:502-548; Ghi 1995:104-107). 

fsiqogenuri stresi aRmocendeba fsiqikuri faqtorebis zemoqmedebis 

Sedegad, upirvelesad iZabeba is meqanizmebi, romlebic fsiqikur 

funqciebs ganapirobeben da pirveladad moqmedeben Tavis tvinis umaRles 

funqciebze, rogoricaa mexsiereba, motivacia, emocia, gadawyvetilebis 

miRebis procesi da sxva. stresis dros upirveles yovlisa amoqmeddeba 

organizmis damcvelobiTi, TviTmaregulirebeli da kompesa- 

81

toruli meqanizmebi, romlebic aRniSnuli fsiqikuri funqciebis optimizaciis 

process uzrunvelyofen (Хананашвили 1998:13-16). 

Cvens mier, cxovelebze SemuSavebulia fsiqogenuri stresis iseTi 

originaluri modeli, romelic misi ganviTarebis sxvadasxva safexurze, 

Tavis tvinis kompesatoruli maCveneblebis gamovlenisa da registraciis 

saSualebas iZleva. aRniSnulidan gamomdinare, Cveni kvlevis 

mizans warmoadgens fsiqogenuri stresis ganviTarebis sxvadasxva safexurze 

qceviTi da emociuri maCveneblebis, sisxlSi hormonebisa da biologiurad 

aqtiuri nivTierebebis (kortizoli, glukoza, qolesterini) 

cvlilebebis Seswavla Semdegi meTodiT: 

1. cxovelebis emociuri mdgomareobis Sefasebis mizniT, gamoviyeneT 

„Ria velis“ (Hall 1934:385-403) da „prokonfliqturi“ (Korda 1986:121) testis 

meTodebi. 

2. fsoqogenuri modelirebisTvis gamoviyeneT aqtiuri ganridebis reaqciis 

modificirebuli modeli (Хананашвили 1989) . fsiqogenuri stresis 

aRniSnuli modeli iZleva cxovelebze xangrZlivi fsiqogenuri stresis 

modelirebis saSualebas, ris fonzec SesaZlebelia cxovelebis sxvadasxva 

qceviTi maCveneblebis gansazRvra. 

3. imunofermentuli - glukooqsidazuri meTodi (Humani-is nakrebiT) - 

stresirebis Semdeg cxovelebs CautardaT dekapitacia da SevagroveT ma- 

Ti sisxlis nimuSebi bioqimiuri (kortizoli, glukoza, qolesterini) maCveneblebis 

koncentraciis gansasazRvrad. sisxlSi aRniSnuli maCveneblebis 

done ganisazRvra imunofermentuli - glukooqsidazuri meTodiT. 

kvleva Catarebulia 200-250 gr. wonis mamrobiTi sqesis 60 TeTr 

laboratoriul virTagvaze. cxovelebi dayofili iyo or jgufad: I 

jgufis cxovelebs (sacdeli virTagvebi) CautardaT fsiqogenuri 

stresis modelireba, Semdegi sqemiT: 

� pirvel pirobiT signalze (metronomi-2hc) aqtiuri ganridebis 

reaqciis gamomuSaveba da ganmtkiceba. 

� or pirobiT signalze (metronomi-2hc; toni-500hc) aqtiuri ganridebis 

reaqciis gamomuSaveba da ganmtkiceba. 

� ori aqtiuri ganridebis reaqciis 14 dRiani erTdrouli testireba 

gelermanis stoqasturi programis Sesabamisad. 

II jgufis cxovelebze (intaqturi virTagvebi) SeviswavleT qcevi- 

Ti da emociuri maCveneblebi `Ria velisa” da `prokonfliqturi” testiT; 

Sesabamisad, amave cxovelebSic ganisazRvra sisxlSi aRniSnuli bioqimiuri 

maCveneblebis koncentraciis done. 

xangrZlivi fsiqogenuri stresis modelirebisas cxovelebis mier 

gamovlenili qcevis analizma gviCvena, rom gansxvavebuli sirTulis eqsperimentis 

pirobebSi, virTagvebis qceva Tvisobrivad ar icvleba, ad- 

82

gili aqvs qceviT aqtebs Soris Tanafardobis Secvlas. kerZod, pirvel 

pirobiT signalze metronomze – aqtiuri ganridebis reaqciis gamomu- 

Savebisa da daswavlis kriteriumis misaRwevad cxovels dasWirda 120- 

160 SeuRleba (6-8 dRe) (sur. 1). 

virTagvisTvis ucnob garemoSi, misTvis uCveulo gamRizianeblis 

pirobebSi cxovelis winaSe dgeboda Tavdacvis amocana, mas Tavidan unda 

aecilebina eleqtruli denis mtkivneuli zemoqmedeba; yovelive es 

dakavSirebuli iyo gadawyvetilebis miRebasTan, emociuri daZabulobis 

zrdasTan. eqsperimentis am etapze, qceviTi maCveneblebis Sedarebisas 

dominirebda vertikaluri dgomebi, misi xangrZlivoba mTeli eqsperimentis 

dros (4.7%±2.3)-s Seadgenda; „grumingis“ xangrZlivobis maCvenebeli 

(0.6%±0.5) sagrZnoblad CamorCeboda vertikaluri (4.7%±2.3) da 

horizontaluri (2.6%±1.1) dgomebis xangrZlivobis maCvenebels; gamokvlevis 

Semdgom safexurze tonze – meore pirobiT signalze 3-4 dRis 

ganmavlobaSi (60-80 SeuRleba) vamowmebdiT ukve gamomuSavebuli aqtiuri 

ganridebis reaqciis simtkices (sur. 1). 

swori reaqciebis maCveneblebi (%) 

120 

100 

80 

60 

40 

20 

0 

aqtiuri ganridebis reaqciis gamomuSavebis dinamika sacdel 

virTagvebSi 

metronomi toni 1+14 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 

eqsperimentis dReebi 

sur. 1. aqtiuri ganridebis reaqciis gamomuSavebis dinamika sacdel virTagvebSi. horizontalur Rer- 

Zze – eqsperimentuli dReebi. vertikalur RerZze – swori reaqciebis procentuli maCvenebeli. 

am viTarebaSi virTagvebi avlenen gaavtomatebul adeqvatur TavdacviT 

qcevas, e. i. isini ukve saeqsperimento garemosTan adaptirebuli 

cxovelebi arian: cnobilia, rom amgvari viTareba naklebi emociuri 

daZabulobiT xasiaTdeba; rac qceviT aqtebs Soris urTierT TanafardobiTi 

cvlilebebiT vlindeba; kerZod, saeqsperimento cxovelebSi iz- 

83

deba „grumingisa“ (2.1±1.1; P=0.005) da horizontaluri dgomebis (3.9±0.7; 

P=0.009) xangrZlivobis maCvenebeli, xolo mcirdeba vertikaluri dgomebis 

(1.9±0.8; P=0.009) xangrZlivoba (cxrili #1). 

cxrili #1 

qceviTi maCveneblebis statistikuri Sefaseba aqtiuri ganridebis reaqciis gamomuSaveba-ganmtkicebisa 

da erTi cdis ganmavlobaSi ori aqtiuri ganridebis reaqciis erTdrouli 

testirebis periodSi sacdel virTagvebSi 

84 

qceviTi formebi 

vertikaluri 

dgomebi 

horizontaluri 

dgomebi 

I safexuri 

(1) 

II safexuri 

(2) 

saS SD saS SD saS SD 

III safexuri 

(3) P 1-2 P 2-3 

4,7 2,3 1,9 0,8 4 0,9 0,009 0,0001 

26 1,1 3,9 0,7 0,3 0,2 0,009 0,02 

Tavis aweva 22,2 7,8 25,3 6,2 13,6 4 0,04 0,05 

fekaluri 

bolusebi 

5,6 1,7 2,7 0,5 5,2 1,1 0,001 0,0001 

signalTSorisi 

gadasvlebi 

3,4 1,2 1,7 0,5 3,8 1,4 0,009 0,003 

grumingi 0,6 0,5 2,1 1,1 0,1 0,1 0,005 0,02 

mravalricxovani eqsperimentuli kvlevebidan cnobilia, rom aRniSnuli 

qceviTi reaqciebi asaxavs cxovelis emociur mdgomareobas; 

vertikaluri dgomebi virTagvis Zlieri emociuri daZabulobis gamomxatvelia, 

„grumingi“ ki saSualo siZlieris konfliqtur situaciaSi 

aRmocendeba, Zlieri emociuri daZabulobis dros is ar gamovlindeba. 

cnobilia, rom amgvari qceva rTuli amocanis gadaWris dros emsaxureba 

emociuri daZabulobis ganmuxtvas da ganixileba, rogorc TviTregulaciuri 

qceva (Хананашвили 1981: 123-129). 

eqsperimentis msvlelobisas, ori aqtiuri ganridebis reaqciis 

erTdrouli 14-dRiani testirebisas swori pasuxebis procentuli maCveneblebi 

30-45%-s ar aRemateba, rac SenarCunebuli iyo 14 dRis ganmavlobaSi 

(sur. 1). eqsperimentis am etapze aqtiuri ganridebis reaqciis 

formireba ver moxerxda, radgan Tavis tvini funqcionirebs „informaciuli 

triadis“ (informaciis raodenoba; am informaciis gadamuSavebisa 

da gadawyvetilebis miRebisaTvis saWiro dro; am gadawyvetilebis 

miRebis motivaciis done) faqtorebis araxelsayreli Serwymis pirobeb- 

Si; kerZod, virTagva xangrZlivi drois manZilze ganicdis pragmatuli 

informaciis deficits. aRniSnuli viTareba Zlier stresul zegavlenas 

axdens virTagvis umaRlesi nervuli moqmedebis funqciebze; e. i. 

ori aqtiuri ganridebis reaqciis erTdrouli 14-dRiani testirebisas 

virTagvebi qronikuli fsiqogenuri stresis pirobebSi imyofebian; tes-

tirebis am etapze vertikaluri dgomebis (4%±0.9; P=0.0001) maCvenebeli 

statistikurad sarwmunod mniSvnelovnad aRemateba yvela sxva qceviT 

maCveneblebs (cxrili 1). 

fsiqogenuri steresis ganviTarebis samive safexurze cxovelebis 

mier gamovlenili qceva mniSvnelovnad zrdis paTologiis ganviTarebis 

e. w. „farul periods“. aRwerili qceva ganimarteba, rogorc biologiurad 

dadebiTi stresis gamovlineba da asaxavs Tavis tvinis TviTregulaciur 

moqmedebas. tvinis TviTregulaciuri moqmedebis gaZliereba 

unda iwyebodes daavadebis wina stadiaze, rodesac es meqanizmebi 

kargad aris gamoxatuli. maTma mizandasaxulma gaZlierebam SeiZleba 

gadamwyveti roli iTamaSos tvinis da stresogenuri faqtorebisadmi 

organizmis rezistentobis amaRlebaSi (xananaSvili 2008: 36). 

fsiqogenuri stresis ganviTarebis sxvadasxva safexurze stresirebamde 

da stresirebis Semdeg SeviswavleT cxovelebis emociuri 

mdgomareoba „Ria velis“ da „prokonfliqturi“ testis saSualebiT. intaqtur 

virTagvebTan SedarebiT TavdacviTi reaqciebis gamomuSaveba - 

ganmtkicebis Semdeg „Ria velSi“ testirebisas aRiniSneboda kvleviTi 

aqtiurobis Semcirebis tendencia, xolo gaizarda moZraobis aqtiurobis 

latenturi periodi (P=0.001) da „grumingis“ xangrZlivoba (P=0.003). 

„Ria velSi“ kvleviTi aqtiurobis Semcireba emociuri daZabulobis gaZlierebaze 

miuTiTebs (Hall 1934:385-403). am mosazrebis marTebulobaze 

miuTiTebs agreTve „prokonfliqtur“ situaciaSi virTagvebis testirebis 

Sedegebic. intaqtur virTagvebTan SedarebiT sacdel virTagvebSi 

aqtiuri ganridebis reaqciis gamomuSavebasa (P=0.001) da maTi er- 

Tdrouli 14-dRiani testirebis (P=0.002) Semdeg sarwmunod Semcirda 

deniT dasjili wylis smis aqtebis raodenoba; am testis mixedviT den- 

Tan SeuRlebuli wylis smis aqtebis raodenobis simcire cxovelebSi 

SiSisa da SfoTvis reaqciis gaZlierebis maCvenebelia. amrigad, fsiqogenuri 

stresis ganviTarebis samive safexurze „Ria velisa“ da „prokonfliqturi“ 

testis mixedviT cxovelebSi dominirebs SiSisa da SfoTvis 

reaqciebi. 

eqsperimentuli kvlevis meore etapze, stresis ganviTarebis samive 

safexurze stresirebuli virTagvebis sisxlis plazmaSi aRiniSneboda 

bioqimiuri parametrebis metaboluri cvlilebebi; sarwmunod iyo 

momatebuli kortizolis, glukozis da qolesterinis koncentraciis 

maCveneblebi (cxrili 2). 

85

cxrili #2 

bioqimiuri maCveneblebis statistikuri Sefaseba fsiqogenuri stresis ganviTarebis 

sxvadasxva safexurze sacdel virTagvebSi 

86 

kortizoli glukoza qolesterini 

safexurebi saS SD p saS SD p saS SD P 

intaqturi 28 1,9 2,8 0,8 1,4 0,1 

I safexuri 38,4 9,0 0,004 4 0,7 0,004 1,7 0,5 0,009 

II safexuri 33,5 3,5 0,001 3,7 0,4 0,001 1,6 0,5 0,09 

III safexuri 43,5 9,2 0,0001 3,8 0,4 0,003 1,7 0,2 0,002 

cnobilia, rom stress organizmi pasuxobs Tavisi yvela homeostazuri 

sistemis mobilizaciiT; hormonebisa da biologiurad aqtiuri 

nivTierebebis gamoyofa faqtiurad aRniSnavs stresuli mdgomareobis 

reaqciuli sindromis dasawyiss, romelic marTavs organizmSi yvela 

cirkulaciur da metabolur process, rasac sabolood mivyavarT garemos 

Secvlili pirobebisadmi adaptaciasTan (axalaZe 2006:925-930). 

stresoris zemoqmedebiT aqtivirdeba misi mTavari rgoli hipoTalamus-hipofizur-kortikosuprarenuli 

sistema (Кулагин 1978:296). hipo- 

Talamusis roli ganisazRvreba misi nervuli ujredebis sekretoruli 

aqtivobiT, romlebic gamoimuSaveben kortikotropin-rilizing faqtors; 

am procesis gamSveb meqanizms warmoadgens simpato-adrenerguli 

sistemis aqtivacia; xvdeba ra sisxlis mimoqcevis portuli sistemiT hipofizSi, 

rac iwvevs ACTH-is sinTezisa da gamoyofis potencirebas; Tavis 

mxriv ACTH-i Tirkmelzeda jirkvlebSi aaqtivebs steroidul hormonebs 

gluko da mineralokortikoidebis sinTezs, romelTagan Cveni 

eqsperimentuli kvlevidan mniSvnelovania kortizoli. cnobilia, rom 

kortizolis zemoqmedebiT mcirdeba kunTebSi glikogenis sinTezi da 

qsovilebSi glukozis daJangva, rac hiperglikemiis erT-erT mizezs 

warmoadgens. sisxlSi glukozis donis momatebas lipolizic xels uwyobs, 

rac kortizolis zegavleniT Zlierdeba; agreTve kortizoli iwvevs 

cximebis Tavisebur gadanawilebas kanqveSa ujredanaSi, misi moqmedebiT 

izrdeba saerTo lipidebis Semcveloba RviZlSi da Tavisufali 

cximovani mJaveebis mobilizacia; hiperglikemia iwvevs insulinis gaZlierebul 

sekrecias, insulini ki Tavis mxriv akavebs Tavisufali cximovani 

mJaveebis kortizoliT gamowveul mobilizacias; insulinis gavleniT 

cximis warmoSoba Zlierdeba da gadafaravs naxSirwylebidan 

kortizoliT gamowveuli cximebis sinTezis daqveiTebas. stresis dros 

sisxlSi glukozis donis gansazRvra damokidebulia stresis xasiaTze 

da intensiurobaze (Armario 1990:341-7). simpatikuri nervuli sistemis 

momatebuli aqtiuroba did rols TamaSobs glukozisa da cximebis niv- 

TierebaTa cvlis darRvevaSi, romlis safuZvelze SesaZlebelia xan-

grZlivma stresma, glukozisa da cximebis cvlis metabolurma cvlilebebma 

gamoiwvios gul-sisxlZarRvTa sistemisa da Saqriani diabetis 

daavadebebis warmoSoba (Kemmer 1986:1078-1084). stresirebis dros intervalSi 

xSiri prezentacia adaptaciis efeqts iZleva neiroendokrinul 

da metaboluri procesebisas. stresis mimarT neiro-endokrinuli 

adaptacia aris msgavsi qceviTi neiro-fiziologiuri habituaciis 

mgrZnobelobis stimulis procesisa (Armario 1990:341). 

maSasadame, Cvens mier Catarebul stresirebul virTagvebze miRebuli 

qceviTi maCveneblebisa da bioqimiuri parametrebis cvlilebebi 

samedicino literaturul monacemebze dayrdnobiT gvaZlevs Semdegnair 

suraTs; gansxvavebuli sirTulis eqsperimentis pirobebSi stresis 

ganviTarebis safexurze virTagvebSi dominirebs SiSisa da SfoTvis reaqciebi, 

rasac Tan sdevs qceviTi maCveneblebis cvlilebebi, romelTa 

urTierT monacvleoba gansxvavebuli sirTulis eqsperimentis pirobebSi 

sxvadasxva xasiaTisaa, razec miuTiTebs sisxlSi kortizolis, rogorc 

stress-hormonis ciklurobac; sisxlSi kortizolis etapobriv 

momatebas mohyveba glukozisa da qolesterinis Semcvelobis cvlilebebi, 

rac ganixileba rogorc biologiurad dadebiTi adaptaciuri xasiaTis 

reaqcia, romelic sabolood zrdis organizmis mdgradobas 

sxvadasxva paTogenuri faqtorebis mimarT. 

literatura: 

� axalaZe 2006: axalaZe l., domianiZe T., xananaSvili m., WikaZe a., CixlaZe 

m., juReli m. kortizolis koncentraciis cvlilebebi fsiqogenuri 

stresis ganviTarebis sxvadasxva etapze TeTr virTagveb- 

Si., saq. mec. akademiis „macne“; biologiia seria A, tomi 32, #6. 


� xananaSvili 2008: xananaSvili m., informaciuli stresi. saqarTvelos 

mecn. erovn. akad. gamomcemloba. Tb., 2008. 

� Armario 1990: Armario A., Marti J., Gil M., the serum glucose response to acute 

stress is sensitive to the intensity of the stressor and to habituation. J. Psychoneurotic-endocrinology, 

1990, 15 (5-6). 

� Ghi 1995: Ghi P., Ferreti O., Blengio M., Effects of different types of stress on histamine 

– H3 receptors in the rat cortex, Brain Res. 1995. 

� McEwen 1998: McEwen B. S., Stress adaptation and disease. Allo-stasis and allostatic 

load. Ann N.Y. Acad. Sci. 1998. 

� Hall 1934: Hall C.S. J. Comp. Psychol., 1934, 2. 

� Pacak 2001: Pacak K., Palkovits M., Stressor specificity of the central neuro-endocrine 

responses: implications for stress-related disorders. 2001. Endocr. Rev. 

87

88 

22(4). 

� Korda 1986: Korda M. J., Biggia G., Stress and transmission biochemical and behavior 

studies. Advances in biochemical psychopharmacology. 1986. V. 41. 

� Kemmer 1986: Kemmer FW; Bisping R., Steingruber H. J., Psychological stress 

and metabolic control in patients with type I diabetes mellitus. N. Engl. J. Med., 

1986. 

� Хананашвили 1998: Хананашвили М. М., Психологический стресс: теория, 

эксперимент, практика – Вестник. Российской Академии Медицинских Наук. 


� Хананашвили 1989: Хананашвили М. М., Домианидзе Т. Р., Способ Моделирования 

невроза. Авторское свидетельство № 1506474, 1989, СССР. 

� Хананашвили 1981: Хананашвили М. М., Реберг Г., Само-регуляция поведения 

в условиях возрастающих нагрузок на аналитико-синтетическую 

деятельность мозга у кошек Журн. В. Н. Д. 1981. Т. 31. №4. 

� Кулагин 1978: Кулагин В. К., Патологическая физиология травмы и шока. 

Л., 1978.



kaxi kopaliani 


liderobis roluri ganawilebis ganmsazRvreli 

faqtorebi mozardTa sportul gundebSi 

jgufuri qcevis realizaciis procesSi xdeba jgufis wevrTa funqciuri 

sfecifikacia, jgufuri rolebis, rogorc gansakuTrebul funqciur 

warmonaqmnTa gamoyofa, maT Soris lideris rolis gamoyofac. 

literaturuli monacemebis mixedviT, lideris rolSi jgufis ama Tu 

im wevris wamoweva, ganpirobebulia jgufuri lideris individualuri 

maxasiaTeblebis mimarT partniorebis Sexedulebis xarisxiT (Carkviani 

2001:156; Кричевский 1985:38). 

jgufis winaSe mdgari amocanis gadaWraSi jgufis yvelaze ufro aqtiuri 

wevri xdeba instrumentuli, anu saqmiani lideri, xolo jgufis is 

wevri, romlis moqmedeba ZiriTadad exeba jgufis Sinagani integraciis 

sferos da am mimarTulebiT jgufis yvelaze ufro warmatebul wevrs 

warmoadgens xdeba eqspresiuli, anu social-emociuri lideri. xolo 

liderobis am ori rolis arsebobis faqti, fsiqologiur literaturaSi, 

liderobis roluri diferenciaciis fenomenis saxelwodebiT aris cnobili 

(Burke 1972:105). fsiqologiur literaturaSi lideroba, „lideri-mimdevrebi“ 

sistemis mixedviT ganxilulia, rogorc fsiqologiuri subordinaciis 

gamovlineba, xolo jgufis wevri, romelic jgufuri orive 

ganzomilebis mixedviT (instrumentuli da eqspresiuli) sakuTari 

jgufis wevrTa SefasebiT moagrovebs yvelaze maRal qulas, xdeba aSkarad 

gamoxatuli lideri (Кричевский 1985:30). 

rac Seexeba mozardTa sportul koleqtivebs, isini warmoadgenen 

upiratesad davalebaze orientirebul mcire socialur jgufebs, romelTa 

orientacia atarebs mniSvnelovan miznobriv xasiaTs. sportuli 

saqmianoba ki pirovnulad mniSvnelovania sportsmenTaTvis (rogorc 

mozardi, aseve im sportsmenebisaTvis, romlebic umaRlesi ligis gundebSi 

TamaSoben) da Sesabamisad sportuli saqmianobis motivacia maT- 

Tan sakmaod maRalia. 

kvlevis hipoTezebi SemdegSi mdgomareobda: pirveli, ramdenadac 

sportuli gundis wevrebisaTvis sportuli saqmianoba pirovnulad 

mniSvnelovania savaraudoa, rom maT, sportul saqmianobaSi, gundis saukeTeso 

wevris mimarT eqmnebaT dadebiTi damokidebuleba, rac imas 

niSnavs, rom sportul koleqtivSi instrumentuli lideris statusi 

89

pirovnebaTaSorisi urTierTobebSic maRali iqneba. e. i. sportul gundebSi 

umravles SemTxevaSi aSkarad gamoxatuli lideris rolSi SeiZleba 

mogvevlinos instrumentuli lideri. 

meore, safiqrebelia, rom sportuli gundis mwvrTnelTa Sefasebebisa 

da gundis azris Tanxvedris xarisxi, gundSi mocemuli liderobis 

ori ganzomilebis mixedviT (instrumentuli da eqspresiuli) korelaciaSia 

gundis SeWidulobis xarisxTan. sxva sityvebiT, SeiZleba vifiqroT, 

rom rac ufro maRalia sportuli gundis mwvrTnelTa Sefasebebisa 

da gundis azris Tanxvedris xarisxi, miT ufro SeWidulia gundi. 

jgufis SeWidulobaSi jgufis wevrebis urTierTmimzidvelobis da 

jgufuri erTgulebis xarisxi igulisxmeba. SeWidulobis movlena mTlianad 

jgufis da misi calkeuli wevrebis miznebs Soris Tavsebadobis xarisxiT 

aris gansazRvruli. sportuli gundis is wevrebi, romlebsac gundis 

miznebi gaSinaganebuli aqvT da misi wevrad yofnis didi survili gaaCniaT, 

gunds garkveuli saqmianobis gansaxorcieleblad aerTianeben da razmaven 

(Carkviani 2001:112). 

aqve unda aRvniSnoT, rom sportuli gundis saTamaSo qceva warmoadgens 

instrumentuli (saqmiani) qcevis tipiur magaliTs, xolo arasaTamaSo 

urTierToebebi - eqspresiuli (social-emociuri) qcevis magaliTs. 

rac Seexeba saTamaSo urTierTobebs, is xasiaTdeba, rogorc instrumentuli 

komponentebis arsebobiT, aseve eqspresiuli qcevis elementebiT. 

kvlevis meTodi. kvlevebi Catarda mozardTa sportul gundeb- 

Si, sadac liderobis Sefaseba xdeboda ranJirebis meSveobiT. sportsmenebi 

pasuxobdnen or SekiTxvas. pirveli maTgani miekuTvneboda instrumentul 

liderobas: rogoria, Seni azriT, Seni gundis TiToeli wevris 

wvlili gundis warmatebaSi (e.i. gundis romel wevrs daayenebdi Sen pirvel 

adgilze, rogorc moTamaSes, vis meore adgilze, vis mesameze)? 

meore kiTxva warmoadgenda eqspresiuli liderobis maxasiaTebels: 

rogoria, Seni azriT, Seni gundis TiToeuli wevris wvlili gundSi 

megobrul urTierTobaTa ganviTarebis saqmeSi (e.i. gundis romel 

wevrs daayenebdi pirvel adgilze, rogorc megobars, meoreze romels, 

mesameze romels)? 

liderobis Sefaseba TiToeul saqmianobaSi xdeboda gundis TiToeuli 

wevris mier miRebuli qulebis SejamebiT, romelsac isini iRebdnen 

TavianTi partniorebisagan ranJirebis dros. xolo jgufuri liderobis 

orive ganzomilebis mixedviT (instrumentuli da eqspresiuli) 

mopovebuli qulebis SejamebiT xdeboda aSkarad gamoxatuli lideris 

dadgena. 

sportsmenTa Sefaseba da ranJireba ori aspeqtis mixedviT xdeboda 

mwvrTnelis mierac. damatebiTi masalis saxiT muSaobaSi gamoiyeneboda 

sportsmenebTan da mwvrTnelebTan saubris Sedegad miRebuli mo- 

90

nacemebi, gaTvalisiwinebul iqna oficialur TamaSebSi gundis monawileobis 

efeqturobac, periodulad xdeboda dakvirveba gundis wevrTa 

qcevebze da maT urTierTobebze wvrTvnisa da Sejibrebebis dros. 

respodentTa mier gundSi saukeTeso moTamaSisa da yvelaze axlo 

megobris dasaxeleba, rac iZleoda instrumentuli, anu saqmiani (formaluri) 

da eqspresiuli, anu emociuri (araformaluri) lideris garkvevis 

saSualebas, atarebda anonimur xasiaTs. sul respodentTa raodenoba Seadgenda 

170 mozard sportsmenebs. 

miRebuli Sedegebis ganxilva. aRniSnul mozardTa fexburTis gundebTan 

Catarebuli kvlevebis Sedegad miRebuli Sedegebis mixedviT 

liderobis rolur diferenciacias adgili hqonda gamokvleuli aTi 

gundidan mxolod oTx gundSi. e.i. aTi gundidan oTx gundSi instrumentul 

da eqspresiul liderTa rolebis realizeba xdeboda sportuli 

koleqtivebis sxvadasxva wevrTa mier, xolo danarCen eqvs gundSi ki instrumentuli 

da eqspresiuli lideris rolebi erTi da imave pirTa mier 

ganxorcielda. 

aseve unda aRvniSnoT, rom absoluturad yvela gundSi instrumentuli 

liderebi, liderobis orive ganzomilebis mixedviT agrovebdnen 

ufro maRal qulebs, vinem eqspresiuli liderebi, Sesabamisad aSkarad 

gamoxatuli lideris rolSi yvela gundSi gamovida mxolod instrumentuli 

lideri. 

maSasadame, Catarebuli kvlevebis monacemebis mixedviT aRmoCnda, 

rom instrumentuli liderebi iReben sakmaod maRal Sefasebebs sakuTari 

partniorebidan eqspresiuli qcevis maCveneblebis mixedviTac. sxva 

sityvebiT, aranairi antagonizmi ar Cans instrumentul liderTa mimarT 

jgufis mxridan, piriqiT, pirovnebaTaSoris urTierTobebSi instrumentuli 

lideris mdgomareoba gamoiyureba sakmaod myarad. 

miRebuli monacemebi uflebas gvaZlevs vifiqroT, rom ramdenadac 

sportuli koleqtivis wevrTaTvis sportuli saqmianoba pirovnulad 

metismetad mniSvnelovania, jgufSi pirovnebaTaSorisi statusis 

xarisxs gansazRvravs sportul saqmianobaSi sportsmenis warmatebis 

done. jgufis damokidebuleba instrumentuli lideris mimarT kargad 

Cans, instrumentuli lideris qulaTa mixedviT, liderobis eqspresiul 

ganzomilebaSi (cxrili 1). 

cxrili 1 

mozardTa sportul gundebSi, gundis wevrTa Sefasebis Sedegad instrumentul, eqspresiul 

da aSkarad gamoxatul liderTa mier miRebuli qulebis raodenobis maCveneblebi 

liderebi 

aSkarad 

gundebi 

instrmentuli eqspresiuli 

# 

# 

# gamoxatuli 

qulebi qulebi qulebi 

1 5 22 5 21 5 43 

91

92 

2 8 30 8 16 8 46 

3 2 28 2 22 2 50 

4 2 25 2 14 2 39 

5 2 34 4 17 2 34+14 

6 1 26 5 15 1 26+13 

7 10 35 10 15 10 50 

8 5 22 5 19 5 41 

9 9 29 2 16 9 29+7 

10 6 27 1 16 6 27+13 

pirveli cxrilis monacemebi saSualebas gvaZlevs gamovTvaloT korelaciuri 

damokidebuleba: instrumentul da aSkarad gamoxatul lidersa 

da eqspresiul da aSkard gamoxatul liderebs Soris (cxrili 2). 

cxrili 2 

korelaciuri analizis monacemebi instrumentul da aSkarad gamoxatul liderebsa da 

eqspresiul da aSkarad gamoxatul liderebs Soris 

aSkarad gamoxatuli 

lideri 

instrumentuli lideri r = 0,904; p < 0,01 

eqspresiuli lideri r = 0,420; p > 0,05 

meore cxrilis monacemebi gviCveneben, rom damokidebuleba aSkarad 

gamoxatul lidersa da instrumentul liders Soris sakmaod mWidroa, 

xolo eqspresiul lidersa da aSkarad gamoxatul liders Soris 

statistikurad sando damokidebuleba ar dadasturda. aqedan gamomdinare, 

SeiZleba vifiqroT, rom mozard sportsmenTaTvis ufro mniSvnelovania 

sportuli saqmianoba (instrumentuli qceva), vidre pirovneba- 

TaSorisi urTierTobebi (eqspresiuli qceva). saTamaSo qcevaSi, sportsmens, 

sakuTari Tavis gamovlenis da maRali Sedegebis miRwevis meti sa- 

Sualeba aqvs. 

statistikurad sando korelacia aSkarad gamoxatul lidersa da 

instrumentul liders Soris kidev erTxel mowmobs pirveli hipoTezis 

sasargeblod. 

miRebuli monacemebis mixedviT, aseve mWidro kavSiri aRmoCnda 

mwvrTnelisa da gundis Sefasebebs Soris instrumentuli ganzomilebis 

mixedviT, sadac aTidan Svidi gundis monacemebi statistikurad sandoa. 

eqspresiuli ganzomilebis mixedviT ki aRniSnul cvladebs Soris korelacia 

aTidan xuT SemTxvevaSi ar aRmoCnda statistikurad sando, xolo 

danarCen xuT SemTxvevaSi ki eqspresiuli ganzomilebis monacemebis 

mixedviTac mwvrTnelisa da gundis Sefasebebs Soris korelacia statistikurad 

sandoa (cxrili 3).

mesame cxrilis monacemebidan Cans, rom gundisa da mwvrTnelis SefasebaTa 

Tanxvedra instrumentul sferoSi gacilebiT maRalia, vidre 

eqspresiul sferoSi. gansakuTrebiT dabalia aRniSnuli Tanxvedra 

sust gundebSi. es monacemebi metyvelebs imaze, rom sust gundebSi, ufro 

metad pirovnebaTaSoris urTierTobebSi, mwvrTnelebi cudad icnoben 

mozardis fsiqologiur Taviseburebebs. yovelive es uSualo dakvirvebebis 

drosac kargad Canda. 

cxrili 3 

korelaciuli analizis monacemebi gundis wevrebisa da mwvrTvnelis SefasebaTa 

Soris sportuli saqmianobis instrumentuli da eqspresiuli ganzomilebis mixedviT 

gundebi 

gundisa da mwvrTvnelis Sefasebebis Tanxvedra 

instrumentuli sfero 

eqspresiuli sfero 

1 r = 0,843 * r = 0, 786 * 

2 r = 0,876 * r = 0, 731 * 

3 r = 0, 767 * r = 0,693 * 

4 r = 0,667 * r = 0, 437 

5 r = 0, 751 * r = 0, 403 

6 r = 0,578 ** r = 0,585 ** 

7 r = 0,558 ** r = 0,404 

8 r = 0, 384 r = 0,739 * 

9 r = 0, 347 r = 0,416 

10 r = 0, 527 r = 0, 208 

* p< 0,01 

** p< 0,05 

empiriuli monacemebi gviCveneben, rom statistikurad sandoa damokidebuleba 

gundis wevrebisa da mwvrTnelis Sefasebebis Tanxvedris 

sizustesa da gundis SeWidulobas Soris sportuli saqmianobis orive 

ganzomilebis (instrumentuli da eqspresiuli) mixedviT: 

instrumentuli sfero _ r = 0, 728; p < 0,01. 

eqspresiuli sfero _ r = 0, 628; p < 0,01. 

miRebuli empiriuli monacemebi uflebas gvaZlevs vifiqroT, rom 

sportul koleqtivSi mwvrTnelis Sefasebebisa da gundis azris Tanxvedris 

sizuste, mocemuli ori ganzomilebis mixedviT (instrumentuli 

da eqspresiuli) korelaciaSi modis gundis SeWidulobis xarisxTan. 

mocemuli sakvlevi sportuli koleqtivebi sxvadasxva asakobriv 

qvejgufebs warmoadgendnen da Sesabamisad maT sxvadasxva turnirebSi 

uwevdaT monawileobis miReba, ris gamoc maTi ranJireba efeqturobis 

mixedviT rTuli gaxldaT. Tumca mozardTa aRniSnuli safexburTo 

gundebi Tavidanve SerCeuli iqna principiT - Zlieri da susti. saprizo 

93

(pirvel da meore) adgilze gasuli gundebi warmoadgendnen Zlier gundebs, 

xolo saturniro cxrilSi bolo or adgilze gasuli gundebi - 

susts. saboloo ranJireba ki moxda fexburTis federaciis sabavSvo 

ganyofilebis administraciasTan konsultirebis Semdeg, mocemuli 

gundebis oficialuri TamaSebis saerTo raodenobidan, maT mier mogebuli 

TamaSebis procentuli maCveneblebis mixedviT. 

mozardTa sportuli gundebis efeqturobisa da SeWidulobaTa 

xarisxis empiriuli monacemebis korelaciuri analizis Sedegad am or 

cvlads Sorisac statistikurad sando damokidebuleba dadasturda: 

eqspresiuli sfero _ r = 0,793; p < 0,01. 

instrumentuli sfero _ r = 0, 765; p < 0,01. 

miRebuli monacemebi imaze metyveleben, rom mozardTa sportuli 

saqmianobis gundur saxeobebSi, urTierTobis fsiqologiuri kanonzomierebebi, 

urTierTdamokidebulebebi da fsiqologiuri atmosfero 

gundSi, gundsa da mwvrTnels Soris urTierTgageba warmoadgens gundis 

SeWidulobis ganmsazRvrel faqtors da Sesabamisad sportuli warmatebis 

faqtors. 

empiriuli kvlevebis Sedegad miRebuli monacemebis analizi gvaZleven 

Semdegi daskvnebis gakeTebis saSualebas. 

1. mozardTa sportul gundebSi pirovnebaTaSoris urTierTobeb- 

Si gundis wevrTa statusis xarisxis determinants warmoadgens maTive 

warmatebis done sportul saqmianobaSi, anu rac ufro aqtiuria sportsmeni 

sportul saqmianobaSi, miT ufro maRalia misi statusi pirovnebaTaSoris 

urTierTobebSi. 

2. mozard sportsmenTa gundisa da mwvrTvnelTa Sefasebebis Tanxvedris 

done dakavSirebulia gundis SeWidulobasTan, anu rac ufro 

maRalia es Tanxvedra miT ufro SeWidulia gundi. 

3. rac ufro maRalia mozard sportsmenTa gundis SeWidulobis xarisxi, 

miT ufro efeqturia is, anu mozard sportsmenTa gundis efeqturoba 

korelaciaSi modis gundis SeWidulobis xarisxTan. 

literatura: 

� Carkviani 2001: Carkviani d., fsiqologia industriul organizaciebSi. 


� Кричевский 1985: Кричевский Р. Л., Рыжак М. М., Психология руководства 

и лидерства в спортивном коллективе. Москва, 1985. 

� Burke 1972: Burke P. J., Leadership Role Differentiation. – In: Experimental social 

psychology. N. Y., 1972. 

94



elguja qavTaraZe 


politikuri modernizaciis Teoriis arsi 

gardamavali sazogadoebis Sinaarsisa da xasiaTis gageba, misi unarisa 

da SesaZleblobebis reformireba, moiTxovs ufro farTo Ziebis 

konteqsts, romelic moicavs yvela socialur faqtors, romelTa Soris 

dominirebuli adgili sociokulturul faqtors uWiravs. aseT 

konteqstSi kvlevisaTvis ufro adekvaturad gvesaxeba midgoma, romelic 

aqcentirebulia faseulobebis, kulturisa da subieqtis mentalobis 

sistemebze, romlebic gansazRvraven sazogadoebis, saerTod, kacobriobis 

evoluciis konkretul formebsa da saSualebebs. 

gamocdileba gviCvenebs, rom sazogadoebis evoluciaSi igulisxmeba 

kanoni mravalferovan moTxovnilebaTa zrdisa, romlebic individTa 

masobrivi SemoqmedebiT kmayofileba. igi asaxavs martivi struqturidan 

rTulisaken sazogadoebis moZraobis saerTo tendencias. 

gaZlierebuli mravalnairi moTxovnilebebi Sromis danawilebis 

garTulebul formebad moiazreba. calkeuli individebi da jgufebi 

gansazRvruli saxiT specializdebian saqonlisa da momsaxurebis Seqmnaze. 

sxva SefasebiT, es individebi da jgufebi mwarmoeblebTan TanamoqmedebiT 

qmnian TavianT Semoqmedebas, informacias, cvlian resursebs 

da a. S. amrigad, adamianebi Tanamoqmedebis procesSi anaxleben da 

anviTareben ekonomikur socialur, politikur, kulturul da sxva ur- 

TierTobebs sxvadasxva saxeobis moTxovnilebaTa zrdis Sedegad. Sromis 

danawilebis formaTa gamravleba afarToebs sxvadasxva saxeobis 

socialur kavSirebs: 

� socialur jgufebs; 

� cxovrebis wesebs; 

� individualurobas. 

amasTan erTad, adgili aqvs moTxovnilebaTa Semdgom diferenciaciasa 

da individualizacias. 

socialuri sistemis mzard sirTules mizanmimarTuli xasiaTi gaaCnia. 

igi dakavSirebulia sazogadoebis simtkicesTan, gare samyaros pirobebis 

cvlilebebTan, SeguebasTan. sxvadasxva individis gaZlierebuli 

araerTgvarovani socialuri moTxovnilebebi warmoadgens sazogadoebis 

ganviTarebis bunebriv-istoriul meqanizms, Tumca, individebis 

urTierTqmedebis Sedegad ara marto yalibdeba, aramed axldeba TviT 

95

adamiani, cxovrebis pirobebi. individTa Semoqmedebas gaaCnia kulturis 

sistema da samyaros Sesabamisi suraTi, romelic moRvaweobis mimar- 

Tulebas gansazRvravs (Болдридж 2000:217-218). 

kulturuli faseuloba warmoadgens pirovnebis qcevisa da Semoqmedebis 

motivacias, ayalibebs cxovrebis wess, gansazRvravs movlenaTa 

cvlilebebisadmi realuri moTxovnilebebisa da SesaZleblobebis midgomas. 

sazogadoebis SesaZleblobebi, misi swrafva progresisaken damokidebulia 

imaze, Tu rogor Tanamoqmedeben sazogadoebis kulturis 

sistema (maSasadame, rogor faseulobebs efuZneba pirovnebis moqmedeba 

da qceva) da socialuri urTierTobebi, e. i. cxovrebis pirobebi. 

kulturas SeiZleba mieweros arsebuli urTierTobebisadmi martivi 

midgoma, individTa miswrafeba moTxovnilebaTa SezRudvisadmi, 

romelic ganawyobs maT mudmivi srulyofisa da socialuri urTierTobebis 

garTulebisaken. sxvadasxva parametriT gansxvavdeba erTmaneTisagan 

sazogadoebis ori tipis, ori sistemis faseulobebi, romlebic 

asaxaven civilizaciis ganviTarebis or safexurs - tradiciuls da Tanamedroves. 

SedarebiT yvelaze mniSvnelovania: 

1. socialuri evoluciis meqanizmebi (pirovnebis ekonomikuri interesebi, 

an iZuleba); 

2. socialuri urTierTobebis regulaciis saSualebebi; 

3. sazogadoebaSi pirovnebis adgili da roli (pirovneba, rogorc 

damoukidebeli faseuloba an rogorc klasis nawili, saxelmwifoebrivi 

interesebis ganxorcielebis saSualeba); 

4. cxovrebis wesi (martivi an rTuli), romlis diferenciaciis, socialuri 

funqciebisa da moTxovnebis, interesebis araregulirebadi 

ganviTarebis Sedegad maT mkacr danawilebas viRebT (Parsons 

1997:160-187). 

sazogadoebis cxovrebis wesis tradiciuli tipidan Tanamedroveze 

gadasvla warmoadgens process, socialuri urTierTobebis racionalizaciis, 

adamianis Semoqmedebis interesTa da moTxovnilebaTa diferenciacias, 

risTvisac pasuxismgebelia racionaluri biurokratia 

da xelisufleba. individis mudmivad cvalebadi moTxovnilebebi moiTxoven 

socialuri urTierTobebis srulyofas, rac qmnis maTi realizaciis 

SesaZleblobas. 

tradiciul da Tanamedrove sazogadoebas Soris Camoyalibebulia 

misi gardamavali, anu zeTanamedrove saxe. igi warmoadgens, nawilobriv, 

modernizebul sazogadoebas, maSasadame iseTs, sadac ganxorcielebulia 

calkeuli sferoebis modernizacia (magaliTad, teqnologiuri modernizacia 

warmoebis sferoSi), daZleulia ekonomikuri CamorCenilo- 

96

a fenobrivi danawevreba, magram socialuri urTierTobebi upiratesad 

tradiciul faseulobaTa da religiur formaTa safuZvelze vi- 

Tardeba. 

tradiciuli sazogadoebidan Tanamedroveze gadasvla gulisxmobs 

sazogadoebrivi cxovrebis ganaxlebas, romlis drosac sazogadoeba 

ganaxlebul yofierebas amkvidrebs, TandaTanobiT ixveweba socialuri 

urTierTobebi damoukideblad individis moTxovnilebisa. sazogadoebis 

gardaqmnis amgvar process modernizacias uwodeben. modernizaciis 

Teoriis erT-erTma avtorma J. murma modernizaciis procesi 

gansazRvra rogorc Tanamedrove sazogadoebis transformacia, 

romlis Sedegadac sazogadoebaSi iseTi tipebi viTardeba, rogoricaa 

teqnologiebisa da socialuri organizaciebis Sesabamisi formebi, 

romlebic ganviTarebul, ekonomikurad ayvavebul da politikurad 

stabilur saxelmwifoebs axasiaTebs (qavTaraZe 2005: 97-107). 

modernizacia, rogorc sazogadoebis TvisebaTa sistemuri cvlilebebis 

procesi, gulisxmobs mniSvnelovani sferoebis transformacias 

da ufro rTuli da swrafad cvalebadi cxovrebis wesebis damkvidrebas 

ekonomikur sferoSi. 

modernizaciis Teoria XX saukunis 60-ian wlebSi Camoyalibda evropis, 

amerikisa da laTinuri amerikis qveynebis modernizaciis gamocdilebaTa 

ganzogadoebis safuZvelze. Teoriis praqtikuli efeqti, misi 

avtorebis CanafiqriT, unda yofiliyo socialuri problemebis 

efeqtianoba da misi gamtkiceba im qveynebSi, sadac gamoyenebuli iqneboda 

es gamocdileba, Tumca, miuxedavad avtorebis mier am Teoriis, 

rogorc siRatakisa da CamorCenilobis daZlevis „universaluri receptis“ 

xotbis Sesxmisa, misma praqtikaSi gamoyenebam sxvadasxva qveyanaSi 

sxvadasxva Sedegi gamoiRo (dadebiTi, aseve, uaryofiTi). magaliTad, taivanis, 

singapuris, samxreT koreis, Cilesa da sxva qveynebis swrafi ganviTarebis 

gverdiT, aSkara Cavardnas hqonda adgili indoneziasa da zogierT 

afrikul saxelmwifoSi. warumatebloba ganapiroba iman, rom am 

qveynebSi dasavluri institutebi gaemijnen aradasavlur faseulobebs 

(Семичин 1997: 57-65). 

modernizaciis kvlevis evroamerikuli orientacia, aradasavluri 

socialur-kulturuli faseulobebi zRudaven qarTuli sazogadoebis 

transformaciisaTvis maTi praqtikuli gamoyenebis SesaZleblobas. 

amitom pirdapiri analogi, qaoturi modernizaciis gadatanis gamocdileba 

saqarTveloSi ar mogvcems sasurvel Sedegebs. aseve, araswori iqneba 

misgan ubralod Tavis arideba (uaryofa), radganac es gamocdileba 

saSualebas iZleva, gamovlindes Tanamedrove sazogadoebaze gadasvlis 

logika da wyaroebi. 

modernizaciis Teoriis axsna gulisxmobs Semdegs: 

97

98 

1. sakvlevi Teoria ganisazRvreba kulturul-istoriuli periodis 

CarCoebSi; 

2. igi saSualebas iZleva, gamovlindes cvlilebaTa realuri meqanizmebi, 

romlebic iTvaliswinebs kulturis sistemas, erovnul 

TviTSegnebas, zneobriv idealsa da mentalitets. saqarTveloSi 

mimdinare procesebi SeiZleba moviazroT modernizaciis Teoriis 

konteqstSi, rac dagvexmareba avsxnaT, Tanamedrove sazogadoebaze 

gadasvlis logika da meqanizmebi, iseT sazogadoebaze, 

romlebic gansxvavdeba cxovrebis wesis sirTuliT, individis 

socialuri roliTa da cvalebadi moTxovnilebebiT. 

literatura: 

� qavTaraZe 2005: qavTaraZe e., politologia, Tbilisi. 2005. 

� Болдридж 2000: Болдридж, Л., Страсть и Власть, перевод английского И. 

Витальева. Москва. 2000. 

� Семичин 1997: Семичин, Г., Антология Мировой Политической Мысли. 


� Parsons 1997: Parsons, Political Systems. N.Y. 1997.



omar ardaSelia 


nacionaluri saxelmwifos bedi globalizaciis pirobebSi 

termini globalizacia pirvelad 1983 wels gamoiyena amerikelma 

mecnierma t. levitma Jurnal „harvard biznes reviuSi“ gamoqveynebul 

statiaSi, sxvadasxva korporaciaTa mier warmoebuli produqtebis bazrebis 

Serwymis mizniT. 1987 wlamde aSS-s kongresis biblioTekebis baza- 

Si ar arsebobda wigni, romelSic gamoyenebuli iqneboda termini „globalizacia“. 

XX saukunis 90-ian wlebSi gaizarda im statiebisa da wignebis 

raodenoba, romelic globalizacias eZRvneboda, ris Sedegad terminma 

aSkarad farTo gavrceleba hpova, gaizarda misi mniSvnelobac. 

globalizaciis procesis Sinaarsi, genezisi da gansakuTrebiT momavali 

ganviTarebis gzebi dRes mwvave politikuri diskusiis sagans 

warmoadgens. debatebis sagani aris: ra aris globalizacia, rodis daiwyo 

is, rogor kavSirSia sazogadoebis sxvadasxva procesebTan, rogoria 

misi uaxloesi da grZelvadiani Sedegebi? 

dRes globalizaciaSi xedaven: transsasazRvro ekonomikur, politikur, 

socialur da kulturul kavSirebs. 

nacionalur saxelmwifoebTan mimarTebaSi arsebobs gavrcelebuli 

mcneba, rom globalizacia akninebs politikuri xelisuflebis da 

nacionaluri saxelmwifos gavlenas, rogorc saerTaSoriso urTier- 

Tobebis procesSi, aseve Sida politikur urTierTobebSi. kompiuterul 

mecnierebaTa profesoris d. belis formulis Tanaxmad, globalizacia 

didi cxovrebiseuli problemebis gadasawyvetad metad pataraa, 

xolo patara saxelmwifoebisaTvis metismetad didi (Waters 1995:96). radikalurad 

ganwyobili globalistebi nacionalur-saxelmwifoebs axasiaTeben, 

rogorc „nostalgiur fiqcias“ da amtkiceben, rom ,,TviT nacionaluri 

saxelmwifoebis epoqa Tavis dasasruls uaxlovdeba... savsebiT 

SesaZlebelia, rom aRmocenebuli postnacionaluri wesrigi aRmoCndeba 

ara sistema homogenuri erTeulebisa (rogoric aris nacionaluri 

saxelmwifoebis Tanamedrove sistema), aramed iseTi sistema, romelic 

dafuZnebuli iqneba heterogenul erTeulebs Soris (rogoric 

aris zogierTi socialuri moZraoba, zogierTi jgufi, romlebsac gaaCniaT 

finansuri interesebi, zogierTi profesiuli gaerTianebebi, aseve 

zogierTi arasamTavrobo organizaciebi da iuridiuli struqturebi 

da a. S.) urTierTobebze (Appadurai 1996:19,23). 

99

globalistebis azriT, Tanamedrove saerTaSoriso wesrigze ufro 

farTo unda iyos msoflio wesrigi, vinaidan igi moicavs aramarto saxelmwifoebs 

Soris wesrigs, aramed mTel msoflio politikur sistemas, 

romlis nawilia saxelmwifoTa sistema (buli 2003:33). avstralieli 

mecnieris hedli bulis azriT, msoflio wesrigi ufro fundamenturia, 

vidre saerTaSoriso wesrigi, vinaidan mTeli kacobriobis diadi sazogadoebis 

saboloo erTeulebi arian ara saxelmwifoebi (erebi, tomebi, 

imperiebi, klasebi, partiebi), aramed calkeuli adamianebi, romlebic 

mudmivni da dauSlelni arian (buli 2003:33), anu globalizaciis pirobebSi 

konceptualurad icvleba „wesrigis“, rogorc saxelmwifoebs Soris 

gansazRvruli urTierTobebis mcneba da igi xdeba adamianTa (msoflio 

moqalaqeTa - o.a.) Soris ganmsazRvreli urTierTobebis faqtori. 

aqedan gamomdinare, „moqalaqeoba“ Tavisi tradiciuli gagebiT 

(rogoric aris moqalaqeoba nacionaluri saxelmwifos CarCoebSi) destabilizirebuli 

xdeba globalisturi procesebiT. mecnierebi amtkiceben, 

rom Tanamedrove sazogadoebisTvis damaxasiaTebelia „ekonomikuri 

moqalaqeoba“, romelic ekonomikuri uflebebis koncentracias 

warmoadgens da romelic mis mflobels garkveul xelisuflebas (zemoqmedebis 

berketebs – o. a.) da SesaZleblobas aZlevs moiTxovon angariSi 

saxelmwifos saqmianobaze. amave dros am axali moqalaqeobis subieqtebi 

arian ara moqalaqeebi, aramed kompaniebi da bazrebi, gansakuTrebiT 

globaluri safinanso bazrebi da gamomdinare aqedan, es moqalaqeoba 

lokalizirebulia ara individebSi, ara moqalaqeebSi, aramed 

globalur ekonomikur subieqtebSi (Sassen 1995:31-59). 

nacionaluri saxelmwifoebis SesaZleblobebs Zirs uTxris transnacionalurobisa 

da globalizmis iseTi gamovlinebebi, rogoric aris 

saerTaSoriso safinanso bazrebis formireba, biznesis da kapitalis 

transnacionalizacia, Ria globaluri sainformacio qselis arseboba, 

axali nacionaluri saxelmwifoebis formireba, mosaxleobis mobilurobis 

zrda da Tanamedroveobis sxva globaluri problemebi. finansuri 

bazrebis transnacionalizacia da virtualizacia saSualebas aZlevs 

did kompaniebs saxelmwifos kontrolisgan dafaron Semosavlis 

didi nawili, rac mravaljer zrdis maT Semosavals gamomdinare ama Tu 

im teritoriebis Taviseburebebidan (ofSoruli zonebi, zogierTi saxelwifos 

liberaluri sabanko kanonmdebloba da a. S.). finansuri kapitalis 

mobilurobis zrda, mravaljer zrdis TviT am kapitalis mflobelTa 

farul Tu aSkara gavlenas nacionaluri saxelmwifos xelisuflebaze. 

yovelive es zrdis nacionaluri politikis damokidebulebas 

saerTaSoriso finansur bazrebze. eqspertebis mosazrebiT, zogierTi 

saxelmwifos ekonomikuri siZliere (aRmosavleT aziis e. w. ekonomikur 

„vefxvebad“ wodebuli saxelmwifoebi) da maTi ekonomikuri efeqtiano- 

100

a niSnavs am qveynebis xelisufalTa monawileobas msoflio savaluto 

bazrebze spekulaciaSi. 

ikveTeba paradoqsaluri situacia: globalizacia erTis mxriv 

amaRlebs moTxovnebs nacionaluri saxelmwifoebis politikisadmi da 

amave dros aviwrovebs maT SesaZleblobebs. es gamowveulia imiT rom saxelmwifoebi, 

romlebsac gaaCniaT ganviTarebuli ekonomika cdiloben 

uzrunvelyon „Tavisi“ transnacionaluri korporaciebis konkurentunarianoba, 

SeinarCunon qveyanaSi kapitali, samuSao adgilebi. axali investiciebis 

mozidvis mizniT, patara nacionaluri saxelmwifoebis 

mTavrobebi transnacionalur korporaciebs socialur pasuxisgeblobas 

uxsnian, riTac xels uwyoben mosaxleobisTvis realuri Semosavlis 

Semcirebas, kvecen socialur programebs da amiT Zirs uTxrian evropa- 

Si cnobil Tezas „socialuri saxelmwifos“ Sesaxeb. aqedan gamomdinare, 

problemis ZiriTadi sakiTxi xdeba saxelmwifos mmarTvelobiTi SesaZleblobebis 

Sesusteba, romlis mTavari msazRvreli unda iyos misi 

struqturebis SesaZlebloba SeimuSavon saerTo wesebi da danergon is 

politikaSi, mmarTvelobasa da ekonomikaSi. 

postkomunisturi qveynebisTvis saerTaSoriso banki amatebs garantiebis 

ar qonas kerZo sakuTrebaze, politikuri reJimebis arastabilurobaze, 

saxelmwifo kanonmdeblobis araprognozirebadobaze, sasamarTlo 

sistemis damokidebulebaze aRmasrulebel xelisuflebaze, 

korufciis maRal doneze. amave dros kapitali arasodes yofila aseTi 

Tavisufali socialuri pasuxismgeblobidan sazogadoebisa da saxelmwifos 

winaSe. 

kapitalis miswrafeba finansuri mogebisadmi Zirs uTxris nacionaluri 

saxelmwifoebis safuZvlebs, romelic, Tavis mxriv, iZulebulia 

mudmivad iyos damokidebuli „ekonomikur politikaze“, maSin rodesac 

nacionaluri saxelmwifo aris safuZveli liberaluri demokratiisa. 

gamocdileba gviCvenebs, rom uaryofiTi korelacia moqmedebs, 

erTis mxriv, saxelmwifos marTvis SesaZleblobaze da ekonomikur 

efeqtianobaze da meore mxriv saxelmwifos marTvis daqveiTebasa da demokratiul 

ganviTarebaze. aqedan gamomdinare, sayovelTao globalizaciis 

pirobebSi problemuri xdeba demokratiis SenarCuneba. „warmodgena, 

rom TiTqos nacionaluri sazogadoeba demokratiulad marTavs 

Tavis beds, TandaTanobiT ararealuri xdeba, radgan adamianTa saqmianobis 

sxvadasxva sfero sul ufro naklebad emTxveva nacionaluri saxelmwifos 

sazRvrebs. sul ufro met mniSvnelobas iZens rogorc regionaluri 

da adgilobrivi interesebi, aseve transnacionaluri interesebi“ 

(Кауфман 2002:111). aseT viTarebaSi globalizaciasTan dakavSirebuli 

problemebi mravldeba, xolo nacionaluri institutebis unari 

maTTan gamklavebisaTvis mcirdeba. 

101

XX saukunis bolo or aTwleulSi neoliberaluri da neokonservatiuli 

revoluciebi gamoiwvia ekonomikaSi saxelmwifos rolisa da sazogadoebis 

cxovrebaSi misi funqcionirebis arsis Secvlam. postsab- 

WoTa qveynebSi ekonomikuri sferos privatizacia gaxda is universaluri 

saSualeba, romlis meSveobiTac moxda saxelmwifos gandevna sazogadoebis 

mniSvnelovani sferodan. moxda erTgvari wyveta XX saukunis 

liberalur tradiciebTan, romelic saxelmwifos CarevaSi xedavda garantias 

sazogadoebriv cxovrebaSi liberaluri wesrigis mxardaWerisaTvis. 

rogorc cnobilia privatizaciis mizani aris im sferoebis komercializacia, 

romelic „aTavisuflebs“ saxelmwifos zedmeti tvir- 

Tisagan. msoflio savaluto fondis da msoflio savaWro organizaciis 

eqspertTa azriT, yovelive es xels uwyobs qveynis integraciul procesebs 

globalur safinanso da ekonomikur bazrebze. z. baumanis azriT, 

„susti saxelmwifoebi, romlebsac SeuZliaT uzrunvelyon minimaluri 

wesrigi komerciuli saqmianobisTvis yvelafers gaakeTeben, raTa 

uzrunvelyon globaluri korporaciebis Tavisufali moqmedeba“ 

(Бауман 2004:99). 

aqedan gamomdinare, privatizaciisa da komercializaciis erTobliobas, 

romelic qmnis moqmed meqanizms ekonomikuri globalizaciisaTvis, 

mihyavs nacionaluri saxelmwifo aramarto dasustebamde aramed misi 

institutebis ngrevamde. privatizacia mniSvnelovnad amcirebs sazogadoebrivi 

saqmianobis sferos. dasavleT evropis TiTqmis yvela qveyanaSi 

samoqalaqo pozicia xdeba reliqturi, irRveva samoqalaqo institutebis 

sistema, romelic dakavSirebulia koleqtiur socialur da politikur 

saqmianobasTan, Zalas ikrebs moqalaqeobrivi poziciis krizisi, 

infantiluroba xdeba sayovelTao globaluri fenomeni, xolo piradi 

pasuxismgeblobis sakiTxi sazogadoebis winaSe delegirebulia moqmed 

xelisuflebasTan, politikuri partiebis liderebTan da a. S. 

Tavisufali sazogadoebis cnobili apologeti jorj sorosic ki 

SeSfoTebulia demokratiuli Rirebulebebis dakninebiT. Tavis wignSi 

„Tavisufleba da misi sazRvrebi“ jorj sorosi akeTebs frTxil daskvnas 

am procesebTan dakaSirebiT. is wers, rom „me Cemi qoneba Sevqmeni msoflio 

finansuri bazrebis meSveobiT, magram SeSfoTebuli var ukontrolo 

kapitalizmis da sabazro Rirebulebebis ukontrolo gavrcelebiT 

cxovrebis yvela sferoSi, romelic safrTxis qveS ayenebs Cvens Ria da 

demokratiul sazogadoebas. dRes Ria sazogadoebis mTavari mteria ara 

komunizmi, aramed kapitalisturi saSiSroeba“ (Неклесса 2002:9). 

globalizcias, romlis momxreebi mas xataven rogorc liberaluri 

Rirebulebebis zeobas mTel planetaze, sinamdvileSi mivyavarT aucileblobamde 

avaRorZinoT Tavisufleba, nacionaluri saxelmwifoebis 

interesebis xarjze. amrigad, mesame aTaswleulSi konfliqtis arsi 

102

xdeba erTis mxriv dezintegracia da efeqtianobis daqveiTeba demokratiul 

nacionalur saxelmwifoebSi da meore mxriv mzardi ekonomikuri, 

kulturuli da politikuri globalizacia. 

amrigad, globalizciis pirobebSi adamianis da nacionaluri saxelmwifoebis 

funqciurobis Secvlam dRis wesrigSi daayena maTi identifikaciis 

sakiTxi. sazogadoebis globaluri komercializcia ukana 

planze wevs mis erovnulobas, kulturul Rurebulebebs da politikur 

tradiciebs. samarTlebrivi, ekonomikuri da politikuri institutebis 

unifikacia, faqtobrivad daucvels tovebs nacionalur saxelmwifoebs 

im safrTxeebis winaSe, romelic moaqvs totalur globalistur 

procesebs msoflioSi. 

nacionaluri sazRvrebi qreba transnacionaluri korporaciebis 

da finasuri bazrebis zewolis Sedegad. is qveynebi, romlebic ar Sedian 

maRalganviTarebuli saxelwifoebis viwro wreSi, ganicdian gamudmebul 

wnexs maTi finansuri da ekonomikuri institutebisagan da iZulebulni 

arian nabij-nabij daTmon TavianTi suverenitetis nawili. adgilobrivi 

kulturebi xdeba msoflio sainformacio nakadis unificirebisa 

da inovaciurobis obieqti, romlis mTavari wyaro aris globalizacia. 

amerikeli mecnieri m. uotersi ase axasiaTebs am tendenciebs „es 

aris procesi, sadac geografiuli SezRudvebi, romelnic inaxavdnen 

kulturuli da socialuri urTierTobebis tradiciulobas ukan ixevs 

da adamianebi sul ufro xvdebian imas, rom es SezRudvebi TandaTan 

qreba“ (Waters M. 1995:3). adamianis saqmianobaSi axali teqnologiebis 

danergva, cxovrebis sxvadasxva sferoSi kibersamyaros gabatoneba da 

virtualizacia iaponeli mecnieris frensis fukuiamas azriT, niSnavs 

„istoriis dasasruls“ (fukiama 1999:124), iseve rogorc „geografiis 

dasasruls“ niSnavs kapitalis internacionalizacia, misi globalizacia 

da virtualizacia, rac dRis wesrigidan xsnis partniorTa adgilsamyofelis 

problemas geografiul sivrceSi. anu patara nacionaluri 

saxelmwifoebis bedi globalizaciis pirobebSi pirdapir aris damokidebuli 

didi saxelmwifoebis mier gatarebul politikaze. amdenad, patara 

qveynebs ar gaaCniaT strategiuli Secdomis daSvebis ufleba, 

radgan amgvari Secdoma maTTvis umeteswilad sabediswero iqneba (rondeli 

2006:290), Sesabamisad, globalizaciis pirobebSi nacionaluri saxelmwifos 

SenarCunebis idea, pirdapir aris dakavSirebuli saerTaSoriso 

sazogadoebis ideasTan da Tavad liberaluri Rirebulebebis arsSi 

swor wvdomasTan. saqarTvelosaTvis liberalur Rirebulebebze 

uaris Tqma, nacionaluri saxelmwifos SenarCunebis sababiT miuRebeli 

da strategiulad gaumarTlebeli iqneba. miT ufro iseT viTarebaSi, 

roca globalizaciis pirobebSi, globalizaciis mTavari pirmSos „ev- 

103

okavSiris kari savaraudod, TandaTanobiT, nel-nela „daixureba“ (asmusi 

2009:255). 

amerikeli mecnieris keneT n. uolcis azriT, nacionalizmis idea 

ar gulisxmobs imas, rom adamianebi mxolod ers ganekuTvnebian, ukanasknel 

xans gamoCnda, rom xalxis didi nawilisaTvis damaxasiaTebelia 

loialuroba da erTguleba saxelmwifos mimarT, romelic yvela sxva 

jgufisadmi erTgulebas aWarbebs (uolci 2003:198). aseT viTarebaSi savaraudoa, 

rom krizisul momentSi saxelmwifos SenarCunebisaTvis gaerTianebuli 

fronti Seiqmnas individTa grZnobebisa da maTi rwmenis 

safuZvelze, rom piradi usafrTxoeba saxelmwifos usafrTxoebazea 

damokidebuli (uolci 2003:199). am faqtma da evrokavSiris samomavlo 

politikam SeiZleba mniSvnelovnad Secvalos globalizaciis procesi 

mTel msoflioSi. garda amisa, msxvili nacionaluri saxelmwifoebis 

mxridan aucileblad gamoiZebneba demokratiisa da liberalizmis pirobebSi 

globalizaciis uaryofiTi Sedegebisagan Tavdacvis gza. 

literatura: 

� asmusi 2010: asmusi ronald d., mcire omi, romelmac msoflio Se- 

Zra, saqarTvelo, ruseTi da dasavluri samyaros momavali. Tbilisi. 

2010. 

� buli 2003: buli hedli, anarqiuli sazogadoeba: wesrigis sakiTxi 

msoflio politikaSi, Tbilisi. 2003. 

� uolci 2003: uolci keneT n., adamiani saxelmwifo da omi. Tbilisi. 

2003. 

� rondeli 2006: saerTaSoriso urTierTobebi (mesame, ganaxlebuli 

gamocema). Tbilisi. 2006. 

� fukiama 1999: fukiama f., „istoriis dasasruli“, anu ukanaskneli 

adamiani. Tbilisi. 1999. 

� Appadurai 1996: Appadurai A., Modernity af Large: Cultural Dimensions of 

Globalization. Minneapolis, 1996. 

� Waters M. 1995: Waters M., Globalization. London, 1995. 

� Sassen 1995: Sassen S., Losing Control? Sovereignity in an Age of Globalisation. 

N. Y., 1995. 

� Бауман 2004: Бауман З., Глобализация. Последствия для человека и общества. 


� Неклесса 2009: Глобальное сообщество. Картография постсовременного 

мира. Неклесса А. И. и др., Москва. 2002. 

� Кауфман 2002: Кауфман Ф. Х., Глобализация и общество. Сборник статей. 

Ч. 1. Москва. 2002. 

104



zaza wurwumia 

diasporis sakiTxebSi saxelmwifo 

ministris mrCeveli 

osmaleTis imperiis qarTveli valide sulTnebi 

osmaleTis sulTnis taxtze asvlis dRidan dedamisi „valide sul- 

Tnis“ (sulTnis deda) tituls iRebda da sulTnis rezidenciis, Tofkafis 

sasaxlis qalur nawilSi (haremi) sazeimo ceremonialiT Sedioda. 

valide sulTani osmaleTis saxelmwifoSi mniSvnelovani gavleniT sargeblobda 

(Halil Inalcik, Donald Quataert 1994:570). 

mihriSah valide sulTani. osmaleTis sulTnebis dinastiis qar- 

Tveli meuRleebidan, istoriuli wyaroebiT, CvenTvis cnobili pirveli 

valide sulTani aris sulTan mustafa III-is meuRle da sulTan selim 

III-is deda mihriSah sulTani. mihriSah sulTanis dabadebis TariRad miCneulia 

1745 weli. 1761 wels SeeZina vaJiSvili, momavali sulTani selim 

III (Danişmend 1995:68; Karal 1995:13; Barış 2002:191). 

1774 wels sulTan mustafa III-is gardacvalebis Semdeg taxtze avida 

misi Zma abdulhamid I. aRsaniSnavia, rom masac Zmis msgavsad, qarTveli meuRle 

hyavda. mihriSahi, sulTnis rezidencia Tofkafis sasaxlidan Zvel 

sasaxleSi gadavida. 15 wlis Semdeg, misi Svilis, selim III-is sulTnis taxtze 

asvlidan gamomdinare, kvlav dabrunda Tofkafis sasaxlis haremSi. 

Tanamedroveni daufaravi aRtacemiT gadmoscemen mihriSahis sulTnis 

sasaxleSi dabrunebis brwyinvale ceremonials. Zveli sasaxlidan sapatio 

eskorts taxtrevaniT mohyavs valide sulTani. mas mTavar saxelmwifo 

gzaze (divanis gza) gamwkrivebuli ianiCarTa razmebi miesalmebodnen. 

Tofkafis sasaxlis wina moedanze dedas sulTani selimi Sexvda, samgzis 

salams aZlevs da taxtrevanis fardidan gadmowvdil mis xels kocnis da 

sasaxlis haremis karamde acilebs (Sakaoğlu 1996:458). 

mihriSah valide sulTanma, Tavisi garegnuli silamaziT, saTnoebiTa 

da qvelmoqmedebiT waruSleli STabeWdileba moaxdina Tanamedroveebze. 

maTi gadmocemiT, miuxedavad imisa, rom dedas uzarmazari gavlena 

hqonda Svilze da mTlianad mxars uWerda axalgazrda reformator 

sulTans, is ar ereoda politikaSi da saqvelmoqmedo saqmianobas 

miuZRvna Tavisi cxovreba. stambolSi mihriSah sulTnis saxelTan dakavSirebulia 

saqvelmoqmedo nagebobani, sasadilo saxlebi upovarTaTvis, 

Sadrevnebi, meCeTi, medrese da biblioTeka (Elgin 1959:9). valide 

sulTani, iseve rogorc misi Svili, sunitur mevlevis TarikaTs (reli- 

105

giur ordens) ekuTvnoda (Koçu 1981:324). 

mihriSah valide sulTani gardaicvala 1805 wlis 16 oqtombers 

Tofkafis sasaxleSi. didi samgloviaro ceremonialiT Catarda dakrZalva. 

mihriSahi eiubis ubanSi gadaasvenes da mis mier upovarTaTvis 

aSenebuli saxlis gverdiT, Tavisive saxelobis TurbeSi (mavzoleumi) 

dakrZales (Parmaksizoğlu 1976:154). 

nakSidil valide sulTani. sulTan abdulhamid I-is meuRle da mahmud 

II-is deda nakSidil valide sulTani 1766 wels saqarTveloSi daibada. 

1785 wels sulTnis sasaxleSi SeeZina vaJiSvili, momavali sulTani mahmud 

II. meuRlis, sulTan abdulhamidis gardacvalebis Semdeg, 1789 wels, Tofkafis 

sasaxle daucala Tavis Tanamemamules mihriSah valide sulTans, selim 

III-s dedas, da TviTon gadavida sulTanTa Zvel sasaxleSi, sadac 19 weli 

dahyo. vaJiSvilis, mahmudis sulTnis taxtze asvlis Semdeg, 1808 wels 

daubrunda Tofkafis sasaxles va-lide sulTnis tituliT. 1808 wlis 6 ivliss, 

Tofkafis sasaxleSi Sesabamisi ceremonialiT misi Sesvla osmale- 

Tis istoriaSi darCa, rogorc sulTnis dedis ukanaskneli sajaro sazeimo 

msvleloba Tofkafis sasaxleSi (Pazan 2007:123-124). 

Tanamedroveni gadmogvcemen, rom nakSidil valide sulTans didi 

gavlena gaaCnda Tavis Svilze, osmaleTis sulTan mahmud II-ze. swored 

dedis CagonebiT gadawyvita sulTanma Tavisi rezidencia Tofkafis sasaxlidan 

beSikTaSis sasaxleSi gadaetana. is mxars uWerda Svilis evropuli 

reformebis gatarebisadmi midrekilebas da araerTi dasavluri 

reformis mcdeloba, mahmud II-m dedis zegavleniT ganaxorciela. 

nakSidil valide sulTani mZime avadmyofobebiT, sicocxlis bolos 

ki asTmis SetevebiT itanjeboda da mas berZeni eqimebi mkurnalobdnen. 

is 1817 wlis 22 agvistos gardaicvala. samgloviaro ceremonialiT 

cxedari fatihis meCeTis ezoSi gadaasvenes, sadac mis mierve agebul 

TurbeSi dakrZales (Sakaoğlu 1994:40). 

bezmialem valide sulTani. qarTveli qalis (zogierTi cnobiT 

qarTveli ebraelis) bezmialemis dabadebis TariRad miCneulia 1807 weli. 

is mcirewlovnobidan sulTnis sasaxleSi, nakSidil valide sulTanis 

meTvalyureobis qveS izrdeboda. bezmialems sulTan mahmud II-sgan 

1823 wlis 25 aprils SeeZina vaJiSvili, momavali sulTani abdulmejidi. 

1839 wels mahmud II gardaicvala da sulTnis taxtze abdulmejidi avida, 

bezmialemma ki valide sulTanis tituli miiRo. 

abdulmejidi taxtze asvlisas 16 wlis ymawvili iyo. saxelmwifo 

saqmeebze valide sulTanma didi gavlena moipova. rogorc sulTnis deda, 

Svilis saxelmwifos SigniT xSiri mogzaurobebis dros, dedaqalaqSi 

umaRlesi xelisuflis funqciebs iTavsebda. bezmialem valide sul- 

Tnis gavlena saxelmwifo saqmeebze misi Svilis mmarTvelobis mTeli periodis 

ganmavlobaSi igrZnoboda. bezmialem valide sulTani 1853 wlis 

106

3 maiss beSikTaSis sasaxleSi gardaicvala. sulTanma, romelmac mZimed 

ganicada dedis gardacvaleba, didi samgloviaro ceremonialis gamar- 

Tva brZana. valide sulTani meuRlis, sulTan mahmud II-is TurbeSi dakrZales 

(Uluçay 1992:121). 

saintereso mogonebas gadmogvcems bezmialem valide sulTanTan 

Sexvedris Sesaxeb sulTan abdulmejidis piradi eqimi Spiceri Tavis mogonebebSi 

„sulTan abdulmejidis sasaxleSi“: „CiraRanis sasaxleSi Sesvlisas, 

harem aRam darbazis siRrmeSi savarZelze dabrZanebul, CadriT 

Tavdaburul qalbatonTan mimiyvana. es valide sulTani iyo. harem aRam 

auwya, rom sulTnis brZanebiT mas eqimi aaxles. valide sulTans mokrZalebiT 

movaxsene, rom misi vaJiSvilis davalebiT, ramodenime SekiTxvis 

dasma msurda valide sulTnis janmrTelobis mdgomareobis Sesaxeb... 

Cems SekiTxvebs is mSvidad usmenda da auRelveblad mpasuxobda. naxevrad 

gamWvirvale Cadris qveS wiTel Rawvebs vamCnevdi. maSin 36 wlis am 

qarTveli qalis TeTri da natifi TiTebis silamaze uciloblad miipyrobda 

mnaxvelis yuradRebas. mowyale xmiT damemSvidoba da erTi qisa 

oqro harem aRas miawoda CemTvis gadmosacemad“(Han’ın Sarayında 1914:617). 

bezmialem valide sulTanma ubralo xalxis didi siyvaruli daimsaxura 

Tavisi qvelmoqmedebiT. sulTnis deda dadioda stambolis ubnebSi 

da Tavisi xelidan urigebda upovarT Semweobasa da sakvebs, mzi- 

Tevs aZlevda da aqorwinebda Rarib qaliSvilebs, araerTxel yofila 

SemTxveva, mZime valebSi CavardnilebisaTvis vali gadauxdia, patimrebi 

Seuwyalebia da maTTvis axali cxovrebis dasawyebad saxsari gauCenia. 

mis saxelTan aris dakavSirebuli stambolSi da saudis arabeTSi, muslimTa 

wminda qalaq meqaSi agebuli saavadmyofoebi; valides saswavlebeli 

stambolSi, sadac misi gankargulebiT stambac gaixsna; stambolis 

erT-erTi RirsSesaniSnaoba, dolmabahCes brwyinvale meCeTi, romlis 

mSenebloba misma Svilma sulTanma abdulmejidma gaasrula dedis gardacvalebis 

Semdeg da sxva mravali saswavlebeli, Sadrevani da saqvelmoqmedo 

nageboba (Şentürk 1998:15). 

osmaleTis istoriaSi cnobilia ocamde, warmoSobiT qarTveli qali, 

romlebic sulTnebis, maTi vaJiSvilebisa da dinastiis sxva wevrebis 

meuRleebi iyvnen (Öztuna 1989:294-307). 

osmaleTis mmarTveli dinastiis ukanaskneli qarTveli meuRle Sadie 

(TavdgiriZe), qobuleTeli bahri faSa TavdgiriZis qaliSvili, 1898 

wels daibada stambolis kabataSis ubanSi. 1919 wels colad gahyva sul- 

Tan abdulmejidis SviliSvils, Sehzade ibrahim tevfik efendis. wyvils 

ori vaJiSvili eyola burhaneTTin jemi da osman beiazidi. 1924 wels Sadie 

meuRlesTan da mcirewlovan SvilebTan erTad, osmaleTis sulTnis 

dinastiis wevrebis sazRvargareT gadasaxlebis gamo, safrangeTSi gadavida 

da q. nicaSi damkvidrda. aq wyvili 1939 wels erTmaneTs gaeyara. 

107

Sadie meored gaTxovda da amerikis SeerTebul StatebSi gadasaxlda. 

misi vaJiSvili pirveli qorwinebidan, dinastiis wevri Sehzade burhaneTTin 

jemi, meore msoflio omSi SeerTebuli Statebis armiis rigebSi 

ibrZoda. man imogzaura saqarTveloSic da moinaxula papiseuli, TavdgiriZeTa 

mamuli qobuleTSi. 1951 wels is daqorwinda irina starosselskaiaze. 

burhaneTTin jemi gardaicvala 2008 wels niu-iorkSi. darCa 

vaJiSvili Sehzade selim jemi da qaliSvili nilufer sulTani. 

osmaluri dinastiis meTauris tituls amJamad atarebs Sadie TavdgiriZis 

umcrosi vaJiSvili, 1924 wels dabadebuli osman beiazid osmanoRlu 

(Senyucel 2009: 49,76). 

literatura: 

� Halil Inalcik, Donald Quataert 1994: An Economic and Social History of the 

Ottoman Empire. Vol. 2. 1600-1914. Edited by Halil Inalcik with Donald 

Quataert. Cambridge University press.1994. 

� Danişmend 1995: Ismail Hami Danişmend. İzahlı Osmanlı Tarihi Kronolojisi. C. 

4. İstanbul. 1950. 

� Karal 1995: Enver Ziya Karal. Osmanli tarihi. C. V, VII. Türk Tarih Kurumu. 

Ankara.1995. 

� Barış 2002: Y. Izzetın Barış. Osmanlı Padışahların yaşamlarından Kesitler. Ankara. 

2002. 

� Sakaoğlu 1996: Necdet Sakaoğlu. Mihrişah Valide Sultan. Yapıtlarıyla ve Yaşamlarıyla 

Osmanlılar Ansiklopedisi. C. 2. İstanbul. 1996. 

� Elgin 1959: Necati Elgin. Üçüncü Selim. Konya. 1959. 

� Koçu 1981: Reşat Ekrem Koçu. Osmanlı Padişahları. İstanbul. 1981. 

� Parmaksizoğlu 1976: İsmet Parmaksizoğlu. Mihrişah Valide Sultan.Türk Ansiklopedisi.C. 

XXIV. Ankara. 1976. 

� Pazan 2007: Ibrahım Pazan. Padişah Anneleri. İstanbul. 2007. 

� Sakaoğlu 1994: Necdet Sakaoğlu. Nakşidil Valide Sultan. Dünden Bugüne 

İstanbul Ansiklopedisi. C. 6. Istanbul. 1994. 

� Uluçay 1992: M. Çağatay Uluçay. Padişahların kadınalrı ve kızları. Ankara. 

1992. 

� Han’ın Sarayında 1914: Sultan Abdulmecit Han’ın Sarayında. Doktor Spitzer’in 

Hatıratı. Çev. Ahmet Refik. Tarih-i Osmani Encümeni Mecmuası. Say 34. 

İstanbul. 1914. 

� Şentürk 1998: M.Hudai Şentürk. Bezmi Alem Valide Sultan’ın Hayatı ve Eserleri. 

İstanbul. 1998. 

� Öztuna 1989: T. Yılmaz Öztuna. Devletler ve Hanedanlar. C. 2. Ankara. 1989. 

� Senyucel 2009: Kemal Senyucel. Hanedan’ın Sürgün Öykusu. İstanbul. 2009. 

108


Tamar zarandia 


recenzia profesor rolf kniperis statiaze 

„SeniSvnebi saqarTveloSi, moldaveTsa da ukrainaSi axali 

kerZosamarTlebrivi regulirebebis SeqmnisaTvis“ * 

mravalgzis sapatio doqtoris, profesor rolf kniperis statia 

„SeniSvnebi saqarTveloSi, moldaveTsa da ukrainaSi axali kerZosamar- 

Tlebrivi regulirebebis SeqmnisaTvis“ exeba am qveynebSi ganxorcielebul 

samoqalaqo samarTlis kodifikaciebs. gansakuTrebiT sainteresoa 

am procesebis avtoriseuli xedva, radgan igi aqtiurad monawileobda 

maTSi da konsultacias uwevda kanonmdeblobis Seqmnis uflebamosilebis 

mqone iuristebs saqarTvelosa da moldaveTSi - rogorc saredaqcio 

komisiis wevri, xolo ukrainaSi rogorc konsultanti. 

dRes sayovelTaod aris cnobili, rom saqarTvelos samoqalaqo 

kodeqsisa da kerZo samarTlis sferoSi sxva fuZemdebluri kanonebis 

miReba germanel eqspertebTan mWidro TanamSromlobiT moxda. maT Soris 

yvelaze metad aRsaniSnavia qarTvelebis gamorCeulad didi megobris, 

winamdebare statiis avtoris - bremeneli profesoris rolf kniperis 

Rvawli. 

profesor rolf kniperis damsaxureba saqarTvelos winaSe iv. javaxiSvilis 

saxelobis Tbilisis saxelmwifo universitetis doqtoris 

sapatio wodebisa da saqarTvelos sapatio moqalaqeobis miniWebiT aRiniSna. 

amitomac, am procesebis Tanamonawilis xedva, misi mosazrebebi 

samarTlis gavrcelebis sakiTxebze da am sferoSi TanamSromlobis SesaZleblobebze 

Zalian sainteresoa qarTveli mkiTxvelisaTvis. 

Tanamedrove msoflio sul ufro urTierTdamokidebuli xdeba da 

samarTlis transformacia da recepcia dRes ar aris iSviaTi movlena. 

xSiria SemTxvevebi, rodesac xdeba sxvadasxva saxelmwifoTa eqspertebis 

mier SemuSavebuli modaluri kanonproeqtebis saxelmwifosaTvis 

Tavs moxveva. unda aRiniSnos, rom Tavis droze saqarTvelos samoqalaqo 

kodeqssac hqonda msgavsi alternativa dsT-s modaluri kodeqsis 

saxiT, romelic misaRebi aRmoCnda bevri postsabWoTa qveynisaTvis, 

magram saqarTvelo am gziT ar wavida. saqarTvelom airCia germaniasTan 

TanamSromlobis gza, riTac gakeTda arCevani tradiciuli, klasikuri 

kerZo samarTlis sasargeblod. rogorc aRniSnavs kidec avtori, bevri 

* 

ixileT winamdebare gamocemaSi: Rolf Knieper. Anmerkungen zur Neuschaffung von Privatrechtsordnungen 

in Georgien, Moldawien und der Ukraine. 

109

iseTi instituti (iseTebi, rogoricaa sakuTrebis formebi, operatiuli 

mmarTveloba da a. S.), romelic sabWoTa samarTlidan aris gadasuli 

dsT-s mravali qveynis samarTalSi da dRemde warmoadgens diskusiis sagans 

am qveynebSi, ar iqna gaziarebuli qarTveli kanonmdeblis mier. avtoris 

SefasebiT saqarTvelom yvelaze warmatebulad SeZlo uari eTqva 

sabWoTa memkvidreobaze kerZo samarTalSi da Tavi daeRwia rusuli 

doqtrinis gavlenisagan, rasac udavod ganicdian dResac sxva postsab- 

WoTa qveynebi, sadac modaluri kodeqsis SemmuSavebeli jgufi ZiriTadad 

swored rusi civilistebiT iyo dakompleqtebuli. 

miuxedavad imisa, rom naSromi germanul enazea Sesrulebuli, 

darwmunebulni varT, igi saintereso iqneba qarTveli iuristebisa da 

aRniSnuli problematikiT dainteresebuli mkiTxvelisaTvis. 

110


giorgi rusiaSvili, nino qecbaia 


saqarTvelos ekonomikis realuri mdgomareoba 

2010 wlis damdegs 

bolo periodSi presiT da televiziiT gaJRerda investiciebis mozidvis 

saagentos informacia, rom saqarTvelos ekonomika wina wleb- 

Tan SedarebiT 1 2010 wlis damdegisTvis Tavisi mdgomareoba fasdeba 

me-11 adgiliT msoflios 183 qveyanas Soris. aqedan gamomdinare, saqar- 

Tvelos win uswrebs msoflio qveynebis aTeuli (maT Soris rigiTobiT: 

singapuri, axali zelandia, hong kongi, aSS, didi britaneTi, dania, irlandia, 

kanada, avstralia da norvegia). 

ra SeiZleba amaze iTqvas? is, rom Tu es mdgomareoba marTlac Seesabameba 

sinamdviles, maSin marTlac saamayo gvaqvs, radgan aSS-is ekonomika 

Seadgens msoflio ekonomikis 23,0-23,5%; singapuri da hong kongi 

didi xania miekuTvnebian Soreuli aRmosavleTis e. w. „vefxvebs“, warmoadgenen 

ra ekonomikur saswauls da Seadgenen Sromis nayofierebaze 

orientirebuli ekonomikuri modelis klasikur nimuSs; arafers vityviT 

irlandiis ekonomikaze, romelic miCneuli aris msoflio inovaciur, 

adamianur kapitalze orientirebuli ekonomikis erT-erT TvalsaCino 

nimuSi israelsa da fineTTan erTad da, romelic daniasa da norvegiasTan 

erTad rigrigobiT wlidan wlamde bolo aTeuli wlis manZilze 

iyofs msoflioSi sacxovreblad saukeTeso qveynis sapatio statuss 

erT sul mosaxleze mosuli SemosavlebiT da cxovrebis pirobebis mimzidvelobiT. 

Tavis mxriv, didi britaneTi da kanada didi rvianis wevri 

qveynebia; kanada aris amerikis yvelaze axlo savaWro, monetaruli da 

sabaJo partniori, xolo didi britaneTi msoflio safondo vaWrobis 

centri. avstralia da axali zelandia ki msoflio teritoriis 5,38% 

Seadgens. aRniSnul 10 qveyanaze modis msoflio Sida produqtis 

(60,689,812 2 – 60,115,459 3 – 62,250,000 4 milioni aSS dolari) (amerikis SeerTebuli 

Statebis ekonomikis garda) 11,2137% (didi britaneTi – 

1 im dros, rodesac 2008 wlis mSp-is zrda realur fasebSi Seadgens. saorientaciod 

6,7% wina welTan SedarebiT da saqarTvelo am maCvenebliT samxreT kavkasia – 

centraluri aziis qveyanaTa jgufSi arasaxarbielo bolo adgilzea (azerbaijani, 

somxeTi, uzbekeTi, TurqmeneTi, saqarTvelo). jgufisTvis maqsimaluri mniSvneloba 

Seadgens 15,6% (am maCvenebliT liderobs azerbaijani, sxvaTa Soris, romlis mSp orjer 

aRemateba saqarTvelis da somxeTis mSp-s erTad aRebuls). 

2 saerTaSoriso savaluto fondis monacemebi 

3 msoflio bankis monacemebi 

4 centraluri sadazvervo saagentos ekonomikuri departamentis monacemebi 

111

2,674,085 – 2,645,593 – 2,787,000 milioni aSS dolari, kanada – 1,510,957 

– 1,400,091 – 1,564,000 milioni aSS dolari, avstralia – 1,010,699 – 

1,015,217 – 1,069,000 milioni aSS dolari, norvegia – 456,226 – 449,996 

– 481,100 milioni aSS dolari, dania – 342,925 – 342,672 – 369,600 milioni 

aSS dolari, irlandia – 273,328 – 281,776 – 285,000 milioni aSS 

dolari, hong kongi – 215,559 – 215,355 – 223,800 milioni aSS dolari, 

singapuri – 181,939 – 181,948 – 154,500 milioni aSS dolari, axali zelandia 

– 128,492 – 130,693, - 135,700 milioni aSS dolari), im dros, rodesac 

saqarTveloSi 2008 wlis SedegebiT saukeTeso optimisturi gaTvlebiT 

erT sul mosaxleze realuri Semosavali fulis myidvelobiTunariani 

paritetis gaTvaliswinebiT Seadgenda mxolod 4700 aSS dolars 

da ar cdeboda 4863 - 4897 aSS dolars 1 . 

swored aRniSnuli kvlevis meTodologiur aspeqtebs SevexebiT 

Cvens naSromSi, kritikulad gavaanalizebT ra mis mecnierul saimedoobas 

da mdgradobas. 

kvleviTi naSromis “Doing Business Series” avtorTa jgufis xelmZRvanelia 

batoni simeon jankovi, msoflio bankis mTavari ekonomisti, romelic 

aqtiurad TanamSromlobs saqarTvelos Tavisufal universitetTan. 

kvleva Sedgeba aTi komponentis Seswavlisgan, rogoricaa:1) biznesis 

wamowyebis SesaZleblobebi qveyanaSi; 2) mSeneblobis licenziis mi- 

Rebis simartive; 3) TanamSromlebis daqiravebis procedurebis simartive; 

4) qonebis registracia; 5) kreditis miReba; 6) investorebis da investiciebis 

daculoba qveyanaSi; 7) gadasaxadebis gadaxdis kultura; 8) 

vaWrobis gaxsniloba sazRvrebs gareT; 9) kontraqtebis aRsruleba; 10) 

biznesis likvidaciis simartive. aRniSnuli aTi kriteriumis saSualo 

Sewonili maCvenebeli iZleva mniSvnelobas, romelic aproqsimaciis safuZvelze 

ama Tu im qveyanas aniWebs swored saZiebo adgils msoflio 

qveyanaTa Soris. am saboloo maCvenebels lakonurad ewodeba „biznesis 

keTebis siiole qevyanaSi“. pirvel rigSi ganvixiloT Tu romel adgilzea 

saqarTvelo TiToeuli am muxlis mixedviT: 

1) biznesis wamowyebis SesaZleblobebi qveyanaSi - 5 adgili; 

2) mSeneblobis licenziis miRebis simartive - 7 adgili; 

3) TanamSromlebis daqiravebis procedurebis simartive - 9 adgili; 

4) qonebis registracia - 2 adgili; 

5) kreditis miReba - 30 adgili; 

6) investorebis da investiciebis daculoba qveyanaSi - 41 adgili; 

7) gadasaxadebis gadaxdis kultura - 64 adgili; 

8) vaWrobis gaxsniloba sazRvrebs gareT - 30 adgili; 

9) kontraqtebis aRsruleba - 41 adgili; 

1 saerTaSoriso savaluto fondis, msoflio bankis da amerikis centraluri sadazvervo 

saagentos monacemebi 2008 wlis Sedegad. 

112

10) biznesis likvidaciis simartive - 95 adgili. 

am mdgomareobis martivi gaanalizeba imis safuZvels iZleva, rom 

ar viyoT kvlavindeburad „amayni” arsebuli situaciis gamo. pirvel 

rigSi, TvalSi sacemia cudi Tu ara damafiqrebeli mdgomareoba iseT 

poziciebSi, rogoricaa kreditis miReba, investorebis da investiciebis 

daculoba qveyanaSi, gadasaxadebis gadaxdis kultura, vaWrobis 

gaxsniloba sazRvrebs gareT da kontraqtebis aRsruleba. 

Tu kreditis miReba da vaWrobis gaxsniloba sazRvrebs gareT es 

ara marto qveynis Sida mdgomareobaze aramed sxva sistemur riskebzec 

aris damokidebuli, iseTi maCveneblebis kuTxiT msoflio qveynebis 

22,4%-dan – 35% - mde yofna, rogoricaa investorebis da investiciebis 

daculoba qveyanaSi; gadasaxadebis gadaxdis kultura da kontraqtebis 

aRsruleba – araTu saxarbielo, aramed sagangaSoa swored biznesis 

keTebis kuTxiT. 

calke aRniSvnis Rirsia biznesis likvidaciasTan dakavSirebuli 

siZneleebi (95 adgili), raSic Cven iseTi korumpirebuli qveynebic ki 

gviswreben, rogoricaa ruseTi – 92 adgili da nigeria – 94 adgili. 

amasTan aRsaniSnavia, rom mocemuli maTematikuri aparati 1 ar SeiZleba 

iyos srulyofili, radgan minimalur da maqsimalur maCveneblebs Soris 

gadaxra Zalzed didia. kerZod, „Sedegis alogikurobis cdomilebis“ 2 

gadaxra Seadgens 489,1552%-s (2 2 /∆Zn – 95 2 /∆Zn), rac imaze miuTiTebs, rom 

saWiroa ufro saimedo meTodologiis SemuSaveba, romelic mogvcemda 

Sedegebis skalirebis SesaZleblobas Sida maCveneblebis didi fluqtuaciuri 

spredis SemTxvevaSi (swored aseTi mdgomareobaa saqarTvelos 

ekonomikis mimarTebaSi). qveynebis Tavdapirveli mdgomareoba Semdegnairia 

kvlevis Sedegis mixedviT (singapuri, axali zelandia, honk 

kongi, CineTi, aSS, didi britaneTi, dania, irlandia, kanada, avstralia, 

norvegia, saqarTvelo da a. S. anu me-12 adgili 183-dan). 

rogorc Cans, naklebi qula qveyanaSi biznesis keTebis siioleSi 

(naklebi licenzireba, sertificireba da regulireba`reglamentireba, 

naklebi saxelmwifo Tu Crdilovani „reketi“, meti socialuri loialuroba 

da a. S.) warmatebulobis niSania. amasTan ufro Rrmad CaRrmavebis 

Semdeg naTelia, rom bevri qveynis rigiTi nomeri ar Seesabameba realurad 

dagrovil qulebs, ris mizezsac ver getyviT da saxeze gvaqvs Sedegze 

orientirebuli cifrebiT manipulirebis SemTxveva. 

Sesabamisad mocemuli qveynebi ufro marTebuli iqneba Semdegi 

ufro saTanado TanmimdevrobiT dalagdes, rac amave dros Cvens reko- 

1 Cven gvinda aRvniSnoT, rom eWvqveS ar vayenebT kvlevis pativcemuli avtorebis mier 

moZiebuli informaciis siswores da zedmiwevniTobas, risi gadamowmebis obieqtur 

SesaZleblobasac moklebulni varT. 

2 am dros xSirad gamoiyeneba e. w. double checking approach. 

113

mendaciasac Seadgens (ganlageba Cvenia: singapuri, axali zelandia, 

hong kongi, CineTi, aSS, didi britaneTi, dania, irlandia, kanada, 

avstralia, norvegia, saqarTvelo, islandia, tailandi, fineTi, iaponia 

da a. S). aRniSnuli Tanmimdevroba ufro samarTliania kvlevis miznebidan 

gamomdinare. 

Tumca, rogorc Cvenma dakvirvebam aCvena kvlevas gaaCnda kidev er- 

Ti naklovaneba, kerZod 10 parametris mixedviT cal-calke qveynebis- 

Tvis rigiTi nomris araswori miniWeba. 

migvaCnia, rom Sedegis ukeTesi kalibraciisaTvis TiToeul qveyanas 

unda mieniWos misi unikaluri rigiTi nomeri Sesabamisi parametris 

mixedviT qveyanaTa jgufebSi gaerTianebis gareSe im principiT ra TanmimdevrobiTac 

qveynebi aris mocemuli Tavdapirvel monacemebSi 1 . 

aqedan gamomdinare, aTi parametris mixedviT qveynebis mdgomareoba 

gacilebiT sxva suraTs iZleva. Sesabamisad, aRniSnuli parametrebis 

Sejerebis xarjze, ufro zedmiwevniT Catarebuli kalibraciis Sedegad 

vRebulobT axlebur sias, romelic ara marto mniSvnelovnad 

gansxvavdeba batoni simeon jankovis xelmZRvanelobiT SemuSavebuli 

Tavdapirveli variantisagan, romelzec arasamecniero apelirebas axdenen, 

aramed misi zemoT moyvanili modernizebuli variantisganac 

(singapuri, axali zelandia, hong kongi, CineTi, aSS, didi britaneTi, 

dania, irlandia, kanada, avstralia, norvegia, saqarTvelo, islandia, 

tailandi, fineTi da a. S. e. i. 183 qveynidan saqarTvelos ukavia me-12 

adgili). 

vfiqrobT, rom Cveni naSromi ufro met mecnierul saR skepticizms 

SesZens nominaluri faqtebis kvlevis ekleqtikuri meTodiT apelirebas 

zogadad da kerZod saqarTvelos ekonomikis realuri mdgomaroebis 

kuTxiT mimoxilvas, maT Soris biznesis keTebis siiolis mxriv, 

rac agrerigad sWirdeba Cvens qveyanas biznesis dasacavad da gansaviTareblad. 

literatura: 

� http://www.doingbusiness.org/ 

� http://www.wikipedia.org/ 

� http://www.freeuni.edu.ge/ 

� International Monetary Fund 

� World Bank 

� CIA World Factbook 

� www.president.gov.ge 

� www.economy.ge 

� www.privatization.ge 

� http://www.investingeorgia.org/ 

1 aRsaniSnavia, rom qveynebis anbanuri dasaxeleba ugulvebelyofilia. 

114


eka dadiani 

akaki wereTlis saxelmwifo universiteti 

-av/-am zmnur sufiqsTa gamovlenisaTvis 

imerxeul dialeqtSi 

-av`-am zmnuri sufiqsebi qarTul saliteraturo enasa da dialeqtebSi 

rigi TaviseburebebiT xasiaTdeba. maTi ZiriTadi funqciaa awmyos 

(/myofadis) fuZis warmoeba; gvxvdeba agreTve awmyo-myofadisgan nawarmoeb 

mwkrivebSi, I TurmeobiTSi. -av`-am Temis niSnebi daerTvis sxvadasxva 

tipis zmnebs. 

-av da -am formantiani zmnebi ZiriTadad erTnair cvlilebebs ganicdian; 

imerxeul dialeqtSi -av`-am sufiqsebi sxvadasxva fonetikuri 

variantiTaa warmodgenili; gvxvdeba agreTve sxva sufiqsebTan monacvleobisa 

da uTemisniSno zmnaTa garTulebis SemTxvevebi. 

I. -av`-am sufiqsTa fonetikuri variantebi 

1. awmyo-myofadis mx. ricxvis samive pirsa da mr. ricxvis I-II pirSi - 

av`-am sufiqsebi, rogorc wesi, ucvlelia, mag.: 1 

a) -av TemisniSniani zmnebi: 

awmyo: yaneb, Waleb vfaWavT (vToxniT); yartof vTesavT, lobios 

vTesavT; Comas bila (saqonelsac) aRar vinaxavT; imisi baba yiSlefSi neker 

kafavs (eqsped. masal.)... zurnas vukrav (futkaraZe 1993:195); amiT 

simind wikavT? (futkaraZe 1993:239); brunavs guleze (futkaraZe 

1993:198). 

myofadi: lobio ro amua, gavfaWavT; gazafxulic mua, movxnavT, 

memre davTesavT; zafxulSi am xieb davkafavT; wisqvilSi davfqvavT, CamevtanT, 

davakravT; anjax bevr Tivas moTibav; morwyav, waxdeba isa; vincxas 

unda, deiburavs, ar unda, ar deiburavs; geli geiqceva, insan deinaxavs; 

TaxTeb CavficravT; Calas lamazad SevkonavT (eqsped. masal.)... me 

giwikav magas (futkaraZe 1993:202); ToPiT movTxriT, SevCePavT (futkaraZe 

1993:276); karis ficreb Sekrav (futkaraZe 1993:197); Parsa gavrekavT 

„voiS“ SezaxiliT (futkaraZe 1993:198); qaTams moxarSav, Sewuav 

(futkaraZe 1993: 206); gaskdeba mi, ima davmesravT (futkaraZe 1993:201); 

davbeRlavT lamazaT, gaPmeso (futkaraZe 1993:201); farcxiT davfarcxavT 

miwasa (futkaraZe 1993:201). 

b) -am niSnis gamovlena imerxeulSi, saliteraturo enisa da sxva 

dialeqtebis msgavsad, SedarebiT SezRudulia; Cveulebriv, daerTvis 

umarcvlo fuZis mqone zmnebs, mag.: 

awmyo: agze mezoblis qorSi vdgam xandexan Calas; lobios xan YeSil 

1 nimuSebi warmodgenilia 2006-2009 wlebSi quTaisis akaki wereTlis saxelmwifo universitetis 

qarTveluri dialeqtologiis samecniero-kvleviTi institutis organizebiT 

(xelmZRvaneli prof. t. futkaraZe) imerxevSi mowyobili eqspediciis periodSi 

Cven mier Cawerili masalidan; calkeul SemTxvevebSi magaliTebs vimowmebT n. marisa (i. 

gigineiSvili, v. Tofuria, i. qavTaraZe, qarTuli dialeqtologia, qrestomaTia, I, Tb., 

1961) da S. futkaraZis (Cveneburebis qarTuli, baTumi, 1993) imerxeuli teqstebidan. 

115

(mwvanes) vSWamT, xan meviyvanT; ZaRli yefs da vabamT; Tqven emes svamT, 

raY qvia? Rvino (eqsped. masal.)... daTvibabai wiTel kakals isxams (futkaraZe 

1993:200); guSindel nartyam adgilze dRes aRar martyams (futkaraZe 

1993:234). 

myofadi: Taze avasxamT Comas, memre CamuasxamT Sin; Comas am WalefSi 

gavasxamT, vaZuebT; ima palkon maabam; qali Taze gavgzavno, memre 

vin gizams qalobas; es macvia, emas Cevcvam; arabiaze dasadgam arabaze 

duudgam (eqsped. masal.)... ima sabel maabam, oubam Pareb (futkaraZe 

1993:203); varias Camuabam sabelebze (futkaraZe 1993:247). 

2. -av`-am Temis niSniseuli a xmovani uwyvetlis, xolmeobiTisa da I 

kavSirebiTis formebTan (yvela pirsa da ricxvSi) e gaxmovanebiT icvleba 

da viRebT -ev`-em variantebs. Sdr.: arqaul qarTulSi av`-am > -ev`-em 

dasturdeba uwyvetel-xolmeobiTis I-II piris formebSi, xolo III pirsa 

da I kavSirebiTSi -av`-am > -v`-m. 

-av`-am>-ev`-em cvlileba samecniero literaturaSi sxvadasxvagvaradaa 

axsnili; arn.Ciqobava miiCnevs, rom -ev`-em sxva Temis niSnebia, 

romlebic enacvleba -av`-am niSnebs (Ciqobava 1948:98-110); l. kiknaZis 

azriT, -av`-am Temis niSnebi -ev`-em-d iqca fonetikur niadagze, kerZod, 

nawilobrivi asimilaciis safuZvelze: mravlobiTSi d-s momdevno i-s 

gavleniT a iqca e-d: v-kl-av-d-i-T>v-kl-ev-d-i-T. Semdeg asimilirebuli 

forma gadavida mxolobiTSi (kiknaZe 1947:317-344); b. jorbenaZis mixedviT, 

-ev`-em sufiqsebi -av/-am Temis niSanTa fonetikuri nairsaxeobebia 

(miRebuli a:e gaxmovanebis cvliT) (jorbenaZe 1998:647). 

movitanT nimuSebs imerxeuli metyvelebidan: 

a) -av > -ev (uwyveteli): aq boგna simind vTesevdi; maSin buRdas 

(xorbals) Tesevden; PariT SeSas vzidevdiT, Tivas vzidevdiT; baSTan ParebiT 

vPnevdiT; win-win vklevdiT imaT Cven zamTarSi; win-win ima vkafevdiT, 

axla viRan kafavs (eqsped. masal.)... 

im sandukSi malevda biWs ([n. mari], gigineiSvili 1961:382); meg kaci 

SeSinebulze, jinis (eSmakis) SeSinebulze ukiTxevda avantyofs, avadevlsa 

(futkaraZe 1993:235); minei yanas rwyevdao (futkaraZe 1993:209); iusuf 

dedei ukrevda PoPlev (futkaraZe 1993:195); Tquensa fena lamazaT 

xuewevden gobebsa (futkaraZe 1993:200); sxals winwin CaquCiT nayevden 

(futkaraZe 1993:208); kakli wengoSic Rebevden (futkaraZe 1993:206); imasa 

qalamnis RvediT kerevden (futkaraZe 1993:236)... 

xolmeobiTi: xuT pir movrwyevdiT, wyal SuuSvebdiT; meviyrebodiT, 

cxvar davklevdiT, Txas davklevdiT; winkula qer davTesevdiT, 

simind davTesevdiT, kalos gavlewevdiT; Comas movwvelevdiT, guuZaxebdiT 

(eqsped. masal.)... 

erT kurdRel geevlo, ver deinaxevdi (futkaraZe 1993:200); Svid 

YazmaSi gamohkoWevda (futkaraZe 1993:208); CiT deixurevden (futkaraZe 

1993:208); yarTof qi movxarSevdiT, moqvparevda (futkaraZe 1993:216); 

sabeliT gavkoWevdiT karqa (futkaraZe 1993:230); is kaci xofaSi Cais 

mohkrefevda (futkaraZe 1993:236). 

I kavSirebiTi: vityvi qi: erT aWaras gedevdode da erTi Cuen Saqiremois 

RarWebsac vnaxevdeT erTi (futkaraZe 1993:218). 

b) -am > -em (uwyveteli): Sen kaYs svemdi (eqsped. masal.); baSTan (Ta- 

116

vidan) vsuemdi zigaras (futkaraZe 1993:198); Waxe dos vsuemdiT (futkaraZe 

1993:231). 

xolmeobiTi: SivabemdiT Parsa (futkaraZe 1993:244); zuelaT wkepliT 

xColeb gavakeTebdiT, gamuabemdiT (futkaraZe 1993:197); suleimanai 

ar iyo, Tuara politikobas aravis vuzemdiT (futkaraZe 1993:204); 

Tespaze (krialosanze) avacuemdi simRereb (futkaraZe 1993:213); as xoromsa 

daudgemdiT erT marPilze (futkaraZe 1993:230); quas daartyemden 

da Pmas azlevda (futkaraZe 1993:231). 

I kavSirebiTi: qeSkam (netav) masuemdes wyalsa (futkaraZe 1993:255). 

msgavsi formebi gvxvdeba xevsurulSi, TuSurSi, moxeurSi, zemoimerulSi, 

raWulSi. agreTve maWaxlurSi, livanurSi, taourSi (futkara- 

Ze 1993:20,27,34). 

3. awmyosa da myofadis mr. ricxvis III piris formebSi -av`-am sufiqsiseuli 

a xmovani reducirdeba da –v`-m-s saxiTaa warmodgenili 

(cvlilebas iwvevs xmovnis Semcveli -en`-an sufiqsebis darTva), rac 

aseve arqauli movlenaa. 

a) -av > -v (awmyo): iqedan zidven wyal; axla qi Tiva bevri ar ari, ar 

Tibven aqaurobas; amaSi inaxven; kaci mokdeba, mokdomixan ukiTxven; Walas 

focxven ase; Rorebic modian, culebiT kvlen; borCxas wiTel simind 

Tesven, Cven TeTr simind vTesavT; didruanebi iburven; Cemi Taxumi 

Teli iburven; ar burvan zaTe; imarxven, ilocven; gelinluReb kerven 

(eqsped. masal.)... kaloze ilocven (futkaraZe 1993:261); arebiT wikven 

(futkaraZe 1993:205); nalia viciT, imaSi danayven simind (futkaraZe 

1993:208); kaloze balaxs fxeken, rwyven (futkaraZe 1993:267). 

myofadi: durbuni ici, imiT Sexedven; Par dakvlen, Zroxas dakvlen; 

isini dafantven iSTe; aq Waleb moTibven iSTa; TaviT adgilefSi Caflen 

mkdar; yaneb moxnven (eqsped. masal.)... daTv-maTv bevr moklven ([n. mari] 

gigineiSvili 1961:379); sizmarSi naxven ([n. mari] gigineiSvili 1961:380); 

daTesven, kanjiT (focxiT) dakanjven (dafarcxaven) (futkaraZe 

1993:238); gakoWven cxuarsa apovriT (futkaraZe 1993:214); zafsa SeRebven, 

daqselven (futkaraZe 1993:219). 

b) -am > -m (awmyo): [ixlamurs] Cvensa mokrefen, smen ima, aaduReben, 

smen; melaY xefeng udgmen; Sav ar icmen aqa; agze icmen [beWeds] (eqsped. 

masal.); kacebi icmen (futkaraZe 1993:214). 

myofadi: aqac mileTi bevr ar Ceicmen emes, urubas (Casacmels); zes 

qvabSi Caasxmen; zogi faras daabmen; Caacmen im qefin (sudaras), racxa 

ari; Zal Caacmen, daburven; racxa ro moagondeba, daarqmen iSTa (eqsped. 

masal.)... Pel ro geiWri, maSinac weismen (futkaraZe 1993:213); dadgmen 

zvinsa (futkaraZe 1993:237); or Tane Par Caabmen (futkaraZe 1993:238); 

daacmen xorcsa SiSze/garganze (Samfurze) (futkaraZe 1993:242); kinasaveT 

ari qirqiti, ima daartymen (futkaraZe 1993:206); zedan beqmez muasxmen 

(futkaraZe 1993:244). 

imerxeulis msgavsi viTareba gvaqvs xevsurul, TuSur, fSaur, ra- 

Wul, gurul, imerul... dialeqtebSi. 

-av`-am sufiqsTa reducirebuli variantebi imerxeulSi dasturdeba 

agreTve vnebiTis arqauli warmoebis formebSi: 

-av>-v: vin xar, rom Sen aq imalvi ([n. mari], gigineiSvili 1961:385); 

117

Sen ras mekiTxvi (futkaraZe 1993:215); ar ikiTxvis qalis asaki da kacis 

xelfasi (futkaraZe 1993:213); xamuri izilvis zeiTini YaRiT (futkaraZe 

1993:214); bevri guexarjvis saWmeli (futkaraZe 1993:214). 

-am>-m: im qorSi TiTo araba anjax (Zlivs) idgmis (futkaraZe 

1993:210). 

-v (

(futkaraZe 1993: 271); cocxi Sen me amarTvi, me Sen agarTvam (futkaraZe 

1993:232); laYloni windas Cagacuam (futkaraZe 1993:203). 

2. -av`-am sufiqsebs iSviaTad enacvleba sxva Temis niSnebi: 

-av > -eb: ikiTxeben (ikiTxaven), ro SeგTane ar Sevides Siga; gzas deinaxebdiT 

(dainaxavdiT); ima daabureb (daaburav), yafaRi (Tavsaxuri) 

Tu ara gaq (eqsped. masal.)... zeidan isuen kec davaburebT (futkaraZe 

1993:276); daawyoben Tivis xormebsa da daazvineben (dazvinaven) Tivasa 


imerxeulSi recxva zmna arqaul viTarebas gviCvenebs: ZiriTadad i 

Temis niSniT ixmareba (fuZe SekumSulia), mag.: 

karga garcxi (garecxav); lamaza cucqSi darcxi (eqsped. masal.). 

Sdr.: PeliT gavrecxavT (futkaraZe 1993:276). 

-i`-av niSanTa monacvleobis SemTxvevebi: simind gavmargliT 

(futkaraZe 1993:204); vmarglav simindsa (futkaraZe 1993:239). 

3. imerxeulSi -av`-am TemisniSniani zmnebi I TurmeobiTSi ZiriTadad 

inarCuneben -av`-am sufiqsebs, mag.: 

Tqveni Yazi (naweri) ver gvikiTxavs Cvena; amsoY (aseTi) hava ar degvinaxavso; 

Coma duukargavs Cven dedes; mouxnavan yaniebi boYna (eqsped. 

masal.); ukiTxavs nikolas (futkaraZe 1993:201); Tvalebi SuuRebavano 

(futkaraZe 1993:205); Rorebi bevri mouklavan zamTarSi (futkaraZe 

1993:205); erT kacs douTesavs marili (futkaraZe 1993:237); zil mouparavs 

Cemi Tavi amezRam (futkaraZe 1993:208). 

maSin araferi ar uTqvams; lazienTi uTqvaman CvenTvin, raze uTqvaman, 

ar vici qi; lalazi zvelad duuwvavan da lalazi imatom duurqvaman 

(eqsped. masal.); wyali ar usuams dRe (futkaraZe 1993:209); ra kai 

qi Cimicuams fePsacmeli (futkaraZe 1993:216); wisqvili igze doudgaman 

(futkaraZe 1993:232); ibos zals yiSlidam wousxams saqoneli (futkara- 

Ze 1993:201). 

gvxvdeba -ia da -av/-am daboloebaTa aRrevis faqtebic. 

-av`-am warmodgenilia -ia daboloebis nacvlad: aqauroba Cem dedes 

adgilebia, gouyidavs (eqsped. masal.)... magguari kovzi ar Cimidvavs 

(futkaraZe 1993:207); Tofi douWiravs kacisTvin (futkaraZe 1993:233)... 

am serze futkari duudvaman (eqsped. masal.)... 

-av`-am-is nacvlad -ia gvxvdeba: yanebi qi (rom) dourgian, i qilise 

(eklesia) doungrevnian; imi barobaგ veRar degviTesia; cxenisTvin ver 

Seuxedia; iqa uTqmian (eqsped. masal.)... amdeni xani ar diminaxia (futkaraZe 

1993:211). 

III. imerxeul dialeqtSi -av`-am sufiqsebs analogiiT dairTaven istoriulad 

uTemisniSno zmnebi: mag.: 

RmerTi codvas ar dagweravs; daawerav qaviTze, guugzavni; qaRaldze 

dawerven (eqsped. masal.); weril dagviweravT, imasac muaferefT 

(futkaraZe 1993:240); Cemi kuTxis ambebs weravs (futkaraZe 1993:242); fe- 

Pebsac goukoWven, gabanven TaxTaze (futkaraZe 1993:261); axla balaxeb- 

Si banven meger (futkaraZe 1993:200); cacxvis fiCxi kbileb mokmeTams 


-av Temis niSani warmodgenilia „wera“ zmnis mimReobaSi: vin iyo 

119

amaTi (aSiRebis) Camweravi (futkaraZe 1993:235); Cueni ena, Cueni Yazi, naweravi 

fena Temizi (swori) rame ari (futkaraZe 1993:236). 

-av`-am daerTvis fuZedrekad zmnebs (rogorc awmyos, ise wyvetilis 

fuZes): 

awmyos fuZe: CaWyletav gofSi; mawon SedRobav (


maia miqautaZe 


ramdenime arqauli leqsikuri erTeulisaTvis imerxeulSi 

samwignobro qarTulTan ramdenime saukuniT daSorebul imerxeul 

dialeqtSi xSirad gvxvdeba arqauli sityvebi Tu gamoTqmebi. am sityvaformaTa 

nawili aqtiurad aRar gamoiyeneba Tanamedrove qarTul saliteraturo 

enaSi, nawili ki gansxvavebuli mniSvnelobebiT gvxvdeba. 

imerxevel qarTvelTa metyvelebaSi dadasturebuli aseTi sityvaformebi, 

arc Tu iSviaTad, saxezea sxva qarTvelur dialeqtebSic. 

winamdebare statiaSi ganxilulia imerxeulis ramdenime sayuradRebo 

arqauli sityvaforma: 

1. cxro. „cxro“ imerxeul dialeqtSi niSnavs „ciebas“: „acxruebs 

i RarWs...“ dasturdeba S. futkaraZesTanac (futkaraZe 1993). ilia abulaZis 

leqsikonSi cxro imave „cieba“ mniSvnelobiT dasturdeba: „gguemos 

Sen… seniTa sicxisaYTa da cxro‑Ta“ (abulaZe 1973). sulxan-sabas- 

Tan cxro- „civebis senia“ (sulxan-saba 1993). 

qarTuli enis ganmartebiT leqsikonSi „cxro“-s miTiTebuli 

aqvs, rom Zveli formaa da ganmartebulia, rogorc „sicxiani daavadeba, 

cieb-cxeleba“ (qegli 1964). 

TuSurSi „cxro“-s mniSvnelobaa „kankali, caxcaxi“; zemo aWarulsa 

da mTiulurSi „cxro“ aRniSnavs „malarias, cieb-cxelebas“; 

fSaurSi gvxvdeba „cxroeba“ forma „kankali, TrTolva“ mniSvnelobiT 

(Rlonti 1984). 

qarTuli „cxr“ (

saparad (qegli 1964). 

Caxva, Caxua gurulSi „mcire parkia, romelSic bostneulis 

Tesls an sxva rames inaxaven“ (Rlonti 1984). 

Caxvi zemoaWarulSi patara tomari, parkia, romelSic rZis produqtebs 

(dos...) gawuraven (Rlonti 1984). 

m. Cuxua asaxelebs qarTul (gurul, qarTlur) cax-i „saparke, 

mcire parki“, da cax-e (saba) formebs, romelTa Sesatyvisia megruli 

„mcire tomara, parki“ da aRniSnavs: 

„qarTul cax- Zirs zanurSi Sesatyvisad Cox- unda hqonoda 

(qarT. a: zan. o, c:C); Sesatyvisoba xmovnebSi darRveulia megrulSi 

momxdari cvlilebebis gamo. mxedvelobaSia o > va SesaZlebloba, SemdgomSi 

v-s distanciuri metaTezisiT. e. i. *Cox-ia > *Cvax-ia (Sdr. gora:gola 

|| gvala...) > Caxv-ia. gviandeli Caxv- megrulidan aris SeTvisebuli 

qarTulis dasavlur dialeqtebSi: zemo aWaruli Caxv-i „patara 

tomara, parki“, gur. Caxua || Caxva „mcire parki“. svanurSi Sesabamisi 

forma dakarguli Cans“ (Cuxua 2000-2003). 

igi aRadgens s.-qarTv. *cax- arqetips „saparke, mcire parki, tomara“, 

romlisaganac miRebulia qarT. cax-i || cax-e : zan. Caxv- < *Cvax- 

< *Cox-. 

imerxeul dialeqtSi Caxvi formac arqauli mniSvnelobiT dasturdeba. 

3. xoromi. „xoromi“ imerxeul dialeqtSi „erTi zurgi Tivaa“ 

(Tivis is raodenoba, romelsac erTi kaci aikidebs zurgze). formas 

adastureben n. marica da S. futkaraZec. „qoris Signidam xorom Tivas 

gamevRebdiT“; „Tivis xormebina gavakeTo“ (futkaraZe 1993). sulxansabasTan 

xora „SeSis zvinia“ (sulxan-saba 1993). il. abulaZe am formas 

ar asaxelebs, iseve rogorc z. sarjvelaZe. 

qegl-Si xoromi (xormisa) ganmartebulia sulxan-sabas leqsikonze 

dayrdnobiT: „Tivis kona, balaxi“ (s. iord.) „mas kacs cxenisaTvis 

alerdi gaeTiba xormad“ (saba) (qegli 1964). 

m. Cuxuam qarTvelur xor-a „SeSis zvini“ daukavSira svanur PoJ-, 

PoJ- „SeSis an yavris wyoba“ da zanur xoj- formebs. igi aRniSnavs: 

„svanuri formebi zanur warmomavlobas hgulisxmoben. sxvanairad 

auxsneli gvrCeba qarT. r : svan. J Sefardeba auslautSi. r > j mxolod 

zanuris fonetikiT aixsneba (g. rogava) - xor-i > xoj-i. sxva sakiTxia x 

> P afrikatizaciis SemTxvevebi svanurSi, rac nasesxeb sityvebSi fonemaTa 

araadekvaturi aRqmiT aixsneba, Sdr.: qarT. xardan > svan. Pardan, 

megr. xoru > svan. Puru “xvreli“... 

sakuTriv svanuri Sesatyvisi unda Candes Semdeg svanur sityveb- 

Si: lu-xor „Sekreba“, xor-eu z`s., xor-au laSx. „grova, xora, krebuli“... 

(Cuxua 2000-2003). 

122

m. Cuxua aRadgens s.-qarTv. *xor- Zirs „Sekreba; xora“, romlisganac 

miRebulia qarT. xor-a : zan. xoj-i : svan. xor- (iqve). 

imerxeuli arqauli xoromi ukavSirdeba s.-qarTvelur *xor- Zirs. 

4. Pertali. „Pertali“ imerxeulSi „TiTistars“ niSnavs: memre 

PertliT davarTevdiT. n. marTan es forma ar gvxvdeba; adasturebs S. 

futkaraZe: „kviriSTavi Pertal amagrefs“ (futkaraZe 1993). sulxansabasTan 

uSualod es sityva ar aris axsnili, magram gvxvdeba kviriStavis 

ganmartebisas: „kviriStavi ewodebis PeltarTa qalTasa wamosacmelsa, 

raTa keTilad trialebdes“ (sulxan-saba 1991). 

qarTlurSi xeltari Zafis dasaZaxavi TiTistaria (T. revaziSvili, 

borjomi); qarTlurSi, iseve rogorc zemoaWarulSi dasturdeba xertali 

formac „xeltari, TiTistari“ mniSvnelobiT. 

imerxeulSi dadasturebuli xertal- forma arqauli Peltar- formisaganaa 

miRebuli r da l bgeraTa metaTezisis Sedegad. 

5.uStruji. imerxeulSi uStruji sityvis mniSvnelobaa „uxasiaTo, 

uSno, Seuxedavi“: erTi uStruji racxa iyo. sityva ar gvxvdeba n. marisa 

da S. futkaraZis teqstebSi. sityvaforma ganmartebuli ar aris sulxan-sabas, 

i. abulaZisa da z. sarjvelaZis leqsikonebSi. 

uStari fSaurSi, xevsurulsa da qarTlurSi „brmas“ aRniSnavs; Tu- 

SurSi uStari aris ulamazo adamiani, saqoneli, iaraRi (Rlonti 1984). 

imerxeuli uStruji forma miRebuli Cans uStar- fuZeze ji- 

ucxouri sufiqsis darTviTa da Semdegi fonetikuri cvlilebebis Sedegad: 

uStari > uStar-ji > uStur-ji (a-s sruli asimilaciiT) > uStruji 

(u da r bgeraTa metaTezisi). 

6. mewewkeba. imerxeulSi mewewkeba- sityvis mniSvnelobaa „mezizReba“. 

n. maris teqstebSi es sityva ar gvxvdeba, iseve rogorc S. futkaraZis 

teqstebsa da leqsikonSi. sulxan-sabasTan gvxvdeba wiwkitela forma; 

niSnavs „yrmaTa isarTa cudTa-s“ (sulxan-saba 1993). 

gurul dialeqtSi dasturdeba gulwiwki forma gulazizis 

mniSvnelobiT; imave gurulSi wiwkaTai Wama „uxalisod, umadod, gamorCeviT 

Wamaa“ (Rlonti 1984). 

imerulSi guls mewewkeba niSnavs „daukmayofileblobis grZnobas“, 

amboben, rodesac vinmesi raime ar moswonT (baRdaTi, m. dograSvili). 

imave imerulSi gvaqvs guls meWeWkeba, gulSi WeWkad maqvs, rac niSnavs 

„raRac ar momwons, guls maklia, bolomde ar var darwmunebuli“. 

wiwk- fuZe gamoiyofa wiwk-n-i-s; wiwk-n-a... formebSi. mas ukav- 

Sirdeba megruli wkiwk- wkiwk-on-u-a „wiwkna“; wkiwk-on-un-s „wiwknis“; 

wkiwk-on-u „gawiwkna“... (fenrixi, sarjvelaZe 1990). 

mo-wkiwku megrulSi niSnavs: „azizi, guli ar mimdis“ (e. dadiani). 

rogorc davinaxeT, imerxeul mewewkeba formas paralelebi eZebneba 

sxva qarTvelur dialeqtebSic. 

123

literatura: 

124 

� abulaZe 1973: il. abulaZe, Zveli qarTuli enis leqsikoni, 


� sarjvelaZe 1995: z. sarjvelaZe, Zveli qarTuli enis leqsikoni, 


� sulxan saba 1991: sulxan-saba orbeliani, leqsikoni qarTuli, I, 

avtografiuli nusxebis mixedviT moamzada, gamokvleva da ganmartebaTa 

leqsikis saZiebeli daurTo ilia abulaZem, Tbilisi. 

1991. 

� sulxan saba 1993: sulxan-saba orbeliani, leqsikoni qarTuli, 

II, avtografiuli nusxebis mixedviT moamzada, gamokvleva da 

ganmartebaTa leqsikis saZiebeli daurTo ilia abulaZem, 


� fenrixi, sarjvelaZe 1990: h. fenrixi, z. sarjvelaZe, qarTvelur 

enaTa etimologiuri leqsikoni, Tbilisi.1990. 

� futkaraZe 1989: t. futkaraZe, -ken Tandebulis istoriisaTvis, 

iberiul kavkasiuri enaTmecniereba # XXVIII, Tbilisi. 1989. 

� futkaraZe 1993: S. futkaraZe, Cveneburebis qarTuli, baTumi. 

1993. 

� qegli 1950: qarTuli enis ganmartebiTi leqsikoni, prof. arn. 

Ciqobavas saerTo redaqciiT, t. I, Tbilisi.1950. 

� qegli 1964: qarTuli enis ganmartebiTi leqsikoni, prof. arn. 

Ciqobavas saerTo redaqciiT, t. VIII, Tbilisi.1964. 

� qajaia 2001: o. qajaia, megrul-qarTuli leqsikoni, t. I. 


� qajaia 2002: o. qajaia, megrul-qarTuli leqsikoni, t. II. Tb. 

2002; o. qajaia, megrul-qarTuli leqsikoni, t. III, Tbilisi. 

2002. 

� Rlonti 1984: al. Rlonti, qarTul kilo-TqmaTa sityvis kona, 


� Cuxua 2000-2003: m. Cuxua, qarTvelur ena-kiloTa SedarebiTi 

leqsikoni, Tbilisi. 2000-2003. 

� 2006-2009 wlebSi imerxevSi mopovebuli masala (inaxeba ak. wereTlis 

saxelmwifo universitetis qarTveluri dialeqtologiis 

samecniero-kvleviT institutSi). 

� Марр 1911: Марр Н.Я., Дневник поездки в Шавшетию и Кларджетию: 

«Георгий Мерчуле. Житие св. Григория Хандзтийского», С.- Петербург, 

1911.


nato gulua 


levan goTuas romani „miTridate“ epoqaluri 

sinamdvilis pirispir 

XX saukunis TvalsaCino mweralma levan goTuam 1971 wels daasrula 

pirveli nawili romanisa „miTridate“, romelSic Zveli welTaRricxvis 

II-I saukuneebis saqarTvelosa da mis mezobel saxelmwifoebSi 

mimdinare movlenebia asaxuli. romanis centrSi dgas pontos mefe miTridate 

VI evpatori - erT-erTi pirveli qarTveli saxelmwifo moRvawe, 

romelmac dasavlur qarTuli samyaros gaerTianebiT SeZlo im droisaTvis 

uZlieres imperias - roms dapirispireboda. romanSi miTridates 

cxovrebis dasawyisia asaxuli, roca pontodan ltolvilma ufliswulma 

kolxeTsa da iberias Seafara Tavi, sadac man arsebiTad gaasrula Tavisi 

mamis, RalatiT mokluli miTridate V evergetis ganzraxva - mZvinvare 

mtris winaaRmdeg qarTveli tomebis gaerTianeba. 

levan goTuas romanma „miTridatem“ gamoqveynebisTanave miipyro 

mkvlevarTa yuradReba. kidev erTxel daisva mwerlis istoriuli wyaroebisadmi 

damokidebulebis sakiTxi, kerZod is, rom l. goTua saqar- 

Tvelos istoriis naklebad cnobil movlenebs aRadgens mxatvrul saxeebSi 

da gansakuTrebul interess iCens „iseTi istoriuli pirovnebebis 

mimarT, romelTa moRvaweoba istoriografiaSi an Zalze burusiTaa moculi, 

anda mTlianad sawinaaRmdego TvalsazrisiT Sefasebuli“ (mirianaSvili 

1984:112). 

levan goTuas Semoqmedebaze dakvirveba gvafiqrebinebs, rom istoriuli 

masala mwerlisTvis mxolod damxmare saSualeba, mxatvruli 

sivrce rodia, is istoriuli warsulidan iRebs konkretul siuJets, 

romelic misi nawarmoebis mTavar RerZad iqceva da naTlad gamokveTs 

mis ideas, dedaazrs. l. goTua, rogorc romanisti, yovelTvis iTvaliswinebs 

istoriuli romanisaTvis damaxasiaTebel Taviseburebebs, ker- 

Zod, imas, rom istoriuli romanis Temisa da sagnis sworad SerCeviT 

mwerali erTgvar kavSirs amyarebs istoriasa da Tanamedroveobas Soris 

(gafrindaSvili, miresaSvili 2008:305). 

mkvlevarTa Soris sakamaTo gaxda iseTi sakiTxebi, rogoricaa: romanis 

stili da mwerlis mxatvruli azrovnebis struqtura. erTma nawilma 

„miTridate“ realisturi romanis sazomiT Seafasa (baqraZe 

1979:119), rac dauSveblad miiCnia r. CxeiZem. misi mtkicebiT, „miTridate“ 

unda ganvixiloT rogorc romantikuli romani, sadac „hiperboluri 

da realuri Tanazomierad erwymis erTimeores“ (CxeiZe 1995). mar- 

125

Tlac, Tu „miTridates“ ganvixilavT rogorc romantikul romans, nawarmoebisadmi 

aseTi damokidebuleba naTels gaxdis mis Taviseburebebs 

da garkveviT warmoaCens, ra mxatvruli meTodi gamoiyena mweralma romanis 

Seqmnisas. l. goTuam, istoriuli Tematikis mxatvrulad gaazrebisas, 

samyaros Secnobis saSualebad Tavidanve romantizmi airCia, rogorc 

erovnuli TviTgamorkvevisa da TviTSemecnebis erT-erTi xerxi. 

marTalia, romantizmma, rogorc mimarTulebam, didi xania amowura Tavisi 

SesaZleblobebi, magram igi, rogorc mxatvruli meTodi, dRemde 

gamoiyeneba literaturaSi. swored am mxatvruli meTodis gamoyenebiT 

daakavSira mweralma istoriuli warsuli Tanamedrove cxovrebasTan, 

Cvens welTaRricxvamde II-I saukuneebSi dagvabruna da gviCvena iseTi 

samyaro, romlis danaxvac surda Tavad, rogorc XX saukunis mwerals. 

miuxedavad imisa, rom romani „miTridate“ uZveles qarTvel tom- 

Ta cxovrebas gviCvenebs, mwerali mxatvrulad gardasaxuli warsulis 

sinamdvilidan aRebuli movlenebiT exmianeba Tavisi epoqis problemebs 

da cdilobs maT gadaWras. mkiTxvelisTvis naTelia l. goTuas Canafiqri: 

miTridates saxiT Seeqmna XX saukunisaTvis niSandoblivi, tiranuli 

politikis gamtarebeli liderebisagan radikalurad gansxvavebuli 

mmarTvelis mxatvruli saxe; masSi unda gamTlianebuliyo idealuri xelisufalisTvis 

damaxasiaTebeli Tvisebebi; misi zraxvebi, miswrafebebi, 

samomavlo politika mimarTuli unda yofiliyo usamarTlobis, Zalmomreobis, 

Cagvrisa da sisastikis winaaRmdeg. 

miTridate, rogorc literaturuli gmiri, avtoris mier Soreul 

warsulsa da Tanamedroveobas Soris gadebuli xidia, amitom misi mxatvruli 

saxis Seqmnisas mwerali erTgvar originalobas iCens. Tu l. go- 

Tuas sxva istoriuli romanebisa da moTxrobebis gmirebi odnav romantizebulebi 

iyvnen, miTridates SemTxvevaSi ufro antikurobaa wina 

planze wamoweuli; Tumca, garkveulwilad, igi romantikul xasiaTsac 

atarebs, rogorc gamorCeuli, ganumeorebeli gmiri, romelic araCveulebrivi 

cxovrebiT cxovrobs, upirispirdeba borotebas, aqvs maRali 

idealebi, ibrZvis samSoblos keTildReobisaTvis. 

radgan romanSi movlenebi sul mTavari gmiris garSemo trialebs, 

cxadia, avtors farTo SesaZlebloba hqonda, rom misi dawvrilebiTi 

daxasiaTeba moeca. gmiris Sinagani samyaros warmosaCenad mwerali gansxvavebul 

mxatvrul xerxebs mimarTavs, gviCvenebs mas sxvadasxva garemoSi, 

detalurad miuTiTebs misTvis damaxasiaTebel Tvisebebze. ase 

rom mkiTxvelisaTvis (pirdapir Tu arapirdapir) naTeli xdeba miTridates 

garegnobis yvela niSani. avtori gmiris detaluri portretis 

CvenebiT sagangebod usvams xazs mis garegnul mxaresa da sulier Tvisebebs 

Soris arsebul Sesabamisobas. SeiZleba iTqvas, rom im idealur Sem- 

126

TxvevasTan gvaqvs saqme, roca garegnoba srul harmoniaSia personaJis 

Sinagan samyarosTan. 

nawarmoebis mTavari gmiris mxatvruli saxis Seqmnisas, mweralma, 

bunebrivia, isargebla im arc Tu ise sando da mdidari saistorio wyaroebiT, 

romlebmac, marTalia calmxrivad, magram mainc Semogvinaxes 

faqtebi miTridates pirovnebis, Tvisebebis, Rirsebebis Sesaxeb, epizodebi 

misi cxovrebisa da moRvaweobidan. „miTridates daxasiaTeba ara 

erTi klasikuri xanis mweralTan moipoveba, magram arc erTi maTgani sa- 

Wiro obieqturobiT ar gamoirCeva“ (gozaliSvili 1965: 247), - SeniSnavs 

g. gozaliSvili, Tumca mainc arsebobs zogi Zvirfasi cnoba, romelTac 

ueWvelia daeyrdno avtori romanze muSaobisas. l. goTua gansakuTrebuli 

damajereblobiT msjelobs miTridates inteleqtualur Rirsebebze. 

Txrobis dasawyisSive miuTiTebs, rom ufliswulis ganswavluloba 

arakad dadioda pontos swavlulTa da moazrovneTa Soris, rom mas 

„SemaZrwunebeli Zalis“ mexsiereba hqonda da mravali ena icoda, maT Soris 

romauli, rogorc mtris, mowinaaRmdegis ena, da qarTuli, romelze 

wera-kiTxva ganzrax yvelaze gvian - mowifulobis asakSi - Seaswavla misma 

ostatma, brZenma bedan-kolxma. romanSi xazgasmiTaa naTqvami, rom miTridatem 

jer qarTulad gadasZaxa moedanze mojarul, mefis muxanaTuri 

sikvdiliT aRSfoTebul xalxs: - „vidre mamaCemis mkvlelebs ar mivwvdebi 

da ar davsji - gvirgvins - didsa Tu mcires - Sublis ZarRvze ar gavikareb! 

axla zRvispira sxva qarTul kilokavebsa da berZnulze Tavad Targmna, 

xolo Semdeg laTinuradac warmosTqva“ (goTua 1982). 

gmiris amgvari daxasiaTebis safuZvels mwerals, ra Tqma unda, miTridates 

Sesaxeb arsebuli cnobebi aZlevda. TviT tendenciurad ganwyobili 

araqarTveli mwerlebi da moazrovneebic ver faravdnen aRfrTovanebas 

miTridates uCveulo inteleqtualuri SesaZleblobebis 

mimarT da acxadebdnen, rom: „miTridate, mefe ocdaori sxvadasxva tomisa, 

awarmoebda marTlmsajulebas amdensave enaze da SekrebilT mimar- 

Tavda xolme TiToeul toms mis enaze... danamdvilebiT cnobilia, rom 

miTridate mxolod erTi iyo mokvdavTa Soris, ocdaor enaze molaparake, 

da rom Tavisi 56 wlis mefobis ganmavlobaSi mas ar dasWirvebia Tarjimnis 

daxmareba mis qveSevrdom tomTa arc erT mosaxlesTan saubris 

dros“ (I saukunis mwerali plinius sekundusi, gozaliSvili 1965: 252). 

aranakleb adgils uTmobs mwerali miTridates aRnagobaze saubars, 

mis fizikur daxasiaTebas, romelic gmiris sulieri siZlierisa da 

mTlianobis garegnul gamoxatulebas warmoadgens. „Wabuk ufliswulis 

tani bumberazad aSoltviliyo! xeli zecamde aRepyro! wablisferi kululebis 

varji Saravandedad Semosdgomoda... Tvalebidan ki vgoneb naperwklebs 

yrida“(goTua 1982). aseTad warmogvidgeba miTridate romanis 

dasawyisSi: maRali, Zlieri, saocrad maRali xmis mqone. misi fiziku- 

127

i srulyofilebis mTeli brwyinvalebiT warmoCena goji mefesTan pirvelad 

Seyrisas moxda. marTalia, qvasavarZelas TavSeyris monawile 

mxcovanebs ukve gaeRmerTebinaT da salocavadac gaexadaT miTridate, 

rogorc TaviT fexebamde srul-qarTveli, romelic tubalic iyo, kolxica 

da iberic, magram naklebmrwmen goji mefes sakuTari TvaliT undoda 

exila momavali Svilobili. da roca wylidan axladamosuli miTridate, 

msgavsi berZenTa poseidonisa da kolxTa heasi, SiSveli da 

gvirgvinosani, warsdga mefis winaSe, gojim maSinve igrZno, rom „sxva sazomis“ 

kacTan hqonda saqme. ase rom l. goTuam miTridate sazogado 

moRvaweobisaTvis savsebiT momwifebul pirovnebad dagvixata. 

didi TavdacviTi omisaTvis mzadeba miTridatem yvela qarTuli 

tomis gaerTianebebaze zrunviT daiwyo. man Tavidanve sworad gansazRvra, 

rom qarTuli samyaros gaZliereba zemodan qveviT, ucxo TeslTa 

dapyrobiT ki ara, aramed qvemodan zeviT, naTesaur tomTa Segnebul da 

saimedo SeTvistomebiT unda momxdariyo. is gegmavda naTesauri kavSiris 

Seqmnas ara dampyrobluri imperiis Camoyalibebis mizniT, aramed 

TavdacviTi miznebis mqone koalicias, romelic aleqsandre makedonelis 

imperiasaviT ar daemxoboda; qarTvelTa nebayoflobiT gaerTianebas 

da ara dapyrobil tomTa auracxel simravles. 

miTridates epoqisTvis niSandoblivi iyo tomTsamyaroebs Soris 

brZola. romaul-italikuri, elinuri, ebrauli, arabul-siriuli, par- 

Tmiduri, somxuri, sparsuli da qarTuli samyaroebi TviTdamkvidrebas 

cdilobdnen da gamarjvebac mas darCeboda, romelic moaswrebda gam- 

Tlianebas. elinuri samyaros magaliTma miTridate daarwmuna, rom 

tomTa ubralo gaerTianeba ar iyo sakmarisi romis dasamarcxeblad. man 

kargad icoda, elinTmTlianobis safuZvels Tavisufali qalaqi-Temis, 

samefo-Temis, kunZuli-Temis mTlianoba warmoadgenda; marTalia, hqondaT 

maT urTierTSoris moklexniani samxedro kaSirebic, magram brZola 

da TiSva, kunZulTa qsaqsva ufro axasiaTebdaT, vidre Zireuli er- 

Tianoba. amitom miTridatem naTesaur tomTa nebayoflobiT SeTvistomebaSi, 

maT gadaduRebaSi dainaxa gamosavali da Seecada saerTo qarTuli 

xasiaTi epovna. Zieba ki daiwyo kolxeTidan, sper-qarTuli samyaros 

Suagulidan. surda axlos gaecno „naTesaobiT qarTvelni“, rac misTvis 

da mis garemocvaSi myofi SeficulebisaTvis, warmoSobisa da warmomavlobis 

erTbudianobas, sisxliTa da gulRviZliT naTesaobas, erTenianobas, 

„saerTo suliskveTebasa da urTierTSeJRerebul ltolvasa da 

Tanadgomas“ niSnavda. 

erovnuli erTobis miRwevisaTvis Tavdauzogav brZolas ara mxolod 

romanis gmiris, miTridates mTavar koncefciad, aramed avtoriseuli 

saTqmelis magistralur mimarTulebadac miiCnevs a. nikoleiSvili: 

„es Tvalsazrisi ara marto romanis personaJTa erovnul-saxelmwifoeb- 

128

iv mrwamss gamoxatavs, aramed imavdroulad Cveni istoriuli warsulis 

Rrma da safuZvliani Seswavlis safuZvelze myarad Camoyalibebul Tavad 

mwerliseul TvalTaxedvasac avlens ganzogadebuli formiT“ (nikoleiSvili 

2003: 596). 

kolxeT-iberiaSi mogzaurobisas miTridate darwmunda, rom qar- 

Tveli tomebi arc erT samyaros ar Camouvardebodnen niWiTa da 

urTierTSeTvisebis unariT; Zlieri mtris moaxloebis gamo, tomTa gaerTianebisTvisac 

momwifebuliyo niadagi, radgan umartivesi alRo 

mxarTmicemas ukarnaxebda tomebs. „es sul Cveni sanaTesaoa! erTi iavnanidan 

da dedaenidan gamosulni da Cvens mzisqveSeTSi moTesilni! jigarica 

da fiqrsabrunavic erTi gvaqvs“, - ase uxsnida abio-iberi miTridates 

qarTvel tomTa xasiaTs. magram iyo ueWvelad dasaZlevi erTgvari 

„xeobaTa daqsaqsuloba“, pirovnuli Tu tomobrivi TavisTavadoba, romelsac 

guri-askaneli amgvarad gamoxatavs: „cal-calke yvela vgmirobT, 

erTad ki erTurTis baTils vundebiT“; gvaza-megri kidev ufro 

Sors midis qarTul xasiaTSi damkvidrebul naklovanebaTa mxilebisas: 

„CvenTan erT dRes yvela cixe-koSki da cixovani rom moispos, cxovreba 

sul qorwilad, Rreobad da marulad gagveSleboda!.. marto mteri rom 

iyos Cveni mazianebeli, veras gvazianebda! Torem yvelgan brZolaa... 

tomTSorisi, gvarTSorisi, TavkacTSorisi, wodebaTSorisi... CvenTan 

yoveli piri pirovnebaa da Tavs ar dagidebs agrerigad, Tu misi azric 

ar aris Siga! yoveli Tavis irgvliv ikrebs da varaudobs qveynis sabrunavs!“ 

(goTua 1982). 

romanis mixedviT, miTridates mTavari Rirseba isaa, rom man, qar- 

Tuli samyarosTvis damaxasiaTebeli sakmaod mZafri Sigadapirispirebis 

miuxedavad, saerTo mtris winaaRmdeg gaaerTiana qarTuli tomebi. 

am didi ideis ganxorcielebaSi mas mxcovanma naficebma - xevisberebma, 

gvarTa papebma, aseve, kolxeT-iberiis mefeebma misces dasayrdeni, danarCeni 

ki Tavad gansazRvra; kerZod, miagno „Zireul alRos“, rom „yoveli 

qarTveli dabadebiT Tavisufalia da Tavisuflebis usazRvro moyvare“ 

da roms mxolod TavisuflebiT, gmirobiT, erTgulebiT Tu sZlevda; 

amitom Tavidanve daupirispirda monobas, Zaladobas, diqtats da miznad 

gaerTianeba, monaTa ganTavisufleba daisaxa da ara pyroba. 

istoriografiaSi damkvidrebuli iyo azri miTridates monebis mimarT 

gansakuTrebuli damokidebulebis Sesaxeb; iyo periodi, roca igi 

daCagruli mosaxleobis damcveladac ki miaCndaT. bunebrivia, rom monebisa 

da, saerTod, mosaxleobis dabali fenebisadmi misi liberaluri damokidebuleba 

saxelmwifo interesebiTac iyo nakarnaxevi (gozaliSvili, 

1965: 330), magram es faqti Riad miuTiTebs mefis damokidebulebaze ubralo 

adamianebisadmi. swored es istoriuli faqti gamoiyena l. goTuam 

miTridates saxis dasaxatad. l. goTuam Tavisi ideis xorcSesasxmelad 

129

gamoiyena miTridates mier monebisa da tyveebis ganTavisuflebis ambavi: 

amiT mweralma dagvixata pontos momavali mefe, romelmac dros gauswro 

da Zv. w. aR-is II-I ss-Si monebis ganmaTavisufleblad mogvevlina. 

miTridatesTvis monoba - „adamianobawarTmeulTa samyaro“ - ucxo 

ar iyo. monebi mas pontoSic enaxa da elinTa qalaqebSic. isic kargad icoda, 

rom romi sxva qveynebisa da erebis damonebaze agebda msoflios dapyrobis 

gegmebs, magram roca kolxeTSi pirvelad ixila man xofebze mijaWvuli 

monebi, Sezarda gaburZgnuli, wveraburduli, kunTmagara, magram 

gamxdari adamianebi, nadirebs rom gvandnen. swored qarTvelebis Tavisuflebismoyvare 

xasiaTma ubiZga miTridates monebis ganTavisuflebisaken. 

is darwmunebuli iyo imaSi, rom mxolod Tavisufali adamianebi 

Seqmnidnen Zlier saxelmwifos, mxolod Tavisufali meomrebi da borkilayrili 

mezRvaurebi SeZlebdnen daecvaT TavianTi miwa da zRva. kargad 

icoda miTridatem, rom saWurveliT, iaraRiTa da razmTa wyobiT romaelebi 

ajobebdnen „amiranisa da mindias naTesavT“, amitomac ambobs er- 

Tgan: „roms Cven TavisuflebiT, gmirobiT, erTgulebiT Tu vajobebT, 

Torem monobiTa da laSqarTwyobiT isini mogvereviano“! (goTua 1982). 

alRoZlieri miTridate grZnobda, rom Tavisufleba da gamarjveba 

xSirad „urTierTdaborkilad da SeuRlebulad dadian“, amitom mianiWa 

monebs „Tavisufali mezRvauris“ wodeba da gamarjvebaSic daudo wili. 

miTridates epoqisaTvis es metad Tamami saqcieli iyo, TviT bedan-kolxi - 

mravlismnaxveli brZenic ki gaaoca Tavisi gazrdilis saqcielma: 

„- mere sad aris aseTi wodeba! - ikiTxa gakvirvebulma bedanma, - an aq, 

kolxeTSi, an iq, - xeli zRvisken gadaiqnia da saxeli ar Tqva. 

- arsad! - mosWra ufliswulma. - amieriT iwyeba, eseni pirvelebi iqnebian! 

- yofilxar hilgameSi, romelmac ixila „siRrme sibrZnisa!“ (goTua 

1982). 

am pasaJSi aSkarad gamoikveTa avtoris pozicia: marTlac gilgame- 

Sis sibrZne iyo saWiro, rom xelisufali gamklaveboda rogorc romanSi 

aRwerili epoqis, ise mwerlis Tanamedrove cxovrebaSi arsebul urTules 

problemebs. 

romaniT „miTridate“ l. goTua mkveTrad daupirispirda meoce saukuneSi 

arsebul sabWoTa sinamdviles, mmarTvelobis totalitarul 

reJims, roca miTridates saxiT dagvixata samarTliani da progresulad 

moazrovne mmarTveli, pirveli lideri, romelmac SejaWvul monebs 

Tavisufali mebrZolebi arCia da sakuTari xeliT daamsxvria borkilebi. 

130

literatura: 

� baqraZe 1969: a. baqraZe, miTridate, - „ciskari“, # 5, Tbilisi. 

1969. 

� gafrindaSvili, miresaSvili 2008: n. gafrindaSvili, m. miresaSvili, 

literaturaTmcodneobis safuZvlebi. Tbilisi. 2008. 

� gozaliSvili 1965: g. gozaliSvili, miTridate pontoeli. 

Tbilisi.1965. 

� goTua 1982: l. goTua, miTridate, t. IV. Tbilisi.1982. 

� mirianaSvili 1984: a. mirianaSvili, levan goTua (cxovreba da Semoqmedeba), 

Tbilisi.1984. 

� nikoleiSvili 2003: a. nikoleiSvili, levan goTua, - wgn: meoce saukunis 

qarTuli literaturis istoriis narkvevebi. t. IV. quTaisi. 

2003. 

� CxeiZe 1995: r. CxeiZe, saxeba rwmenisa da miTridate, - gaz.: „literaturuli 

saqarTvelo“, Tbilisi. 1995 w. 10-17 marti. 

131

132 


qarTuli Jurnali „Cveni eri“ 

maka doliZe 


XX saukunis dasawyisSi saqarTveloSi mniSvnelovani movlenebi moxda. 

1905-1907 wlebis revoluciis damarcxebas rusuli reaqciis periodi 

mohyva. daiwyo represiebi. cixeebi savse iyo patimrebiT, dapatimrebulebs 

gausamarTleblad asaxlebdnen saqarTvelodan. gadasaxlebaSi dai- 

Rupnen Wola lomTaTiZe, irodion evdoSvili. teroristebs emsxverpla 

niko xizaniSvili, gola CitaZe, saba kldiaSvili da sxv. saqarTvelosa da 

qarTveli eris interesebis dacvis gamo mokles ilia WavWavaZe. 

qarTveli eris saukeTeso nawilma mkacrad gailaSqra usamarTlobis 

winaaRmdeg da 1909 wels TbilisSi daaarsa „saqarTvelos damoukideblobis 

aRdgenis saidumlo jgufi“, romlis SemadgenlobaSi Sediodnen: 

petre surgulaZe, giorgi gvazava, mixako wereTeli, giorgi maCabeli, 

givi dekanoziSvili, leo kereseliZe da sxv. am jgufma iTava ilias 

ideebis dacva da xalxSi propaganda. 

1909 wlis 13 seqtembers „saqarTvelos damoukideblobis aRdgenis 

saidumlo jgufma“ gamosca Jurnali „eri“. misi redaqtori da gamomcemeli 

iyo petre surgulaZe. Jurnalma didxans ar iarseba. mxolod ori 

nomeri gamovida. 1909 wlis 20 oqtombers, meore nomris gamosvlis Semdeg 

Jurnali daxures da TiTqmis naxevari wlis ganmavlobaSi gamodioda 

sxvadasxva saxelwodebebiT. Jurnal „eris“ daxurvis Semdeg 1909 

wlis 27 seqtembers gamovida yovelkvireuli almanaxi „Cveni eri“, romlis 

gamomcemeli da redaqtori iyo niko lorTqifaniZe. JurnalSi TanamSromlobdnen 

kita abaSiZe, aleqsandre froneli (aleqsandre yifSi- 

Ze), filipe gogiCaiSvili, akaki wereTeli, vaJa fSavela, z. edili (edilaSvili), 

sandro SanSiaSvili da sxvebi. Jurnali „Cveni eri“ iyo „eris“ 

gagrZeleba. misi programa da TanamSromelTa Semadgenloba igive iyo, 

rogoric Jurnal „erisa“. igi Sedgeboda Semdegi ganyofilebebisagan: 1) 

sazogadoebrivi, ekonomikuri da politikuri cxovrebis mimoxilva; 2) 

feletonebi saWirboroto sakiTxebze; 3) kviris ganmavlobaSi momxdari 

faqtebis, movlenebisa da SemTxvevebis qronika; 4) leqsebi, moTxrobebi, 

scenebi da piesebi; 5) mogonebebi da memuarebi; 6) kritika da bibliografia; 

7) xelovneba - Teatri da musika; 8) werilebi da korespondenciebi; 

9) ganaTleba da mecniereba; 10) gancxadebebi.Jurnalis mizani iyo rusifikatoruli 

reJimis winaaRmdeg da samSoblos TavisuflebisaTvis 

brZola. JurnalSi gamoqveynebul TiToeul werilsa Tu statiaSi sau-

ari iyo swavla-aRzrdisa da saqarTveloSi Seqmnili mdgomareobis Sesaxeb. 

Jurnalis redaqcia pirvelsave nomerSi qarTuli enis gadarCenis 

Sesaxeb aqveynebs statiebs. Jurnalis redkolegia ver urigdeboda ruseTis 

mier gatarebul politikas, roca saqarTveloSi swavla-aRzrda 

qarTul enaze ar mimdinareobda da aRSfoTebiT werda Tavis furclebze: 

„..codnas sxva enaze viZenT, rac iwvevs samSoblo enis gaRaribebas, 

misi zrdis SeCerebas da mTeli eris gonebrivi ganviTarebis damaxinjebas“ 

(„Cveni eri“ 1909:3). redaqcia cdilobda gamoenaxa iseTi gzebi da sa- 

Sualebebi, rac xels Seuwyobda swavla-aRzrdis gaumjobesebas, moswavleTa 

erovnuli TviTSegnebiT aRzrdas, maTSi mSobliuri enisadmi 

interesisa da Rrma siyvarulis gaRvivebasa da ganmtkicebas, swored 

amitom iyo, rom igi mkiTxvels mouwodebda gafrTxileboda mSobliur 

enas, romelsac im saTuT arsebas adarebda, romelic gansakuTrebul 

yuradRebasa da Svelas iTxovda. redaqcias qarTuli enis ganviTarebis 

erT-erT damabrkolebel saSualebad skola miaCnda, saidanac gandevnili 

iyo yovelive qarTuli, yovelive erovnuli. arada, skola mozardi 

Taobis aRzrdisa da ganaTlebis erT-erTi ZiriTadi gza iyo. ganaTlebisa 

da skolis gareSe arseboba SeuZlebeli iyo. 

JurnalSi dabeWdil erT-erT publikaciaSi vkiTxulobT, rom skola- 

Si qarTuli enis gakveTilebi savaldebulo unda yofiliyo, arsad ar iswavleba 

qarTuli ena ise, rogorc amas `eri~ moiTxovs. Jurnalis erT-er- 

Ti avtori aRSfoTebuli iyo imis gamo, rom sazogadoebasa da maswavleblebs 

es sruliad ar anaRvlebda. rusuli mTavroba ki qarTuli enis gaumjobesebisaTvis 

araviTar Rones ar mimarTavda, radganac es mefis ruse- 

TisaTvis xelsayrelic ki iyo, riTac xels uwyobda qarTvelTa garusebas. 

rogorc ukve aRvniSneT, Jurnalis mizani iyo rusifikatoruli 

reJimis winaaRmdeg brZola da qarTvel erSi Tavisuflebis ideebis gaRviveba. 

amisaTvis ki redaqcia did mniSvnelobas aniWebda erovnul Teatrs. 

mas miaCnda, rom Teatri, ara marto esTetikur grZnobaTa saSualebaa, 

aramed sazogadoebrivi aRmzrdeli. Teatri xels uwyobda xalxis 

moqalaqeobriv ganviTarebas da amiT erovnul saqmes emsaxureboda. 

Jurnalis mesveurTa azriT, Teatri sazogadoebriv azrTa mqadagebelia. 

„rodesac xalxs daxSuli aqvs gza Tavisufal azrovnebisa, SekavSirebisa, 

sazogadoebriv saqmeTa mowyobisa, maSin uneblieT iseT dargs 

xelovnebisas, rogoric Teatria, gansakuTrebuli mniSvneloba eZleva“, 

- werda Jurnali („Cveni eri“ 1909:9). JurnalSi daibeWda mixeil wereTlis 

(B-is fsevdonimiT) recenzia „qarTuli Teatri“, romelSic ganxiluli 

iyo speqtaklebi „samSoblo“ da „medea“. („Cveni eri“ 1909:5). 

Jurnalis redaqcia qarTul Teatrs did yuradRebas uTmobda, magram 

miuxedavad maTi suliskveTebisa, rom qarTuli Teatri ganviTarebis 

gzas dasdgomoda, saqme win ar wasula. qarTuli Teatri aramc Tu ar 

133

gaifurCqna, aramed misi pirveli speqtaklebi daviwyebasac ki mieca da 

es gasakviric ar aris, radganac rusi moxeleebi, romlebic cdilobdnen 

daeCqarebinaT qarTvelebis rusifikacia, mTel rig RonisZiebebs atarebdnen 

qarTuli erovnuli kulturis winaaRmdeg. 

Jurnalis daniSnuleba iyo qarTveli xalxis mdgomareobis gaumjobeseba 

da swored amis gamo igi mniSvnelovan adgils uTmobda saqar- 

TveloSi mcxovrebi sxvadasxva erovnebis warmomadgenlebs, romlebic 

yovelnairad cdilobdnen qarTvelebis Seviwroebas. am mxriv aRsaniSnavia 

g. gvazavas statia „eroba“ („Cveni eri“ 1909:5), sadac saubaria im somxebis 

Sesaxeb, romlebic qarTvelebis winaaRmdeg gamodiodnen. „saqar- 

Tvelos sataxto qalaqi TandaTan gadavida mosuli mosaxleobis - somxebis 

xelSi. ruseTis usamarTlo saarCevno kanonma somxebs daumkvidra 

municipaluri meTaurobac“, - werda Jurnali. 

saqarTvelos gadarCenis erT-erT aucilebel pirobad publicists 

Tbilisis SenarCuneba miaCnda. man kargad icoda, rom Tbilisis 

dakargva saqarTvelos Tavis mowyveta iqneboda, politikuri bedis saukuno 

damarxva. Jurnali Tavis daniSnulebad Tvlida qarTveli xalxis 

gamofxizlebas, erovnuli TviTSegnebis amaRlebas da ruseTis imperiisagan 

ganTavisuflebas. „...yoveli Segnebuli qarTveli valdebulia 

moikribos mTeli Tavisi Zal-Rone da medgrad SeebrZolos Cvens gamanadgurebel 

Zalebs... qarTveli eri daCagrulia, misi pirovneba gaTelilia. 

da es gaTelva iciT Tqven, ramdenad Sors wavida“. ai, ase gvafrTxilebda 

„Cveni eri“ gasuli saukunis dasawyisSi. mas surda male exila Tavisufali 

da damoukidebeli qarTveli eri. 

JurnalSi „Cveni eri“ publicisturi masalebis garda ibeWdeboda 

literaturuli nawarmoebebi, romlebic qarTvelTa patriotuli 

grZnobis gaRvivebas emsaxureboda. am mxriv aRsaniSnavia vaJa fSavelas 

moTxroba „daTvi“, sadac avtori sainteresod mogviTxrobs im moZalade 

daTvis Sesaxeb, romelic sxvis baRSi SeiWra, dalewa da daamtvria simindis 

taroebi, ganawyenebuli baRis patroni da misi col-Svili mibertya 

da galaRebuli tyisken gaeSura. es rom mxecebma gaiges, Tavi daxares 

da daemorCilnen daTvs. 

vaJa fSavelas „daTvi“ („Cveni eri“ 1909:6). alegoriuli xasiaTis 

moTxrobaa. ninias saxiT mwerals gamoyvanili hyavs patiosani, mSromeli 

adamiani, romlis uflebebSi mudam ereva viRac gadamTieli. winaaRmdegobis 

gawevisas ki ise SfoTdeba, rom yvelaferze midis da SeSinebulni mudam 

emorCilebian mas. „daemorCileT uZlurni ZlierTa, rameTu maT xelT aris 

sicocxle Tqveni, e. i. Cvenio. saWiroa yvelas gonebis Carxi ase moimarTos, 

ase fiqrobdes da sxvagvarad ara“, - alegoriulad mogviwodebs vaJa. daTvis 

saxiT vaJa gviCvenebs arafris maqnis, moZalade pirovnebas, romelmac, 

erTxel, Tavis sicocxleSi raRacas miaRwia, imasac binZuri gziT da es 

134

TavSi ise auvarda, rom gabreqili da gabRenZili zedac aravis uyurebs da 

aravis arafrad agdebs. man masTan stumrad misuli viric ki ar daindo da 

SeWama da am saqcielis gamo Tavi damnaSavedac ki ar igrZno. 

vaJa Zlieri da gabeduli lomis sityvebiT samarTlianad ambobs 

„rogor! me lomi, nadirTa mefe, viaxlo tortlians, yartlians daTunas, 

uiaraRo xalxs rom daeria da daglij-dafliTa... me aTasi da xuTasi 

SeiaraRebuli mifrenia, CvenTvis aravis miulocia gamarjveba, me wavide 

da SimSilisagan gadaxrwnili xalxis damarcxeba miuloco cinglians 

mZori Wamia daTvsa?!“ sainteresoa, vaJas amiT risi Tqma unda? albaT 

imis, rom im sazogadoebaSi vaJkacur saqcielze ufro metad Tavxedur 

saqciels scemdnen pativs. patiosanze ufro, matyuarasa da flids afaseben. 

arada rogor SeiZleba daTvs daemorCilo da fexqveS gaego, roca 

gverdiT Zlieri da patiosani lomia. vaJasTvis stumarT-maspinZloba 

erT-erTi mTavari da ZiriTadi kanonia. man kargad icis, rom stumrad 

misuls Seuracxyofac ki ar unda miayeno, xolo maszed xelis aRmarTva 

xom am kanonis darRvevaa da swored es kanoni daarRvia gaTavxedebulma 

daTvma da arc ki inana „imitom rom daTvi Zlieria viri susti, pirveli 

batonia da meore yma... batonymoba, Tu vityviT amisTana unda swored“, - 

dasZens vaJa. vaJa fSavelam, romelmac kargad icoda batonymobis Zala, 

xedavda, rom Zlieri susts yovelTvis Cagravda, TviTmpyrobeloba yovelmxriv 

abeCavebda qarTvel ers da amitomac iyo, rom igi Jurnal „Cveni 

eris“ gverdebidan ibrZoda qarTveli xalxis gamofxizlebisaTvis, 

saqarTvelos damoukideblobisaTvis. 

vaJa fSavelas „daTvis“ garda JurnalSi daibeWda ramdenime leqsi da 

moTxroba, romlebic exebodnen Tavisufali saqarTvelos problemebs, mis 

momavals. am nawarmoebTa umravlesoba ver CaiTvleba mxatvruli Semoqmedebis 

nimuSad. isini dawerilia ubralo eniT. iseTi STabeWdileba iqmneba, rom 

TiTqos, rogorc Jurnali „eri“, aseve „Cveni eri“ literaturul Rirebulebaze 

ufro met yuradRebas mniSvnelovani problemis - saqarTvelos ruseTisgan 

Tavis daRwevis sakiTxis wamoWrasa da mis gadawyvetas aqcevda. 

rogorc vxedavT Jurnali „Cveni eri“ erovnuli mimarTulebis 

publicisturi organo iyo da swored amis gamo iyo, rom meore nomris 

gamosvlis Semdeg rusulma cenzuram igi daxura. „risTvis CaebRauWa 

ase sastikad niko lorTqifaniZis Jurnalebs cenzura, an romeli werilebisaTvis 

ixureboda Jurnali maSin, rasakvirvelia vicodi, magram 

dRes aRar maxsovs“, - werda mogvianebiT i. varTagava (varTagava 1975). 

literatura: 

� „Cveni eri“ 1909, #1: Jurnali „Cveni eri“, #1, 1909. 

� „Cveni eri“ 1909, #2: Jurnali „Cveni eri“, #2, 1909. 

� varTagava 1975: i. varTagava. niko lorTqifaniZe. Tbilisi. 1975. 

135

136 


NINO CHIKHLADZE, MAKA JORBENADZE, NATO PITSKHELAURI 

Ivane Javakhishvili Tbilisi State University 

REFERENCE POINT FOR DEVELOPMENT HIGHER 

NURSING EDUCATION IN GEORGIA 

We would like to acknowledge our Expert Mrs. Mary Gobbi for her great contribution 

for developing higher nursing education reference point in Georgia 

Nursing services play a vital role in improving health service delivery and achieving 

national health goals and the health-related Millennium Development Goals. Health 

related services are different by countries, but in every country nursing is person oriented 

profession and includes: 

� patient care; 

� continuous assessment and monitoring of patient needs and patients reaction 

on the medical interventions; 

� patient/public education; 

� detection of patient care costs defects and service improvement; 

� services providing and coordination in the whole range of medical care. 

Nurses represent the basic unit of the Health care. Population Health depends on 

their knowledge and skills and professional relation with the patient. Nursing is an area of 

knowledge that articulates skills from basic, humanist and social sciences, has built new 

ways of looking and acting in the approaches to comprehensive care of individuals, families 

and communities, governed by exercise of interdisciplinarity and intersectoriality and 

guided by genuine respect for the cultural diversity of society. 

The International Council of Nurses recommends that system of Nursing education 

should ensure that study are regularly updated to satisfy the needs of a changing environment 

and that they are probably applied and address the need for lifelong learning, in accordance 

with the specific historical context of each country. For its part, the WHO recommends, 

for development of science and education in nursing, that particular attention 

should be paid both to the macro determinants and to the needs and demands of health. 

Health needs of society, public interests and social expectation, labor market, global 

trends on nursing field, the recommendation of WHO European strategy for nurses’ 

and midwives’ education, Bologna process, Tuning Methodology – these are the factors 

proving the necessity of the reform in the educational system for nurses. 

The existing system of nursing education in Georgia does not satisfy nurse activity 

requirements as an independent profession and scientific discipline. 

One of the strategic directions for improving the quality of nursing services is implementation 

of Higher Education for nurses. 

The Tempus Project ,,Application of Tuning Approaches in Georgian Higher Educa-

tion System” (JP 27200) has been implemented in ten subject areas, including Nursing. The 

members of Working group on Nursing were: seven representatives of Ivane Javakhishvili 

Tbilisi State University, Faculty of Medicine, two representatives of Tbilisi State Medical 

University and one representative of Kutaisi State University, Faculty of Medicine. 

Tuning methodology distinguishes between generic and subject specific competences. 

Working Nursing Group has translated specific competencies; 

Nursing-specific competences of Nursing can be defined in terms of action, as associates 

with the different skills of nursing care. Nursing Specific competencies include 

five types of competences: (see table #1) 

� professional values and the role of the nurse (6 competences); 

� nursing practice and clinical decision making (14 competences); 

� Knowledge and cognitive competences (10 competences); 

� Communication and interpersonal competences (including technology for 

communication) (9 competences); 

� Leadership, management and team competences (9 competences); (Bradshaw 

A.1997: 347-354). 

1 

2 

3 

4 

5 

6 

Table #1 

Nursing Specific competencies 

Competences: professional values and the role of the nurse 

Demonstrates the ability to practice within the context of professional, ethical, regulatory 

and legal codes, recognizing and responding to moral/ethical dilemmas 

and issues in day to day practice. 

Demonstrates the ability to practice in a holistic, tolerant, non judgmental, caring 

and sensitive manner, ensuring that the rights, beliefs and wishes of different individuals 

and groups are not compromised. 

Demonstrates the ability to educate, facilitate, promote, support and encourage 

the health, wellbeing and comfort of population, communities, groups and individuals 

whose lives are affected by ill death, distress, disease, disability or death. 

Within the scope of his/her professional practice and accountability, demonstrates 

awareness of the different roles, responsibilities and functions of a nurse. 

Within the scope of his/her professional practice and accountability, demonstrates 

the ability to adjust their role to respond effectively to population/patient needs. 

Where necessary and appropriate is able to challenge current systems to meet population/patient 

needs. 

Demonstrates the ability to accept responsibility for his/her own professional development 

and learning, using evaluation as a way to reflect and improve upon 

his/her performance so as to enhance the quality of service delivery. 

137

7 

8 

9 

10 

11 

12 

13 

14 

5 

16 

17 

18 

19 

138 

Competences: nursing practice and clinical decision making 

Demonstrates the ability to undertake comprehensive and systematic assessments 

using the tools/frameworks appropriate to the patient/client taking into 

account relevant physical, social, cultural, psychological, spiritual and environment 

factors. 

Demonstrates the ability to undertake an effective risk assessment and take appropriate 

actions. 

Demonstrates the ability to recognize and interpret signs of normal and changing 

health/ ill health, distress, or disability in the person (assessment/diagnosis). 

Demonstrates the ability to respond to patient/client needs by planning, delivering 

and evaluating appropriate and individualised programmes of care working 

in partnership with the patient/client, their carers, families and other health/social 

workers. 

Demonstrates the ability to critically question, evaluate, interpret and synthesis a 

range of information and data sources to facilitate patient choice. 

Demonstrates the ability to make sound clinical judgments providing quality 

standards and practice based on evidence. 

Demonstrates the ability to use modern technologies to assess and respond appropriately 

to patient/client need (for example through telenursing, multimedia 

and web resources). 

Demonstrates the ability to appropriately use a range of nurse skills, medical devices 

and interventions/activities to provide optimum care. 

Using nursing skills, medical devices and interventions/activities to provide optimum 

care, demonstrates the ability to maintain patient/client dignity, advocacy 

and confidentiality. 


care, demonstrates the ability to practice principles of health and safety, including 

moving and handling, infection control; essential first aid and emergency 

procedures. 


care, demonstrates the ability to safely administer medicines and other therapies. 


care, demonstrates the ability to consider emotional, physical and personal 

care needs, including meeting the need for comfort, nutrition, personal hygiene 

and enabling the person to maintain the activities necessary for daily life. 


care, demonstrates the ability to respond to a person’s needs throughout the 

life span and health/illness experience e.g. pain, life choices, revalidation, invalidity 

or when dying.

20 

21 

22 

23 

24 

25 

26 

27 

28 

29 

30 

31 

Demonstrates the ability to inform, educate and supervise patient/carers and their 

families. 

Knowledge and cognitive competences 

Demonstrates current and relevant knowledge of the theories of nursing and nursing 

practice that can be appropriately applied to nursing practice, patient/client 

care and situations of uncertainty. 

Demonstrates current and relevant knowledge of theories concerning the nature 

and challenge of professional practice that can be appropriately applied to nursing 

practice, patient/client care and situations of uncertainty. 

Demonstrates current and relevant knowledge of the natural and life sciences 

that can be appropriately applied to nursing practice, patient/client care and situations 

of uncertainty. 

Demonstrates current and relevant knowledge of the social, health and behavioural 

sciences that can be appropriately applied to nursing practice, patient/client 

care and situations of uncertainty. 

Demonstrates current and relevant knowledge of ethical theory, law and humanities 

that can be appropriately applied to nursing practice, patient/client care and 

situations of uncertainty. 

Demonstrates current and relevant knowledge of technology and health care informatics 

that can be appropriately applied to nursing practice, patient/client care 

and situations of uncertainty. 

Demonstrates current and relevant knowledge of international and national policies 

that can be appropriately applied to nursing practice, patient/client care and 

situations of uncertainty. 

Demonstrates current and relevant knowledge of problem solving, decision making 

and conflict theories that can be appropriately applied to nursing practice, 

patient/client care and situations of uncertainty. 

Demonstrates current and relevant knowledge of theories related to personal and 

professional development so as to enhance their professional practice. 

Demonstrates current and relevant knowledge of the research process and current 

nursing research that can be appropriately applied to nursing actions nursing 

activities to provide nursing care that is rigorous and evidence based. 

Communication and interpersonal competences (including technology 

for communication) 

Demonstrates the ability to communicate effectively (including the use of new 

technologies): with patients, families and social groups, including those with 

communication difficulties. 

Demonstrates the ability to enable patients and their carers to express their con- 

139

32 cerns and worries and can respond appropriately e.g. emotional, social, psychological, 

spiritual or physical worries. 

Demonstrates the ability to appropriately represent the patient/client's perspective 

33 and act to prevent abuse. 

Demonstrates the ability to appropriately use counseling skills to promote patient 

34 well being; 

Demonstrates the ability to identify and manage challenging behaviour (using 

35 communication techniques to promote patient well being). 

Demonstrates the ability to recognize anxiety, stress and depression (using com- 

36 munication techniques to promote patient well being). 

Demonstrates the ability to give emotional support and identify when specialist 

37 counseling or other interventions are needed. 

Demonstrates the ability to identify and use opportunities for health promotion 

38 and health education activities. 

Demonstrates the ability to accurately report, record medical document and refer 

39 care using appropriate technologies. 

40 

41 

42 

43 

44 

45 

46 

47 

140 

Leadership, management and team competences 

Demonstrates the ability to realize that patient/client well-being is achieved through 

the combined resources and actions of all members of the health/social care 

team. 

Demonstrates the ability to lead and co-ordinate a team, delegating care appropriately 

and meaningfully. 

Demonstrates the ability to work and communicate collaboratively and effectively 

with other nurses in the best interests of the patient/client. 

Demonstrates the ability to work and communicate collaboratively and effectively 

with all support staff to prioritize and manage time effectively while quality 

standards are met 

Demonstrates the ability to assess risk and actively promote the well-being, security 

and safety of all people in the working environment (including themselves). 

Demonstrates the ability to critically use tools to evaluate and audit care according 

to relevant quality standards. 

Within the clinical context, demonstrates the ability to educate, facilitate, supervise 

and support nursing students and other health/social care students or workers. 

Demonstrates an awareness of the principles of health/social care funding and 

uses resources effectively. 

The minimal standards of European Specific competencies assumed as a basis of

Georgian nursing Specific competencies: 

Specific knowledge and understanding 

� Demonstrates current and relevant knowledge of the theories of nursing and 

nursing practice; 

� Within the scope of his/her professional practice and accountability, demonstrates 

awareness of the different roles, responsibilities and functions of a nurse; 

� Demonstrates current and relevant knowledge of technology and health care informatics 

that can be appropriately applied to nursing practice, patient/client care 

and situations of uncertainty; 

� Demonstrates current and relevant knowledge of the social, health and behavioural 

sciences that can be appropriately applied to nursing practice, patient/client 

care and situations of uncertainty; 

� Demonstrates the ability to practice within the context of professional, ethical, 

regulatory and legal codes, recognizing and responding to moral/ethical dilemmas 

and issues in day to day practice; 

� Demonstrates current and relevant knowledge of the research process and current 

nursing research that can be appropriately applied to nursing actions nursing 

activities to provide nursing care that is rigorous and evidence based; 

� Demonstrates the ability to realize that patient/client well-being is achieved through 

the combined resources and actions of all members of the health/social care team. 

Specific knowledge, appropriately applied to nursing practice 

� Demonstrates the ability to recognize and interpret signs of normal and changing 

health/ ill health, distress, or disability in the person (assessment/diagnosis); 

� Demonstrates the ability to respond to patient/client needs by planning, delivering 

and evaluating appropriate and individualised programmes of care working 

in partnership with the patient/client, their carers, families and other health/social 

workers; 

� Using nursing skills, medical devices and interventions/activities to provide optimum 

care, demonstrates the ability to practice principles of health and safety, 

including moving and handling, infection control; essential first aid and emergency 

procedures; 


care, demonstrates the ability to practice principles of health and safety, 

including moving and handling, infection control; essential first aid and emergency 

procedures; 

� Demonstrates the ability to undertake an effective risk assessment and take appropriate 

actions; 


care, demonstrates the ability to maintain patient/client dignity, advocacy 

141

and confidentiality; 

� Demonstrates the ability to inform, educate and supervise patient/carers and their 

families. 

A lot of materials concerning nature of nursing, competences of nurses, learning, 

clinical learning, decision making and professional difficulties are available in the professional 

literature. 

In the framework of the project the starting points were elaborated only for first 

cycle Nursing undergraduate programs. 

The qualification of the first level provides: the basic knowledge of theory and methodology 

of nursing, clinical skills and prepares nurses, who have the practical knowledge 

and ability to use their knowledge in practice by taking into account existing an changeable 

needs of population, nurses with an effective response and ability to react and 

adapt with future priorities, who will be able to act as independent professionals and in 

readiness to receive life long learning and continuous professional development. 

Theoretical and practical training should be integrated in the Undergraduate Nursing 

program. Both components of nursing training are obligatory and they have equal 

importance. Theoretical and Practical training should be based on scientific evidence. 

Nursing education program should be relevant with health care policy priorities 

and epidemiological, demographic, socio-cultural peculiarities of the country. 

An essential component of first cycle education is the implementation of theory in 

practice. 

� Public Health, health promotion, health education; 

� Epidemiology; 

� Behavioral sciences; 

� Biological Sciences; 

� Research awareness; 

� Communication; 

� Professional, ethical and legal issues; 

� Information management and information technology; 

� Management, leadership and organization. 

The skills of the discipline are backed by effective and efficient knowledge, preparation 

and application of care, to help satisfy the needs of individuals, family and community, 

within a biological, psychological, ethical and spiritual context. 

The program designed to enable general nurses to practice in the discipline are subject 

to two European Directive relating to the qualifications of nurses responsible for general 

care (Sectoral Directive 77/453/EEC of 27 June 1977and Directive 89/595/EEC of 

10 October 1989). Duration of the program 4 years, includes 4600 academic hours 50% 

(2300 academic hours) of which is allotted to the practice. 

Teaching and learning approaches should be relevant to the degree profile, content 

and learning objectives of the programme. The learning, teaching and assessment strategies 

selected in Nursing studies programmes will enable the development of reflective and criti- 

142

cal approaches to the study of health. These strategies will reflect the contested and multi-dimensional 

nature of health studies and facilitate active student participation in recognition 

of the essential component that students bring to the learning and teaching process. 

In the process of quality assurance of nursing education adequacy between clinical 

environment and current learning process should be regarded, to say more concretely: 

� Number of clinical staff, their experience, qualification and structure; 

� Motivation of staff; 

� Clinical practice research; 

� Quantitative ratio between patients and staff; 

� Relationship between clinicians and teachers; 

� Nursing philosophy; 

� Means of learning/conditions and supervision; 

� Development of personnel; 

� Quality of patient care. 

However, In the framework of the Tempus Project reference point in Nursing has 

been elaborated and new Curricula for Higher nursing education has been developed in 

Georgia. 

Program of transformation of nurses’ and midwives’ education is a complex strategy 

of government’s actions in order to provide adequate number of well-skilled nurses 

prepared for professional activity for the benefit of health of our country’s citizens. 

References: 

� Tuning 2008: Tuning Educational Structure in Europe. (in Georgian). Tbilisi, 2008. 

� Agan R.D. 1987: ”Intuitive Knowing as a dimension of nursing’’. Advance in 

Nursing Science. 10 (1) 63. 

� Bradshaw A.1997: “Defining competency in nursing: a policy review’’. Journal 

of Clinical Nursing. 6:347-354. 

� Council of Europe, 1995: The role and Education of Nurses: health and society- 

/Council of Europe. 

� Council of Europe, 1995: European Agreement on the Instruction and Education 

of Nurses/Council of Europe. ETS # 059. 

� ICN 2003: ICN Framework of the competencies for the generalist Nurses. ICN, 

Geneva. 

143

144 


TAMAR SHINJIASHVILI 

Sokhumi State University 

THE ROLE OF INTERNATIONAL ORGANIZATIONS IN THE 

DEVELOPMENT OF EDUCATION SYSTEM 

International organizations play an important role in the development of education 

system of various countries, especially of developing countries. In the 60-ies of the 20 th 

century education support to these states from international organizations was perceived 

as a part of the entire educational assistance in the process of decolonization, while in the 

70-80-ies the allocation of international experience has being expanded. In the 90-ies of 

the 20 th century the processes going in Central, Eastern and South-Eastern Europe and in 

the former post-Soviet space as well as the unification process of Europe faced the world 

against new problems and challenges. At the beginning of a new millennium international 

organizations began focusing mainly on issues of globalization of education. International 

organizations cooperate in the field of education with state, as well as civilian-public and 

university partner organizations in nearly every corner of the world. 

Among many international organizations, the UNESCO’s activity in education 

sphere is especially noteworthy. UNESCO is a specialized agency of the United Nations, 

which was founded in 1945. Its aim for peace and international security interests is to 

promote dissemination of education and culture, to develop science, to respect human 

rights and fundamental freedoms despite of race, sex, language and religion (http://www- 

.unesco.org/new/en/unesco). 

UNESCO fulfils its own principle through five major areas, such as: education, natural 

sciences, social and humanitarian sciences, culture, communications and information. 

UNESCO's activities cover a wide range of issues - fight against illiteracy, education funding 

and planning, creating training centers for engineering-technical personnel in developing countries, 

international development cooperation activities in the field of science, researching 

the problems of human rights and peace strengthening, practicing space communication for 

education purposes. UNESCO has six priority areas: 1) education, 2) science, 3) culture, 4) 

communication, 5) social sciences and development, 6) peace and human rights. 

On October 7, 1992, Georgia became a full member of the UNESCO. In the same 

year a secretariat of National Commission for UNESCO was formed at the Ministry of Foreign 

Affairs, where the Commission of Affairs of UNESCO was elected and its members 

became distinguished representatives in the field of education, science, culture and communication 

and prominent officials. Nowadays, the Cooperation of UNESCO-Georgia acts in 

the framework of the Memorandum of Understanding signed in 1995. UNESCO has participated 

in celebration of many important dates of Georgia (http://www.mfa.gov.ge-/index- 

.php?-lang_id=GEO&sec_id=542).

On April 27, 2009, at the UNESCO Headquarters in Paris, Georgia was elected on 

a four-year term in the International Bureau of Council of Education of UNESCO (IBEE) 

and in the Intergovernmental Bioethics Committee (http://www.unesco.org/new/en/social-and-human-sciences/themes/bioethics/intergovernmental-bioethics-committee). 

There are 23 associated schools of UNESCO in Georgia. Among them eleven 

schools are in Tbilisi and the rest – in different regions of Georgia. In August 2007 Kurta 

and Avnevi public schools joined UNESCO network of associated schools, where Georgian 

children study as well as Ossetian ones. Schools will be given the opportunity to 

communicate with schools of the same status, to participate actively in various international 

events, to implement many projects with the help of UNESCO and to cooperate with 

major international organization. Associated schools implement various projects within 

UNESCO’s competence in the main directions of the fields such as cultural heritage, tolerance, 

ecology, human rights, etc. Schools also take part in UNESCO's various large projects, 

including one of the most famous “mondialogo”, which aims to join about 50 schools 

of UNESCO’s 37 member countries and to implement joint projects. From 

UNESCO’s associated schools of Georgia the public school #47 named after St. Nino in 

Tbilisi has been selected, which worked on the project “Peace and Non-violence” together 

with the Philippine Women's High School. From February 25 to March 2, 2010, in 

Vilnius the Lithuanian National Commission for UNESCO conducted a training meeting 

of the UNESCO Associated Schools teachers. In this meeting together with public school 

teachers of Tbilisi, Rustavi, Ozurgeti participated the UNESCO Associated Schools’ teachers 

from Lithuania, Armenia, Azerbaijan and Austria. The main topic of the meeting 

was an intercultural dialogue. Teachers shared their experience in this regard and outlined 

future cooperation plans (http://www.mfa.gov.ge/index.php?lang_id=GEO&sec_id=545). 

In October 2009, the 35 th Session of the UNESCO General Conference defined 

education priorities such as to achieve the goals of program “Education for All” and to 

ensure global and regional leadership in education. Special attention will be paid to issues 

of literacy, professional development and technical and vocational education. 

According to the one of the indexes of the United Nations Educational, Scientific 

and Cultural Organization (UNESCO) Georgia has moved to the 22 nd place. The data of 

“Education for All Development Index” is a part of the report of UNESCO’s “Education 

for all” monitoring. UNESCO has published this report since 2000. And since 2004 countries 

have been divided according to the index in three categories: high, medium and 

low. Chile, Cuba, China and the former Soviet Union countries belong to high-rate countries 

together with European countries. The purpose of “Education for All" program is to 

reveal the problem of increasing of access to education in developing countries and to react 

upon them. The Index measures the access to education (EDUCATION FOR ALL) 

according to different results. These are: primary education, literacy among adults (over 

15 years old), gender equality, quality of education (according to the 5 th form). According 

to the data analysis of 2007 which for the first time has become known now, Norway is 

on the first place, Japan - on the second, Germany - on the third. Georgia, according to 

145

the last three years reports, belongs to the high index countries. UNESCO's report published 

in 2010 is based on the data of 2007. Compared with the data of the previous year 

(compared with the data of 2006 published in the report of 2009), Georgia moved from 

the 40 th to 22 nd place. According to the report of 2008, Georgia was on the 28 th place 

(http://www.unesco.org/newfileadmin/MULTIMEDIA/HQ/ED/GMR/pdf/gmr2010/gmr20- 

10-annex_1-edi.pdf). 

International organizations, funds, associations, research and scientific centers, some 

universities have many types of grants and scholarships for students, graduates, young 

scientists for continuing education and training and for researching through various 

programs, including: program Erasmus Mundus - scholarship programs of postgraduate 

education for students and young scientists in Europe's universities; international program 

of Ford Foundation scholarship - further training grants (scholarships) of university education 

in social and humanitarian sciences in any country of the world; German Academic 

Exchange Service (DAAD) - many types of scholarships for students, people with 

higher education and young scientists; Dutch Organization of international cooperation 

in higher education field Nuffic – a short-term (6 - 24 months) scholarship program for 

elder course students and graduates (except for PhD Program); Eiffel Scholarship for successful 

students in engineering sciences, economics, management, law, political sciences 

and public administration; the program “kopernik” for young economists, engineers and 

lawyers from East Europe; Eurasian Undergraduate Exchange Program; Edmund S. Muskie 

Graduate Fellowship Program; Teaching Excellence and Achievement Program of 

Eurasia/South Asia; internet access and training program; small grants program; there are 

also known UNESCO/Keizo Obuchi scholarship for persons who possess master's degree 

and are willing to carry out research work abroad for the period of 3-9 months. 

Another important international organization is the International Institute of Education 

Policy, Planning and Management (EPPM), whose mission is to assist Georgia in implementing 

education reforms that are based on the principles of open society and values. 

The Institute aims to contribute to: creation a modern, competitive system of education; 

development of local capacities of planning and management of education system; implementation 

of positive system changes in education field and popularization of educational 

reform (http://www.eppm.org.ge/index.php?page_id=1562&link=1562&language=2). 

The activities of IREX are noteworthy. IREX is an international nonprofit (noncommercial) 

organization, which implements leadership and innovative programs to improve 

the quality of education, to strengthen independent media, and to support pluralistic 

development of civil society. Over 400 professionals work for IREX worldwide. IREX 

and its partner IREX Europe implement consulting activities and various programs in more 

than 50 countries and among them in Georgia as well. 

IREX collaborates with individuals, organizations and governments to improve 

education and to expand its access. Programs elaborated by IREX promote long-term 

education, including primary, secondary and higher education, and further professional 

trainings. This program covers the following areas: 

146

� Development of educational institutions. 

� Trainings of teachers and other members of faculty, both in pre- and in the process 

of learning. 

� Preparation of curriculum. 

� Support of international researches and ensuring of professional fellowships. 

� Study abroad for Bachelor and Master degrees. 

� Introduction technologies in educational field. 

Among the programs, which IREX implements worldwide should be mentioned: 

Edmund S. Muskie Graduate Fellowship Program (Muskie), Eurasian Undergraduate 

Exchange Program (UGRAD); Individual Advanced Research Opportunities Program 

(IARO); Teaching Excellence and Achievement Program of Eurasia/South Asia (TEA); University 

Administration Support Program (UASP) - Sokhumi State University participates in 

this program as well. In the business sphere of the United States - an internship program for 

young women from Eastern Europe (http://www.irex.ge/index.php?sec_id=7&lang_id=EN). 

To a certain level, the U.S. Embassy in Georgia contributes to the development of the 

education field in Georgia. Representation of the American Embassy opens American corners 

in different cities of Georgia. American Corner is a small, American-type library, 

which is located in local partner organizations, mostly in libraries. American Corner is a joint 

partnership project that promotes mutual understanding and cooperation between the 

United States and Georgia. English language materials located in American Corner are free 

of charge and open to all interested citizens. There are kept books, audio video recordings, 

and American documentary films. Georgian students and teachers get information about 

American culture and history. American corners help individuals to raise their knowledge in 

American Studies (http://georgia.usembassy.gov/american-corners.html). 

The United States Agency for International Development (USAID) has developed 

Education Management Project, which was created for development of management capabilities 

in education sector through an education management training program for administrators. 

Project goals are: long-term improvement of institutional strengthening of 

Georgia for transformation of education system and for its better management; also ensuring 

the effectiveness of educational processes of management, finance and accreditation 

processes through the support of the Ministry of Education and Science, the Ministry’s 

educational agencies and education resource centers. Implementation date of this program 

is September 2009 – September 2011 (http://georgia.usaid.gov). 

Georgia actively cooperates with international teachers' training center (CIEP), which 

is a French public institution and subordinates to the Ministry of French General Education 

and Higher Education and Research. Its purpose is an enhancement of international cooperation 

in the education field. All over the world the center is known for professional training 

and for its competence and experience in evaluation field. It is also well known for an international 

cooperation role in the education field (http://www.ciep.fr/en/index.php). 

Thus, the contribution of international organizations in most cases is extremely important 

in the development of national education system. They have a role of financial do- 

147

nors and provide serious assistance to the implementation of current reforms in education 

system. Many citizens of Georgia raise their knowledge and qualifications in the world's 

leading universities with support of these organizations, and I hope in the future relations 

and cooperation with international organizations will be further developed. 

References: 

� The Constitution of UNESCO: http://www.unesco.org/new/en/unesco/about-us/who-we-are/history/constitution 

� The Main Events, UNESCO-GEORGIA: http://www.mfa.gov.ge/index.php?-lang- 

_id=GEO&sec_id=542. 

� UNESCO, Social and Human Sciences, Intergovernmental Bioethics Committee: 

http://www.unesco.org/new/en/social-and-human-sciences/themes/bioethics/intergovernmental-bioethics-committee 

� UNESCO Associated Schools Project: http://www.mfa.gov.ge/index.php?lang_id- 

=GEO&sec_id=545. 

� Education for All Global Monitoring Report 2010, The Education for All Development 

Index: http://www.unesco.org/newfileadmin/MULTIMEDIA/-HQ/ED/GMR- 

/pdf/gmr2010/gmr2010-annex_1-edi.pdf. 

� International Institute of Education Policy Planning and Management, Mission of 

the Organization: http://www.eppm.org.ge/index.php?page_id=1562&link=1562- 

&language=2 

� International Research & Exchange Board, Georgia Office, IREX Georgia-programs: 

http://www.irex.ge/index.php?sec_id=7&lang_id=ENG 

� Education, American Corners: http://georgia.usembassy.gov/american-corners.html 

� About CIEP: http://www.ciep.fr/en/index.php 

� Education Management Projects: http://georgia.usaid.gov. 

148


RUSUDAN PIPIA 


TRAINING OF LECTURERS OF LITERATURE IN MASTER’S PROGRAM 

The state has announced a profession of an educator as a regulated profession. 

This underlines the fact that education is one of the most important professions and it 

must be regulated on the state level. With this respect the state undertakes the obligation 

before its citizens to provide all children with possibilities of gaining qualitative education 

from qualified educators. 

In order to have better school for the society, it is necessary to have educated teachers 

equipped with modern knowledge and methodological novelties. On the Faculty of 

Education the undergraduates’ training for Teachers of Native Language and Literature of 

basic and secondary schools must be considered on the light of changes ongoing in the 

educational field. It is known that the assignment of Master’s Program is to improve research 

skills to future teachers in order to teach pupils working based on synthesis and analysis 

at school forwards. 

The reality around us requires from everyone equally introducing the new theories 

of studying and teaching in our own cognition that will support us in using the gained 

knowledge and practical understanding in future. Today, so as never, the challenge of deficit 

of literacy is acute before pupils, students and teachers. In the epoch of technology 

and information development almost the main values have been lost that we considered as 

measurement of literacy and education of the society. 

The students of Master’s Program specializing in Education who will decide to become 

teachers of Georgian Language and Literature of higher step of secondary school, 

should focus on those latest methodological approaches to the teaching which were being 

introduced by professional development centers of National Educational Plans and Assessments 

and Teachers of Ministry of Education and Science of Georgia during the last years. 

The new approach towards school educational system requires theoretical and practical 

training even from the studentship period. As it is known theory and practice may be 

remained separately even when students graduate from University if during studying there 

were no special efforts to make conformity with them. 

Modern American Scientist – David Perkins points out that “Public schools have a 

great responsibility – transferring the appropriate knowledge to the persons having different 

aspirations, talent, thinking, behavior, basic knowledge and internal world. School is 

as surprise as a lamp – integral and common part of our everyday life, but with a historical 

view, by its assignment and tasks, quite new and exotic” (Perkins 2007:9-10). Very 

often at this institution they teach by old, established methods and as the researcher mentions 

we do not have a shortcoming in knowledge, but in its usage. 

149

Unlike the traditional approach towards education in which a teacher’s aim is realization 

of the established educational program, but in the approach focused on a pupil it 

is important to open and develop “style” of every pupils. In the event of the traditional approach 

an educator with the textbooks was a key and competent source of knowledge, under 

the new approach conditions a teacher is mostly an organizer of independent, active 

perception action of the students, their competent consultant and assistant; if upon the 

traditional approach a teacher was a controller subject to the students’ education, in the 

new approach conditions during students’ assessment, the educator’s professional skills 

are mainly directed to the action diagnostics in order to timely overcome difficulties of 

cognition or challenges of education usage by the qualified action. This role is much more 

complicated than traditional teaching and requires more mastering. 

A future teacher of Georgian Language and Literature should know that she/he will 

be a guide in the art field. “Role of art and humanitarian sciences is important not only for 

human individual development, but for determination of directions to the country’s development, 

and respectively, its political, economic and social arrangements” (Samniashvili 

2008:47). A future educator must study the latest approaches of features texts analysis, 

mode western tendencies of inter-textual and discussion thinking skills formation, the 

possible ways and facilities of their introduction on the Georgian base even at the university. 

We should assist to the undergraduates in understanding Georgian writing in the 

worldwide context. Educational course means professional development of masters that 

will support them to understand the educational process newly, lead it in accordance with 

the modern requirements. Understanding the ways of their introduction into the practice 

and methodology in accordance with modern standards of literature education, studying 

new aspects of modern literature studies information and theoretical tendencies, orientation 

on the result upon literature teaching will be reached by integration of the traditional 

and modern methodical approaches. Educational reform means changing the requirements 

existing in the teaching methodology of Georgian language and literature at schools. 

Modern teacher must know by all means new methods on a lesson delivery in which 

the rich methodological literature available nowadays will support to her/him. 

Within the program the following issues will be studied: analysis of teaching facilities, 

usage of human resources, setting the ways to the professional development, interpretation 

ways of main principles of national educational plan, modern literal theories and 

their methodologies, inter-textual aspects of literature teaching, methodological concepts 

and approaches, theory and practice of texts understanding and interpretation, feature text 

understanding and self-expression, features organizational characteristics, key stages of 

Georgian literature, modern theories of periods classifications, methodological basics of 

Georgian spiritual writing, thinkretism and monumentalism “face-idea” and “face-character” 

concepts of middle centuries literature, Georgian writing in the world wide context, 

typological directions, ontological principles of semantic determination, usage of 

public reporting preparation strategy upon inter-textual and inter-disciplinary education, 

effective usage of oral speech, determination of compositional specifications and structu- 

150

al elements of genre, epoch and culture, feature text with a view of the XX century literal 

processes, conceptual analysis of literal tendencies, development of writing skills, 

ways, methods, strategies; discussion of mistakes, writing analysis of literal texts, the newest 

literal tendencies and their teaching methodological principles, analysis of modern 

approaches and strategies, modern systems of assessment, types of assessment. 

New methods of teaching offer us an education focused on problems in which the 

issues must be understood by students. Such approach does not mean that contextual 

knowledge is not significant. Solid knowledge collected by a person must be based on 

thinking and analysis (Textbook of seeker:18). Modern teaching is full of options, students 

and teachers can be literate and good consumers of knowledge. 

In the interactive teaching-studying issues theory and practice should not remain separately 

for a student of the university. The special efforts are required for making conformity 

of knowledge with the reality being in the classroom. It is worth to be taken into consideration 

that one of the main signs of the trained teachers is combination of the qualities 

of their minds and mood-attitude that supports and enables them to respond to the dynamics 

of the classroom and plenty of requirements of children with the inner readiness. 

“Today being a teacher is equal to heroism”, - said a practical teacher and indeed, university 

should instill in the students a wish of aspiration towards this heroism, develop the 

practical and theoretical skills that will follow them as a guide on the way of this heroism. 

References: 

� Perkins 2007: David Perkins, Reasonable schools, Tbilisi. 2007. 

� Samniashvili 2008: Samniashvili L., why do we teach literature? – Journal “Teacher”, 

Tbilisi, 2008, #2, 

� National Curriculum 2010: National Curriculum. Tbilisi, 2010. 

� Textbook of Seekers 2010: Textbook of Seekers. Tbilisi, 2010. 

151

152 


BROLISA TSULAIA 


ISSUES OF NATURAL SCIENCE IN GEORGIAN SCHOOL TEXTBOOKS 

Teaching of natural science in elementary classes and its teacher has a honorable 

and responsible mission, because exactly in this period a child takes the first steps towards 

understanding the surrounding environment; the pupil’s point of view is expanded, 

the interests towards research, discovery of novelties and cognition are stirred up (Elbakidze 

2010:27). And because of nature is the key source of human cognition and beauty 

perception, children seek novelties in nature and its surrounding environment and the fundamental 

research wish is developed to them. 

The pupil has certain views about the world, the teacher should try to share these 

views critically in order the pupil to be able to understand properly these new concepts 

and information (Donovan 2010: 73). In the process of learning these concepts and information, 

the method of conducting a lesson interestingly by the teacher of natural science 

has a great importance. Today the most common and effective methods are excursion and 

expedition, experiment and other practical works (Elbakidze 2010:27). These indicated 

methods help the pupils to get acquainted with the features of nature objects and essence 

of nature events. I am sure these methods will form among the pupils abilities of formation 

of real concepts, collection, generalization, comparison of information, its analysis and 

doing conclusions (Elbakidze 2010:28). Despite the above-mentioned methods, literary 

works especially contribute to formation of love and special attitude towards the nature. 

These works are abundantly used in the school textbooks by Iakob Gogebashvili. 

Iakob Gogebashvili, a founder of Georgian scientific pedagogy and methodics, 

knew that school serves to two mankind aims from the first days of children’s development. 

This is 1) equipping children, youth with knowledge and 2) their education with health 

human qualities. The great teacher even knew that for achieving these goals the school 

textbooks are charged with great responsibility together with educators in which methodical 

and learning-educational working content is represented. 

I think that the works of such poets and writers must be included in the school textbooks, 

who represent wonderful pictures of nature in their compositions. For example, 

the classic of Georgian literature Vazha-Pshavela is one of the poets who made nature 

speak in his creation. That’s why his creation has a special place in the textbooks of elementary 

classes too, he paints nature panorama with whole inspiration in his compositions. 

We have to merge traditional and innovative in Georgian educational policy e.i. that 

what was positive and tested in Georgian textbooks of natural science should have been 

still provided today. The authors of textbooks of primary classes should pay a great attention 

to the education of nature love in teaching. Teaching material with connection of nature

provides aesthetic education for children. In children human attitude is increasing towards 

flora and fauna and it has a great importance for establishing generous human qualities. 

Involving of children’s stories in school textbooks of primary classes is approved and 

experienced method for Western educational system (Donovan 2010:74). One of the Western 

researchers shows for illustration the story by Leo Lioni about a fish and the birds and 

makes a conclusion, that new views are formed among the children on the basis of the existing 

views and experience (Donovan 2010:75). Similar method was used many times in 

Georgian school textbooks of the 90-ies of 20 th century. For example, in “Deda Ena” 

(“Mother Language”) and “Bunebis Kari” (“Nature Door”) by Iakob Gogebashvili, in 

“Story told by Young Deer” by Vazha-Pshavela as well. It is known that in his works a brilliant 

Georgian writer Vazha-Pshavela painted with inspiration the panorama of nature, the 

interior condition of children of nature and the writer’s human attitude towards the nature. 

In this regard it is especially important “Story told by Young Deer” by VazhaPshavela. 

This little story warmed by amazing love towards nature completely attracts reader’s 

attention from the very first lines. 

“I’m tiny, orphan. Fortune enslaved me: I became an orphan at a bad time. I have 

little short thin fur with white spots. I have not even horn and teeth yet, I have not even 

hoof hardened. I go way-lost. Look at my bloody foot. I hurt it when I came down in the 

gorge for drinking water. I suffer from heart Oh, my poor mother! Until I had a mother 

alive, she constantly caressed me: she milked, caressed and warned me. What must I do 

without her now! I do not have milk; only soak dew from grass in the morning and in the 

evening when there is dew there, and so I kill the desire of milk with it. As I am homeless 

I am afraid and am trembling, every day I wait for death, I wander. Oh, my God, how 

many enemies we have!.. Terrible, contrite scenes of speechless mother-child caress are 

interchanged each other; we feel deep human feeling towards an orphan, poor child. There 

are terrible pictures of humans’ heartlessness: a bloody mother and a child, and a young 

hunter with hem rolled Chokha, who cries “Long live!” to the terrible death; a homeless 

young deer, big watery eyes and large eyebrows with amazing beauty, and finally the 

young deer’s sobbing – I’m an orphan and who knows who will become an owner and 

who will paint hands by my blood?! – It makes a strong influence on children’s spirit and 

not only on children’s spirit! 

The emotional impact of power of young deer is high and quite effective, one clever 

teacher mentioned on the force of emotional influence of “Young Deer” that children 

stop breathing, suffocating with tears, they are poor and very sorry for it, indeed. But 

Iakob Gogebashvili points out… What can we do? As Jean Jacques Rousseu said, if a 

child does not experience hardship in the childhood period, he/she will not learn a real life. 

Deep and heavy feelings gained in the childhood are reliable guarantor of humanity. 

Such strong emotional expression of the materials on nature has a great importance 

for perfecting the pupil’s emotional environment. Vazha-Pshavela and Iakob Gogebashvili 

knew a child’s nature best of all and were distinguished from refined aesthetic taste 

themselves too. Such aesthetics is shown in the works of Iakob Gogebashvili, which ma- 

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de the human form human attitude towards the world and which should be have its basis 

in the childhood. 

Almost for fifty years Iakob Gogebashvili worked to teach nature to Georgian public 

school. Public school should manage to provide children with nature knowledge so 

that they could pave the way not only to the scientific nature science, but have an interest 

to study it fundamentally. 

Our homeland, Georgia really has the right to be proud that its nature, our mercy 

and source of kindness, had and has plenty of great defenders, panegyric persons and guardians. 

For proving it the names of Vazha-Pshavela and Iakob Gogebashvili are enough. 

Vazha-Pshavela wonderfully assessed the specifications and balance of nature. He wisely 

and originally reflected contraries and adversity existing into nature there. 

How deeply love of nature must be put in Vazha’s heart, and not only in his heart, 

but in his whole spirit that he said so daringly and freely – “Mist is thinking of mountains”, 

he addressed them so wonderfully and with faithful dream – “why did not you sing, mountains!” 

he listened and understood the heart beating of mountains and singing of mist. 

“Kuchi”, “Ia”, “Poet of Nature”, “Dried Beech”, “Story Told by Young Deer”, 

Kuchi’s conversation with rock – “Rock! Are you my mother and father, my defender and 

owner? – I am, do not be afraid, You black dark!... Vazha’s pray – Land, let you look after 

to this darling violet, protect it, be its parent as it’s your character! How much love, 

sadness, cares is entwined in these lines. The hunter’s knife soiled by blood, wet poor 

eyes of dying deer, pounded hoofs of the orphan young deer – this is the greatest accuse 

towards inhuman cruelty of humans and men, isn’t it?, and on the other hand, this is a gift 

for instilling aspiration of pure, inspirited love towards nature the similarity of which no 

tongue can express! 

Iakob wonderfully, with inspiration came true human’s highly reasonable attitude 

idea towards nature and elevated this idea from an ordinary didactic event to the highest 

level of moral-pedagogic wisdom. 

Iakob Gogebashvili carried out energetic activity to study love of nature to pupils, 

youth and people, to develop understanding of protection and defense in them. In the foreword 

of “Nature Door” he wrote: “Georgian nature is so rich and adverse that European nature 

cannot be close to it. But we cannot appreciate this rich nature thanks to the wrong education. 

Because of it our nature are patronized by foreigners equipped with real knowledge, 

purchasing plenty of property and we remain without anything” (Oboladze 1999:27). 

During sets of years Iakob worked for it diligently to make more attractive “Nature 

door” for children. Upon its composition he wrote: “we made the round of the matters of 

the subject such as classification of plants and animals and their anatomical structure, the 

direct subject of nature science textbook. Instead of it we paid a great attention to what 

connection exists between plants and humans, how animals live, how they struggle for living, 

what place they take into the nature, what attitude they have to the other animals and 

humans and towards their homeland (Gogebashvili 1912:44). Iakob selected educational 

material with great care: “letters on nature are composed by us on base of the best sources, 

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for example, “Vestnik Estestvennikh Nauk”, works by Brem, Karfokhty, Bagdanovich, 

Vagner and others”. He with great care attempted to facilitate, make attractive materials for 

children. With this aim he wrote: “We gave our letters mostly narrative form that facilitates 

pupils in the subject mastering twice and three times more” (Gogebashvili 1912:45). 

In “Nature door” there are represented enough materials on environmental nature 

and its usage for human well-being that Iakob considered as the most necessary and the 

first matter for public school. It caused that this textbook was being richened systematically 

with nature materials. Iakob Gogebashvili studied the achievements obtained in nature 

science with great interest and dealt with their selection and didactic processing with 

a high responsibility. 

According to the humans’ approach rules towards nature and its observation, studies 

of leading ideas on this subject and specifications of children’s development, in Georgian 

public school with the aim of rational basement of the matter of nature study, Iakob 

Gogebashvili created consequent pedagogical system. This system jointed sensitive, cognitive, 

labor and aesthetic initials organically. This means that the providing properly selected 

teaching materials must be based on education of humans’ correct relation towards 

nature for children (Elbakidze 1999:27). Iakob Gogebashvili learnt and explored the 

existing condition regarding learning the issues of nature in European school at that time. 

After that he could impact and raise the issues of nature in Georgian school textbooks and 

develop them (Tsulaia 2009:83-86). 

It is clear that in such conditions the inheritance formed at the end of the last century 

in natural science by Iakob Gogebashvili is not enough any longer in order that school 

follows to the modern life. That’s why nowadays it is necessary to elaborate effective 

system of nature protection measures. But this fact doesn’t mean to deny the inheritance 

and experience of Iakob Gogebashvili. We have to introduce novelties in Georgian textbooks 

of natural science based on this rich tradition. As Iakob would say, let’s enrich the 

pupils’ mind with “skill and easiness”, teach them to use the power of nature and fill the 

the children’s hearts with “high human feelings” (Gogebashvili 1990:229; Inasaridze 

2009:6). The main function of today’s school as before is forming a pupil as a person 

holding civil values, who realize his/her duties towards mankind and natural environment. 

References: 

� Gogebashvili 1912: Gogebashvili I., Deda Ena (Mother Language). Tbilisi, 1912 

(in Georgian language). 

� Gogebashvili 1990: Selected Works, Vol. II. Tbilisi, 1999 (in Georgian language). 

� Donovan 2010: Donovan M. Susan and Kon. D. Brensford, How We Learn: History, 

Mathematics and Natural Sciences, in the book: Article on the Issues of education, 

Center of Teachers Professional Development, Tbilisi, 2010 (in Georgian language). 

� Elbakidze 2010: Elbakidze N., the Methods of Subject Teaching at the Primary Le- 

155

156 

vel for Teaching Natural Sciences, edition of Center of Teachers Professional Development 

“Teacher”. #4 (10). 2010 (in Georgian language). 

� Inasaridze 2009: Inasaridze M., Lobzhanidze S., Mamukadze Sh., The Textbook 

of Teacher Ethics, Situations From School Life, Center of Teachers Professional 

Development, Tbilisi, 2009 (in Georgian language). 

� Oboladze 1999: Oboladze U., Kajaia G., “Nature and Man” in I. Gogebashvili’s 

Literal Inheritance. Tbilisi, 1999 (in Georgian language). 

� Tsulaia 2009: Tsulaia B., Iakob Gogebashvili – a Naturalist, international periodical 

edition “Education”, #1, Tbilisi, 2009 (in Georgian language).


LELA REKHVIASHVILI 


ASPECTS OF COOPERATION BETWEEN A CLASS TUTOR 

AND PUPILS INTO THE MODERN SCHOOL PRACTICE 

The reform ongoing in the educational field requires from school management to 

focus on the newest methodological approaches of education having been introduced 

by Professional Development Centers of National Educational Plans and Assessments 

and Teachers of Ministry of Education and Science of Georgia recently. 

The modern American Scientist – David Perkins points out that “Public schools 

have a great responsibility – transferring the appropriate knowledge to the persons having 

different aspirations, talent, thinking, behavior, basic knowledge and internal 

world. School is as surprise as a lamp – integral and common part of our everyday life, 

but with a historical view, by its assignment and tasks, quite new and exotic.” 

At school a child is brought up with education too. A man is a social person, so 

the educational function of school the aim of which is emotional-willing, valued-motivated 

components formation, is just realized in the relations between “a pupil and a teacher”. 

The central figure of educational process is a class tutor. 

A class tutor’s working is a purposed, systemic, planned activity that is based on 

the educational program of the institution, positive and negative tendencies of social life, 

active objectives set before school teachers’ collective, approach oriented on a person 

and relations of class group (Perkins D. 2007: 9-10). 

The tutor represents a formal and actual leader of group, carrying a culture, organizer 

and participant of children’s creative activity, advisor, inspirer, guardian and a 

friend of his/her pupils. 

The tutor should elaborate humanist educational program in relations with children, 

the aim of which is formation and opening the creative individualism of each persons, relations 

establishment on confidence, respect and inter-assistance towards classmates. 

An educator makes humanization of relations among pupils in groups, supports 

in formation of moral and spiritual orientation, manages organization of social-valuable 

relations, creates emotional comfort, positive psycho-pedagogic conditions for development. 

Supporting the relations with children of various ages tutor at the same time 

cares on the position and place of the class in the school collective. 

Class educational system is characterized by the concepts, such as: “kindness”, 

“collective”, “confidence”, “creation”, “respect” and etc. The tutor attempts that these 

values to be the base of each member’s activity in the collective and to manifest in the 

relations and attitudes inside and outside of the collective. 

The principles of the relations between a tutor and pupils represent a ground of 

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elations of a tutor towards class group. Effectiveness of educational processes, also 

psychological micro-climate of the class is depended on defense of the class. 

We allocate the following principles of cooperation between a tutor and pupils: 

� Unconditional acceptance of each pupil with his/her strong and weak characters; 

� The teacher’s inaccessibility upon assessment of pupils’ behavior; 

� Opening and providing dialogues in the relations with pupils; 

� Skills of managing character, mood, recovering influence of partial opinion; 

� Ability to acknowledge his/her own and others mistakes; 

� Usage of humor, as methodical way of working in relations with pupils 

(Tsomkalo 2007). 

When a tutor begins working in a new class, it is desirable to speak to pupils 

about the principles on their future relations, also about the traditions, habits and relations 

his/her former pupils had. It is reasonable that children answer to the questions the 

answers of which will create a good psychological micro-climate: 

� What must a friendly class look like? 

� What must be done in order to become a class friendly? 

� Which traditions exist in your class? 

� What measures must become traditional? 

A tutor should teach behavior rules and procedures to the pupils by active educational 

methods that pupils will consider them as necessary condition of behavior or Code 

of Dignity. The practice gives us a very productive result with a view of which the pupils 

themselves are engaged in the creation of rules as the sense of responsibility and property 

is developed to them. They discuss and participate in the creation of rules with elders. 

Rules should not be numerous, they must be clearly established and cover such types of 

formulations thanks to which a pupil will know what rights he has got to do. 

The significant element of relations between a tutor and pupil represents contrary 

connection that enables a teacher to see what result was obtained by his/her actions. It is 

recommended for a teacher to carry out a class questionnaire at the end of trimester that 

will give an opportunity to manifest the pupils’ opinions about their relations. It is desirable 

to let a child write his/her wish or give note to the tutor at the end of the questionnaire. 

Such tradition forces the tutor to be exigent towards herself/himself and working. 

Wondering what relation aspects are between a tutor and pupils, we carried out 

the questionnaire at Tbilisi Public School # 10 where 32 eight graders participated. 

1) What subjects does your class study? 

The pupils provided the following list of subjects: Mathematics, Georgian, Russian, 

Foreign language, Physics, History, Geography, Music, Biology, Chemistry. 

2) From the subjects listed which subjects’ educational process is interesting 

in your opinion and why? 

In some cases children named two or more subjects. Special love was manifested 

towards History, as “I understand history of my country”, “because a teacher explains a 

lesson very interestingly” and etc. 

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History – 61.5% Foreign language – 15.4% 

Geography – 23.1% Chemistry – 15.4% 

Mathematics – 23.1% Georgian – 23.1% Physics – 7.7% 

3) Which subjects’ education are not you satisfied with and why? 

46,2% of the pupils expressed a claim towards Russian language education. 

“Russian, because nobody loves and children make noise”; “a teacher teaches 

badly and I cannot hear anything in noise”; “a teacher does not teach grammar”, “there 

is no possibility to gain knowledge.” 7.7% of the pupils named “Geography and Nature, 

because a teacher is very severe”. 

The same number of the pupils mentioned: “Chemistry, because we need to have 

better teacher who will reasonably and interestingly explain us a lesson”. 

One pupil was found to be a very thirsty of knowledge who stated: “none of subjects, 

because teachers do not require much, but I want to understand and know.” The 

other pupils are satisfied with education of all subjects. 

4) In your opinion, what is inter-cooperation between teachers and pupils in 

your class alike? 

The majority of respondents assessed cooperation of teachers and pupils positively 

– 69.2%; while 15.4% - negatively, some of them stated that “a certain part of the 

pupils in the class has a good attitude, some – less than good”. “There is no inter-cooperation 

at all as pupils are very aggressive towards teachers and each other”. 

5) To your mind, what must the relation between a teacher and a pupil be alike?” 

All participants of the questionnaire stressed that the relation must be “good”, 

“friendly”, “relatively”. See answers of some of them: “maternal relation, but in our 

class none of the pupils and teachers have such relation”; “a pupil and a teacher must 

understand each other and a pupil must not be scolded due to a mistake”; “there must 

be good attitude, but they should not be very close to each other and teachers should 

not differ children from each other”; “a teacher should be a close person to a pupil who 

will share all her/his troubles.” 

6) How do you think, does the school where you go satisfy your requirements? 

a) In case of positive answer, please, explain. 

b) In case of negative answer, please, explain. 

69.2% of the respondents are satisfied with the requirements set towards the 

school, while 15.4% - do not. “Yes, it satisfies as I learn much information I wonder”; 

“yes, because school arranges different kinds of competitions, games and etc”; “I am 

partially satisfied as nothing is perfect”; “in spite of several issues that are needed to be 

corrected, I am satisfied with education level at this school at least”; “yes, because there 

are good laws established and there are many demands towards teachers”. 

“No, because, children are aping at the lessons and a teacher wastes time on their 

reprimands”; “it does not satisfies me. If there were more presentations children would 

learn much”; “I am satisfied intermediately. Food is expensive in the canteen, but a 

child is forced to buy meal at school as guard does not let them go out “. 

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7) If you were a tutor what would you change? 

15.4% did not answer to this question; the same number of the pupils would 

change nothing, 23.1% would change discipline, the answer of the rest respondents 

was indirect and interesting. “I would change discipline and attempt to be friendlier 

with children”; “I would be friendlier with children, I would carry out different questionnaires, 

competitions in the class”; “If I were a tutor, I would treat children more 

warmly and assist them in some matters”; “I would teach children culture, politeness, 

love to each other. For achieving it every day I would leave 5-5 pupils after lessons and 

speak about these topics to them”; “What would I change?! Curtains, because they are 

dirty! I would leave the children in the class who deserved it and I would expel the 

children who deserved it”. 

The questionnaire has revealed that although pupils assess the relation with the 

tutor positively, they still experience the deficit of this relation; the answers made to 

the last questions speak on it. They have a lack of warmth, care, communication and 

understanding from teachers. If a tutor manages to attract their hearts and equally share 

warmth and caress, school will become a desirable institution for pupils indeed and dissonance 

will be created in the education harmony. 

References: 

� Perkins 2007: Perkins David, Reasonable Schools. Tbilisi, 2007 (in Georgian 

language). 

� Tsomkalo 2007: Tsomkalo L.V., Formation of Class Collective. Cheliabinks, 

2007 (in Russian language). 

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SOME ADVICES TO YOUNG HUMANIST TEACHERS 

LEILA SHEROZIA 


In 1970-ies when in Georgia the communist regime was dominated and humanist 

pedagogy was introduced step by step, Mr. Shalva Amonashvili, one of its founders, the 

greatest scientist and public figure, was asked such question: “Mr. Shalva, what do you 

think, how are your students distinguished from other children?”, he answered: “I am deeply 

assured that if my students do not become famous scientists and public figures, they 

will be tolerant and hugely love each other, they will not damage others fatally (though 

graduates of his school today are successful politicians, public figures, scientists, artists 

and etc. who have brought fame to Georgia worldwide – we are speaking about Tbilisi 

#1Experimental School) (Tsutskiridze 2005: 78). 

Humanist pedagogy as it is known is based on personally oriented education so the 

educator working with this respect must determine the following: 

� She/he should know the temperament, character, views, taste and other individual 

specifications of his/her students well. 

� She/he should be able to diagnose and analyze thinking, motive, interests, mood, 

attitude towards life and other personal features of the student exactly. 

� In addition she/he should be able to manifest and overcome those reasons which 

hamper educational process in reaching a goal in order to change her/his own 

working tactics purposely. 

� She/he should maximally rely on the student’s activity. 

� Also she/he should be able to combine educational and self-educational processes 

together, to support youth in selecting goals, forms and methods required for 

self-education. 

Authoritarian pedagogy had elaborated its own working scheme-request-perception-action. 

Do you understand? - asked an educator, then do favor and perform. 

In order to bring up a free person it is necessary to adapt a child to making decisions 

independently, being responsible for his/her results. So we need to attempt to develop 

skills to each of students, such as: thinking for a long time, acting rightly, without external 

pressure, respecting to the person’s option and decision, determination of position, views, 

judgments and so on. 

In a word, personally oriented education – it is not a new method of education (as some 

consider it), but it is technology educating an educator what and how to do to achieve a 

desirable result. The key sign of the personally oriented education is freedom. A child is not 

forced to do the requirements, in contrary; teachers create such conditions for a child by dif- 

161

ferent methods and ways so that a child himself/herself goes to the right conclusion. 

The educator should watch the child’s development process attentively, but should 

not interfere in its course. By this way the educator provides the child’s freedom. The 

educator only creates conditions for the child’s self-development. 

The well-trained educator timely understands where his/her involvement is necessary 

and when she/he notices that a child can not solve problems with his/her own forces 

only then she/he interferes in the activity. 

Today numerous teachers treat to a child without any respect. This may be a result of 

our old mentality, but it is unquestionable that this approach must be changed by all means in 

order that a child feels his/her own self-confidence, in other case she/he will not have a desire 

to become an adult and lock herself/himself in her/his own shell (Wulfson 1996:77). 

Have you seen such teacher in the schools of Tbilisi or other regions of Georgia 

who addresses to the first graders with “You”? Of course, you haven’t. In reality it must 

be so that little children feel that a teacher stands to the next to her/him and not high above 

her/him. Children always aspire to where they are loved, where they are assured and 

trusted. Technology “Love School” is understandable for everyone. The hosts are children 

here, while educators are their older friends who can resolve all issues. Educators do 

not only play with children attentively, but they do everything to entertain them more 

much. Instead of the order “Do it”, educators seek ways, facilities to facilitate in implementing 

the child’s independent wish. 

Studying behavior of the first graders at Tbilisi Public School # 105 I came to the 

conclusion that many students know moral norms and principles well, but they break 

them purposely. What is a teacher doing at that time? – Does she/he read moral to them, 

punish, or permanently repeat behavior rules to them? Unfortunately, we always forget 

the most important fact that a child never does joyfully the thing that she/he does not like 

to do, so a teacher is obliged to establish the ground of moral norms for children. 

Particularly, at the mentioned school I asked the first graders to help me and to teach 

behavior rules to the other children. The question set got other formality and transformed 

into a free game. The observation convinced me in one matter again - a child’s influence 

on the other child was found to be stronger than a teacher’s influence on the pupils. 

For transforming the teacher’s activity into humanist bases it is necessary to understand 

his/her abilities. For it she/he must answer to the questions established by a famous 

American scientist, humanist teacher – K. Rogers. 

� Can you access to the pupil’s spiritual world without any discussion and critics, 

see and assess it; 

� Can you be faithful and open with them, will you be able to make expressive attitude 

with them when both of parties have an opportunity to study; 

� Can you find and develop the interests of the students; although you do not 

know what results will be reached. 

� Will you be able to support youth to create the right approach towards themselves 

and environment; 

162

� Will you be able to support youth to integrate their spiritual world and ideas. 

If some of you answer the major of the questions positively – says Rogers, you will 

be able to facilitate to the pupils’ life of your own school, to help them in development of 

abilities maximally (Tsutskiridze 2005:75). 

So, personally oriented education can be implemented by specially trained teacher 

who will be armed with higher spiritual features. She/he is obliged to elaborate strict educational 

principles. She/he must know well what may be done and what may not. 

References: 

� Amonashvili 1986: Amonashvili Sh., Thinks on a Humanist pedagogy, M., 

1986, p. 122-125. 

� Wulfson 1996: Wulfson B., Comparative Pedagogy, M.,1996, p. 77. 

� Tsutskiridze 2005: Tsutskiridze Z., Orjonikidze N., Modern Theories of Education. 

Tbilisi, 2005, p. 70-78. 

� Chekurishvili 2010: Chekurishvili B., Modern School Through the Eyes of a Modern 

Writer. - Journal “Teacher”. #4 (10). Tbilisi, 2008. 

163

164 


DALI KAKHIANI 

Grigol Peradze University 

THE ISSUES OF FINE AND APPLIED ARTS AGAINST BACKGROUND 

OF MODERN DEMANDS AT THE PRIMARY SCHOOL 

Art is a phenomenon of emotional and creative nature. It comprises artistic communication 

and various means and forms of self-expression (fine activity, verbal, dramatization, 

applied activity). 

It is impossible to imagine a human’s existence without art. On the basis of it, universal 

character of art is indisputable. It acquires particular importance today – in the epoch of 

scientific-technical revolution and globalization, when pragmatism has an irreversible character. 

It is possible to balance the lost equilibrium with the functioning of its strong levers. 

Any formal revelation of a human’s existence is connected to some origins on which the 

fundament of the future life is based whereas a secondary school is one of the founders. 

Children acquire some experience of relation with art spontaneously or in an organized 

way already at a preschool age. This experience at a primary school age gradually increases 

and knowledge acquires a systematic shape. Drawing is one of the active forms of creative 

thinking, which is connected to various labour and thinking processes. From the point of view 

of development of the person’s creative potential, no other subject, than Fine and Applied 

Arts has such possibilities. Such understanding of art is set on the basis of the standard elaborated 

by the Ministry of Education. The first novelty which distinguishes a new subject program 

is the recognition of priority of sustainable aesthetical education and is an independent 

discipline - integration of Fine Arts and Labour Education in the frame of one class. 

The technique of performance is the main kernel on which both directions of activity 

are based. Formation of the pupils’ artistic culture is possible on the basis of active creative 

activity. Fine and applied arts at school is presented in different forms of activity (drawing, 

modeling, construction, applied activity), which requires various procedures and manipulations. 

The child’s natural inclination towards the moving activity finds the best solution exactly 

in the process of doing homework. At this stage the tasks of organizational and technical characters 

appear to be more difficult. That is why at the initial stage of studying elaboration of 

technical abilities is considered as an independent teaching task. Fluently knowing various 

techniques and materials will prepare a hard basis for the next stage of studying. 

Means of practical realization are different: drawing, painting in colors, cutting out, 

modeling, and handwork. In this process children get acquainted with artistic elements of 

art and visual technical nuances of the material. With a teacher’s help they would acknowledge 

that art creativity and multi-versions are characterized for art. That is why 

only one correct answer won’t be acceptable for it, but will combine using various possibilities 

for making artistic-creative findings.

The interactive method of teaching takes into consideration the division of the lesson 

into three stages – the lesson should begin with activation of emotion and asocial 

thinking, thus we will prepare the main part of the lesson, when some knowledge and preparation 

are formed as the basis for a discussion. The conclusive step of the lesson – reflection 

appeals to organize aesthetic-evaluative discussions in the frame of communication 

and interpretation. The latter is no less important step as it provides maximal involvement 

of the contingent with unequal possibilities in the process. Systematic formation of 

artistic image understanding significantly raises the level of the pupil’s artistic development 

that is reflected in the results of practical activity. On such basis, the formation of 

aesthetic-evaluative ability is considered as an independent teaching problem, which acquires 

more loading from the middle level of school education (V-VI grades). Thus, both 

directions of the program are considered as mutual enriched categories. With the interdependent 

coordination of the mentioned phases, their compliance will be implemented 

with the attainable results and indicators. 

The lesson should be planned so that each assignment comprises five elements: 1) 

topic of the lesson, 2) teaching aims, 3) variety of activities, 4) material and working techniques, 

5) words and terms. Each teaching problem (composition, shape, colour and so 

on) should comprise several kinds of artistic activity and these five elements of the mission 

should be interconnected. 

On the basis of standard parameters, we must gradually teach the pupil both practical 

and theoretical basics of fine and applied arts, so that to prepare the ground to cope 

with more difficult notions at the next stage of teaching. 

References: 

� Kate Burk Walsh: Walsh K. B., – Create a Child-oriented Groups (a program 

“step-by step” in cooperation with the Open Society Institute). 

� National Curriculum 2004: National Curriculum (subject program in Fine and 

Applied Art), the first edition. Tbilisi, 2004. 

� Art 1986: Fine Arts at the Primary Classes. Minsk, 1986. 

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166 


TEIMURAZ ORMOTSADZE 


THE ROLE OF FORMS OF STUDIES IN IMPROVING 

PUPILS’ KNOWLEDGE 

Day-to-day increase in requirements for secondary education leads to a number of 

teaching and training problems the resolution of which seems almost impossible through 

application of traditional teaching methods. A lesson as a teaching form cannot cover all 

didactic functions that create modern teaching and training process. The necessity of 

various forms of studies is described in “National Curriculum”. Better conditions have 

been created for each study form recommended under the mentioned document and not 

only for one of them taken separately with the view of better perception of study 

materials, independent generalization of acquired knowledge and development of habit in 

systematizing this knowledge. 

A form shows a way of organizing content. “Organizational forms of teaching are 

included in operative-effective components of the study process and represent some 

external expression of agreed actions between a teacher and pupils. This is performed in 

compliance with the established consequence and definite regime”. Any form of study 

has its characteristic features such as: 

� Number of pupils; � Time and place of study. 

The variation in above mentioned stipulates the character of each form. Nowadays 

the following study forms are more or less applied at a number of public schools in 

Georgia: a lesson, optional classes, a complex seminar, an excursion, laboratory work, 

practical work, optional practical work etc. As we see it, the systematization of pupils’ 

knowledge can be reached not only through a lesson and above stated classes applied at 

public schools but through conferences, interviews and consultations as well. 

Educational conference is preferable to hold with the whole class (possible with other 

classes in addition) in appropriate subject cabinet at a time determined by the study schedule. 

Didactic functions of school conference are as follows: 

� Development of study habit for extra curricular literature; 

� Generalization of reading material and marking out core material in it; 

� Acquisition of habit in getting information out of friends’ reports. 

Successful conference depends on the preparatory period. The variety of tasks gives 

an opportunity for increasing the number of pupils involved and in this way we can raise 

their interests towards the classes that are very essential for present-day public schools. 

Interview-it can be regarded as one of the necessary forms of classes. A teacher often 

conducts a part of the lesson in question-answer mode. But if the question requires the

full answer, it preferably should be prepared by pupils in advance and this leads to deep 

and sound answers as well. Besides, they are given an opportunity to compare different 

versions of answers, generalize them and make a final conclusion by help of their friends. 

If putting a complex question and its discussion happen at one and the same lesson, 

it often looks like guessing answers conceived by the teacher more than discussing topic 

by pupils. Thus, an interview as a form of studies is carried out by means of conversation 

between a teacher and pupils around the questions set in advance (some lessons prior). 

The following types of an interview according to objectives can be applied at 

classes: Specifying and improving knowledge; Informative; Generalizing. 

Interviews differ according to their places in the teaching process: 

� after the introduction of a new material; 

� after independent study; 

� after material processing at home and so on. 

Interview in different situations represents the function of a lesson fragment, 

teaching method and studies. The advantage of an interview in comparison with 

generalizing and revision lessons is revealed in the possibilities of a pupil to think and 

find answers to the questions given in advance as well as to offer various and original 

responses. Consultation has not been applied as a form of studies for many years in the 

reality of Georgia. We think that today along with the introduction of school-leaving 

exams at public schools, consultation seems to be indispensable not only for graduating 

pupils but for those who are preparing for end-of-year exams. Consultation should be 

conducted at the lesson envisaged by the time-table. A teacher appoints a consultation 

day and gives the topics to pupils for discussion beforehand. During consultation a 

teacher answers questions put by pupils.To conduct the lesson more effectively, a teacher 

should collect pupils’ questions in advance and on this basis plan the lesson. Besides, 

better possibility is offered for taking into account pupils’ individual activities during 

consultations. 

In order to benefit from consultation process, pupils should prepare their tasks in 

advance. The conduction of consultations is useful during the year as well. It aims at 

correction of pupils’ knowledge. 

References: 

� Parjanadze 1974: Parjanadze A., Facultative Studies in Mathematics, Tbilisi. 1974. 

� Kelbakiani 2001: Kelbakiani, Teaching Methodology of Mathematics. Part I. 

Kutaisi, 2001. 

� Balke 1974: Balk M. B., Balk G. D., Mathematics After School. Handbook for 

Teachers. Moscow, 1974. 

� Birkhoff 1977: Birkhoff G., Mathematics and Psychology. M., 1977. 

� Bolgarsky 1981: Bolgarsky B., To the question of Educational Importance of 

Mathematics Teaching. Mathematics at School. № 1. Tbilisi, 1981. 

167

168 


NANA MAISURADZE 


PARAMETERS DEFINING DIFFICULTY OF EDUCATIONAL TEXTS 

Improvement of school education was and is left as the most important problem of 

education. Modern secondary standard means to equip a pupil with skills and abilities, 

which enable him/her to understand fast progress of the mankind, to use achievements of 

modern science, to become a full member of the society. From a passive receiver of 

knowledge a pupil should become an active learner, who will be able to use received 

knowledge, as for professional growth as for the benefit of the society. 

The direct source and companion of a pupil’s knowledge is the school textbook 

(Krsmanovich 1974:108-120). It should contain the volume of knowledge considered by 

the program, that is obligatory for the pupil. The textbook should: reflect the nearest achievements 

in the given science; stand at a high level pedagogically and methodically; consider 

age and features of the pupil, should be penetrated with didactic principles of training; 

should be written in the correct literary language, etc. The educational text should 

be written so that the pupil must feel pleasure and makes him/her love of knowledge, abilities 

of independent work on the book. 

As a rule, the educational text of textbooks of physics has many defects. It is necessary 

to underline its overcrowding with inaccessible materials for a pupil (the school textbook 

should not represent the abstract of higher school). We should remember that at 

school we bring up not a physicist, and a thinker, a developed person who owns the basis 

of science and is capable to use received general education in practice. 

The text is a difficult system formation, that also means multi-dimensional and 

multi-flatness. The text characteristics conditionally are divided into outward and inside 

ones (Kuckushkin 1984:47). Such characteristics belong to outward i.e. formal as the 

length of a word, which is expressed by quantity of letters or syllables; the length of the 

sentence and distribution of this length to the whole length of all the text; quantity of different 

kinds of definition, verbs and the parts of speech, a different parity of this quantity; 

quantity of dependent sentences of different kinds and etc. Formal parameters of the text 

can be used while designing the formula of reading that gives the chance to estimate the 

sum which affects on learning the text for a certain group of readers. 

Such parameters belong to internal ones of the text, which will be established not at 

the result of formal calculation, that is possible without understanding the text, but by meaningful 

analysis of the text content. The text content may contain the facts, theoretical 

regulations, compliance with the analysis and the facts and theories. The content of the 

text contains three systems of information – a system of fact information, theory informa-

tion and reflex information. 

The system of reflex information includes the content of that part of the text which 

expresses the relation to the facts and theories, gives them an estimation; it is often accompanied 

by emotional remarks and passages. If the basic function of the system of fact 

information and the system of theory information is informing about something, the function 

of reflex elements of the text is structuring of perceptions and understanding in the 

process of information. I.e. when the text includes reflex elements, there is created a certain 

accent and relation to any information. 

The establishment of parameters of the text readability is difficult and various aspects 

are still needed to be clarified. Under the term, “readability” we mean the sum of 

those factors which promote to a successful reading, considering of the text’s complexity, 

and preparation level of the reader (age, education). Complexity of the text is in the peculiarities 

of its content, in logic construction, in information of its materials, etc. (Mikk 

1977: 98-109). Some parameters are discussed in the literature treated by us: length of the 

sentence - all researchers agree with it, length of a word, a percentage quantity of difficult, 

foreign, long words, terms; abstractiveness connected with noun repetition. Different 

authors use these parameters in different combinations. 

Certainly complexity of the text isn't exhausted by this, but it is a subject for the 

next researches. That is why we must satisfy by that what we have. 

There are spread the formulas defining complexity of the text’s readability (Prukha, 

1985: 143 – 164). They define complexity of the text only according to some characteristics, 

but it is not enough. 

The formula of complexity of the text should be simple, therefore almost all authors 

choose a rectilinear dependence, basically with two parameters. Some of them use 

three (seldom more) parameters. It is necessary to use numerical (empirical) coeficients 

into formulas. Purpose of these coeficients is clear mathematically: to counterbalance an 

order of members and to “open” an interval of a scale of difficulty. But these coeficients 

are often used incorrectly, they do not contain figures of 4 or 5. For example, Dix’s and 

Shtaiver’s formula includes 236,96 numerical free members. If in this number all figures 

are reliable, its maximum error is 0,005/236,96=0,002 %. Reaching such “fantastic” accuracy 

in pedagogical researches is impossible, unreal. Unfortunately, the considerable part 

of authors does not pay attention to this, and the formulas are overloaded by “too exact” 

coeficients. Figures are needed to be rounding. 

There is a principle question: whether is it necessary to do out and use such formulas? 

Usage of formulas does not exclude acknowledged and inculcation methods of 

checking the quality of textbooks: expert estimations, experimental check at school etc. 

These methods keep their value. Formulas allow to improve methods of estimation of the 

textbook’s quality and to receive the united indexes of difficulty of material’s transferring 

on which basis it is possible to develop an objective criteria of optimum difficulty of the 

educational text. It is possible to estimate by formulas the manuscript before the tests at 

school. It allows to accelerate preparation of high-quality textbooks. And though usage of 

169

formulas to textbooks is not simple, it nevertheless is much cheaper and operative than 

carrying out of relevant experiments. 

The estimation with formulas is a statistical estimation which demands definition 

of level of reliability, what is probability of the correct result? It’s very difficult to do this 

and so far none of the authors has it. Despite this, usage of formulas is reasonable. 

At the result of analysis of formulas it is possible to say that for the characteristic of 

syntactic complexity almost all authors use length of the sentence. From our point of view 

this parameter is the most effective. It is proved also by the fact that between difficult and 

easy readable texts a difference of average length of the sentence is (8-50)/5=60 %. But the 

method of calculation of length is different. While calculating average length of the sentence 

in the educational text we divide the number of words on the number of sentcences. 

At calculation of number of words in the sentence, we do not include the unions in 

number of words in physical text; word units when one of the words has an auxiliary function 

and has no an independent meaning; such combination of words when two words 

express a single whole concept. The number of words in the text is marked with a letter n. 

If at sentence calculation, the compound sentence represents connection of two 

short full sentences of identical structure with the unions “and”, “i.e.” or a comma is considered 

as two short sentences. In other cases, sentences are not “a simple mechanical 

sum” of two short sentences and that is why they are considered as one sentence. In the 

educational text the number of the sentences is marked with a letter N. 

It is well known that the statistical set is not characterized with only an average 

length, in our case an average length of the sentence. It is necessary to use the second parameter 

– a dispersion which characterizes dispersion round an average. None of the authors 

does not use such characteristic in formulas. We consider it as a principle lack and 

we think that it is necessary to use an appropriate member into the formula. It is obvious 

that complexity is characterized by a share of long sentences. Therefore we take it in parameter, 

in particular we count long sentences, containing 12 and more words, divide 

them into total number of the sentences. 

Almost all authors have taken the length of a word as a parameter reflecting the lexical 

complexity, but they define it differently. Our main aim is a semantic analysis of the 

educational text, therefore we cannot agree with those formal rules when there are considered 

intervals between words, a blank place, signs of punctuation. The special literature 

strengthens our point of view (Piotrovsky, 1977: 135;309), where there are analyzed peculiarities 

of 100 languages of the world according to the length of a word: the length is 

determined by the number of phonemes. As in the Georgian language the sound coincides 

a letter, it is obvious that the length of a word is defined by number of letters (since the 

word form is changeable, in the special literature it is called as usage of words and its 

length is a letter chain from defect to defect). Unfortunately, among the analysis of 100 

languages the Georgian language is not included. Therefore we can rely only on our researches 

– educational texts. We have unexpectedly received that in educational physical 

texts with different complexity the average length of a word is changed slightly: 7,59- 

170

7,54=0,7%, while the average length of the sentence is changed within 60 %. We suppose 

it is reflecting of specificity of the Georgian language. And this specificity is beyond 

our competence, therefore our opinion isn't stated thoroughly. That is why for our purposes 

the length of a word will not be useful as a parameter of readability. 

Which parameter can we also use for characteristic of readability? Every day the 

pupil meets the following terms: distance, time, speed. But as soon as we define speed as 

physical size, it is difficult for the majority of pupils to acquire it. Why? Abstractiveness 

of physical terms considerably is much higher than daily terms and we should seek the reason 

in it. Therefore let’s take “abstractiveness” as the third parameter in the formula. 

How can we define abstractiveness, connected with physical concept, the term? 

The analysis of our data has convinced us that the most simple, but the effective characteristic 

is the quantity of physical terms per a sentence. Its calculation rule is the following: 

we calculate the total number of terms, at calculation it is necessary to consider that terms 

may be changed with pronouns. It is clear these pronouns should be replaced with appropriate 

terms. Total number of terms which we will mark as a letter q, we divide into 

total number of the sentences and we receive the quantity of terms per a sentence. 

Thus, for level definition of readability we offer a rectilinear formula with three 

parameters: 

X=(n+10p+q)/N=L+10S+T 

Where n – number of words in the text, N – number of sentences in the text, 

L=n/N – an average length of the sentence in the text, p – number of long (with 12 and 

more words) sentences, S=p/N – a share of long sentences, q - number of terms in the 

text, and T=q/N – an average number of terms per a sentence. 

The coeficient 10 for the second member is necessary to “counterbalance” an order 

of members, the coeficients are not necessary for other members. 

For estimation of readability we made the next scale: if X is in an interval of 5-8, 

the educational text is easy, in an interval of 9-11 – the text is average, and in 12 and more 

– it is a difficult level. 

Name Easy Average Difficult 

5 – 8 9 – 11 12 and more 

For example, both textbooks of Pyoryshkin (VII – VIII) have got to the column of 

difficult. 

Usage of the given formula is reasonable for natural subjects. 

What volume of the text should we chose for formula usage? There exists different 

methods of choice of volume selection. It is not matter which method we choose, it is important 

not to forget that the total number of sentences shouldn't be less than 100 for relia- 

171

ility of the results. It is 4-5 pages for different format of the educational text. 

Of course it is not always inevitable establishment of complexity of the educational 

text with formulas, sometimes all is clear. From the above-mentioned it must be clear that 

if in the educational text the average length of the sentence is more than 15 words, it is 

clear without usage of any formula that such text is with a high level of complexity. The 

same is told about the average number of terms. French authors have discussed this issue 

very well (François-Mari Zherar 1998: 35). According to them the number of new notions 

(terms) should to be limited on one page. Their admissible number is changed depending 

on the age of pupils. For pupils of transition age the average number of new notions 

on one page should not exceed 2-4. It is for understandable level, i.e. when it is necessary 

to explain new notions. As for usage level, the average number of new terms should not 

exceed 0,2-0,5. As we see the pupil of transition age can understand 2-4 new terms on 

one page but when he/she needs to use them, he/she cannot do it. He/she uses new terms 

less than 10 times. 

This is about usage of new terms on one page, but it is necessary to keep a certain 

moderation while using the number of new words on one page. 

In researches of А. Lieury there is told that he found out 6000 new words in the 

textbook of mathematics of VI class, while at this age a pupil remembers no more than 

2500 new words during the whole academic year (Lieury 1991: 130). 

If these parameters are not kept, it is clear without any formula that the educational 

text is difficult and hardly understandable. 

References: 

� Krsmanovich 1974: Krsmanovich M., Metody of research readership educational 

texts. Problems of the school textbook. Rel.2. М, Education, 1974. 

� Kuckushkin 1984: Kuckushkin V., Nevolin I., Bushuev V., Organization Intellectual 

Work. Тb., 1984. 

� Мikk 1977: Мikk. J.A., Estimation of Textbooks Formulas of Difficulty of the 

Text. Problems School to the Textbook. Rel. 5. Education. 1977. 

� Prukha 1985: Prukha I., To Working Out of Parameters of Complexity of the 

Educational Text (The Review Of Researches). Problems of the School Textbook. 

Rel. 15. Education, 1985. 

� Piotrovsky 1977: Piotrovsky, Mathematical linguistics. Piotrovsky R. G, Bektaev 

K.B., Piotrovsky А. А., М, The Higher School, 1977. 

� François-Mari Zherar 1998: Zherar F. M., Working out and the analysis of school 

textbooks. François-Mari Zherar, Ksave Rozhe, “AV ОVO”, 1998. 

� Lieury 1991: Lieury, Memoire et reussite scolaire. A. Lieury – Paris; Dunod, 1991. 

172


THE PROBLEM OF EDUCATIONAL WORK AT SCHOOL 

ANZOR BERULAVA 


Not everybody could be a good teacher, because teaching and training is quite a 

difficult process. To develop the character of an individual can only the person who is ready 

to work hard in order. A teacher has a main role in solving these important tasks. 

The education of the future generation is dependent on his/her abilities, knowledge and 

culture. In this regard the importance of the teacher’s organizational-educational work is 

especially great, which includes the techniques of teaching/training work in one system. 

Creative approach of the teacher toward the pupils must be based on the knowledge 

of education psychology; such knowledge ensures her/him to avoid mistakes and stencil 

that is not rare in school practice. Education is the area of the whole pedagogical group 

and every lesson should comprise educational moments because teaching and training are 

two sides of one whole pedagogical process. The great Czech teacher John Amos Comenius 

believed that labour, study and training of a child in social environment is the main 

and principal condition for the formation of a personality and his/her moral development. 

Politeness is a function of education. It is generated gradually and the teacher’s personal 

example greatly impacts on it. It is true that we must teach the pupil the rules of politeness 

but using these rules requires certain internal inclination and abilities. Exactly for this reason 

it is necessary to have the examples of politeness and the environment of cultural people. 

That is why; we must watch the young people and see who their friends are, how they 

use their free time and who they interact with after classes (Boldirev 1981:138). The 

forms and methods of educational work are various. The practice proves that monotony is 

uninteresting and makes the work boring. Creative abilities of the pupils and elaboration 

of elementary research abilities are important in the educational work. Every specialist 

must have creative approach towards the work; especially the teacher needs this skill. The 

pupils’ different individualism, teaching-material base, difficulties of pedagogical process, 

multi-sided and other factors stipulated the necessity of creative approaches. In higher 

institutions the elaboration of creative skills is one of the important tasks in the preparation 

system of future teachers. 

The same methods are used in education as well as in teaching but the forms and 

content of their usage are different. Let’s discuss the method of exercise which is used in 

both teaching and training – using the exercise in teaching process aims to form the abilities 

to use theoretical knowledge in practice and to strengthen the knowledge received at 

the lesson. The aim of the exercise method in training is to develop pupils’ skills in performing 

the moral norms and the rules of behavior, to repeat the action many times so 

173

that this action becomes the habit and the performance of behavior norms becomes consistent 

(Gagua 1996:167-169). 

As well known, the methods of conviction, explanation, punishment and encouragement 

are widely used in pedagogical practice. We must use the punishment method only 

when all other measures of conviction are already used. Practicing pedagogical tact is necessary 

during the punishment. It is not recommended to insult a child’s personality, speak 

rudely to him/her. This can only cause the situation when a child answers obstinately to the 

rudeness of the teacher. Every word of the teacher must be designed in advance. Herewith 

the teacher must express love and warmth toward pupils. Even undeserved rebuke given 

with a calm tone is more acceptable for a pupil than an equitable shouting. The teacher 

must have the ability to express his/her feelings, indignation and gladness with relevant 

form and according to the situation. The teacher is not a general as if he gives orders to 

soldiers; he/she should be accepted as an elder friend within pupils. However, it doesn’t 

mean that the teacher should not rebuke the pupil, he/she must find the relevant form for 

every instruction. The results of educational work are not so reflected in the pupils’ knowledge 

and consciousness as it is showed in the pupil’s behavior, in the relation with other people. 

During the estimation of educational work it is necessary to show a pupil’s educational level, 

the strength of abilities of the norms of moral behavior elaborated in them. Finding out and 

establishing all these skills requires a long work and deep knowledge of young people’s nature. 

The main criterion of the results of educational work is not the words and the pupils’ 

promises, but the wholeness of the word and activity, the pupils’ behavior, and practical 

activities. The teacher must necessarily know the pupils’ moral character, what attitudes 

they have toward study, how their discipline is at school and out of school, what kind of 

relation they have with the parents, friends, teachers, if they are polite or not, if they respect 

the truth, if they have the feeling of friendship and etc. 

The educational work with pupils, conversation with them must be based on the 

pupils’ individual features, the knowledge of development level and age peculiarities. The 

teacher in the process of teaching-training work must be full of respect and love toward 

the pupils. He/she must see the mental and physical changes of the pupils, understand the 

motives of their behavior and try to follow the pupils’ spiritual condition, their aims and 

interests (Malazonia 2001: 230-258). 

The performance of this difficult task requires first of all the teacher himself/herself 

to be at the requirement level of the modern life. 

References: 

� Gagua 1996: Gagua V., Pedagogics. Tbilisi, 1996. 

� Malazonia 2001: Malazonia Sh., Pedagogics. Tbilisi, 2001. 

� Pedagogics 1994: Pedagogics. TSU. Tbilisi, 1994. 

� Vasadze 1998: History of Pedagogics. N. Vasadze Edition. Tbilisi, 1998. 

� Boldirev 1981: Boldirev N., Methodology of Educational Work at School. M., 1981. 

174



NANA GOUDSMITH 

Preschool institution (New York City, USA) 

THE MONTESSORI METHOD IN EDUCATION 

Montessori education is 100-year-old method of schooling that was first used with 

impoverished preschool children in Rome. The program continues to grow popularity. 

Estimates indicate that more than 5 000 school in the United States – included 300 public 

school and some high schools – use Montessori program. 

How Did It Begin? 

Dr. Maria Montessori, the creator of what is called “The Montessori Method of 

Education”, based this new education on her scientific observations of young children’s 

behavior. As the first woman physician to graduate from the University of Rome, Montessori 

became involved with education as a doctor treating children. In 1907 she was invited 

to open a child care center for the children of desperately poor families in the San 

Lorenzo slums of Rome. She called it “A Children’s House”, and based the program on 

her observations that young children learn best in a homelike setting, filled with developmentally 

appropriate materials that provide experiences that contribute to the growth of 

self-motivated, independent learners. 

What Makes Montessori Education Unique? 

� The “whole child” approach. Child deserves respect as separate and equal 

human being. Polite language, low voice with pleasant tone is used around 

children. Teachers or parents listen more and speak less. 

� The “Prepared Environment”. In order for self-directed learning to take 

place, the whole learning environment-room, materials and social climate – 

must be supportive of the learner. We should provide children with ordered 

space, with materials that are designed to help children learn. We teach children 

to keep space tidy with everything in its place. They put each activity 

back where it belongs when they are finished with it. A consistent schedule 

also provides order. This order helps young children make sense of their 

world. 

� Children internalize the order around them. A strong internalized order 

gives a strength and confidence to deal whatever comes their way. 

� The Montessori materials. Dr. Montessori’s observations of the kinds of 

things which children enjoy and go back to led her to design a number of 

multi-sensory, sequential, and self-correcting materials which facilitate the 

175

176 

learning of practical skills and abstract ideas. Montessori materials are widely 

found online. In general, objects for the child to explore need to be simple, 

focused and usually natural. Electronic gadgets, TV and fancy themes 

distract the child from his purpose, which is concentrate in a focused way on 

one thing at a time. Because hand is intimately connected to the developing 

brain, children need to touch and experience everything: shapes, colors, letters, 

temperatures, etc that they are learning about, not just watch a teacher 

or TV screen tell them about these discoveries. 

� The teacher. Originally called a “Directress”, the Montessori teacher functions 

as designer of the environment, resource person, role model, demonstrator, 

record-keeper and meticulous observer of each child’s behavior and 

growth. Montessori teacher will always try to awake self-motivation in child. 

Children want to learn and explore. Concentration develops when children 

are self-motivated. When people can focus on what is here and now on the 

task at hand, they become calm ad centered. The Montessori teacher will never 

try to force, interrupt or correct a child who is concentrating on his/her 

activity. 

In order to achieve these 4 goals of Montessori education teachers, parents or caregivers 

need to shift their own traditionally accepted paradigms: 

� Traditional 

Dominating the child 

Controlling the child 

Imposing order from outside 

Teaching concepts 

� Montessori 

Observing 

Controlling the environment 

Awaking order from within 

Guiding hands on experiences 

We think that Montessori method, which is successfully used in the educational 

system of the USA, in our case in preschool institutions, will help Georgian teachers at 

school and in preschool institutions and in family education as well.



TAMAR JAVAKHISHVILI 


PSYCHOLOGICAL BASIS OF “DEDA ENA” (MOTHER LANGUAGE) OF 

IAKOB GOGEBASHVILI 

The first part of the Iakob Gogebashvili’s Book- Alphabet was studied by content 

analysis, this method allows contextual and structural analysis, also it allows making concerns 

about abstractive model and the aims of influence on the reader. The main directions where 

this method can be used are Humanitarian and Social Sciences. In psychology content analysis 

is used mainly in two directions: 1) when working on conversation, questionnaire or information 

gained through projective methods, 2) it is used as independent and major method 

for in-depth analysis for the text, especially if the text was written in the past. 

There are 31 pictures represented in the alphabet. Under the pictures there are written 

the names of the objects and each object contains the letters that should have been studied. 

The name of the Object is first given fully, then by syllable and than by separated 

letters. Under four pictures of the Alphabet there are given syllables containing of two 

letters, in second case the same syllable is reversed. 1) picture Ai Ia, 2) Akh Kha, 3) Is 

Si 4) Em Me; There is no such case with the next 27 pictures. 

In special researches there is mentioned that perception of a child in the beginning 

and accordingly speech development has diffusive-whole character. D. Uznadze mentions 

that the start part of the speech development takes place in first period of the child’s life 

(Uznadze 1967:191). 

For the new born baby is characteristic to “solifsive” non differentiated, condition 

without content, that may be considered as a condition near sleep, after which the condition 

of being awake comes and the differentiation of sounds coming from the surrounding and 

reaction on it starts. According to the research done by Canestrin, some of 7 day old child 

reacts in a different way on mother’s speech and speech of other people. From 2-3 months it 

happens with all the children (Uznadze 1967:101). At that time on sound stimulus listening 

is developed. At the same time from sound stimuls at that time, child prefers human speech. 

The same is proved by recent researches: „From the birth of the baby, the left hemisphere 

of the brain is developed to such condition, that the baby can percept and react on the 

speech (Craig 2002:275). At the same time on the stage of development when they are pronouncing 

sounds, on the stage of diffusive-full listening perception, on the basis of functioning 

of articulation building the sounds pronounced by babies are complexes of sounds. 

They have tendency to reverse the same syllables they pronounce (Ai Ia, Em Me). 

2. In the texts of first 13 pictures of the alphabet, there is often used in the text 

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words “ai” and “es” In next 18 texts of the pictures the quantity of these words are decreasing. 

In 12 texts there are not given these words at all anymore. And only in 6 texts one 

of these words is given. 

In the life of Georgian Child often used word by the adult having relation with the 

child is “Ai”(means in translation here, there), This word is used to calm baby down, showing 

the objects that the child might like, with Ai also often is used the word “Es, (means 

in translation this) This doll, this aunt, this is not allowed and etc. In the first knowledge received 

by the child these words are preserved. 

3. Under 9 pictures of the alphabet are given words containing the letters that should 

studied. Under these words 2 words sentences are given. The quantity of which is increasing. 

From the 10 th picture 3 word sentences are strating. The quantity of them is also 

increasing. From the 27 th picture the texts consist only 3 word sentences. From 31 st picture 

the sentence consists of 5 words. 

It should also be mentioned, that there is no content connection between the sentences 

under the pictures. They don’t make the same story, The situation is the same even in 

2 last texts having title: “boy is praying” and “bird is hanging on the tree”. At that time 

when alphabet was written by the author the age of children starting the school was 7-8 

years, and they were able to study stories and fairy tales of bigger volume. 

So it can be considered that the alphabet of Iakob Gogebashvili was elaborated not 

according to the current stage of development of the child, but according to passed stages 

of development. That can be proved by existence of such words in the Alphabet as 

“Ava”, “Kai Ava”. 7-8 year old child doesn’t say Ava instead of the dog any more. 

The natural question in this case is what kind of influence was expected when choosing 

this kind texts and words? 

The analysis of gained data shows, that the Alphabet of Iakob Gogebashvili fully corresponds 

to speaking development direction at preschool stage that is studied scientifically. 

At the end of the first year the child says first words that are called one word sentences. At 

the end of the second year, the period of saying two word sentences starts, than 3, 4 and 5 

words sentences are said, where some kind of rules of grammar are already used. 

D. Uznadze mentions, that “as the basis of the first words of the child may be considered 

unconscious set “in early ages, the word of a child more represents the set of the 

child, on its ground the meaning is being built after cooperation with the environment, after 

development of influence on diffusive and non differentiated world, by fully psychophysical 

modification and increasing differentiation (Uznadze 1967:212). 

The first words of the child represent not only subjective condition and not objective 

situation, both objective and subjective are given as a whole in 1 word sentences, told 

by the child, that are differentiated later (Uznadze 1967:127). 

On the whole bases of speech development in pre-school age, information is given 

also in Emejentical conception of literacy, according to which the skills of verbal and 

written speech, are being developed through years, from the very beginning of the life, 

178

and are developed in a nonstop process of language development. So the fairy tales and 

the speeches to which the children are listening from the childhood, even before they start 

speaking, the “writings” that they are making as soon as they get a pen and a paper, even 

not having a skill how to hold it at that moment. “Reading” the book according to that information 

what they remember in preschool period, can be considered as showing behavioral 

patterns of reading and writing (Craig 2002:476). 

So everything that is given in the alphabet reflects the speech development of the child 

from birth to school age. This material for school beginners can be considered as “well known 

and points to the life lessons they’ve already passed. They just have to repeat it, that causes 

actualization of fixed unconscious set, that was the ground of speech development. 

4. In the Alphabet there are words with same two letters, where changing reversing 

the word changes the meaning of the word. (Akh-Kha, Okh-Kho, Ekh-Khe...), words that 

consist of complex of same letters and only one differrent letter is included in the beginning 

in the middle or in the end of the word and gives different meaning (Kari, Khari,: 

Uremi, Iremi: Dzma, Dzna: Akhi, Akha) the sentences that are consisted of the words having 

several meanings and the sentences that are hard to understand for children. (Zari< 

Khami, Khami Mikh; Ava, Kai Ava, Vaso Ava, Neki Titia, Ai shua Titi, Titi Asoa; Khutsuri 

tsudad vitsi). It can be considered that including them in the text had some kind of 

aim. Because it cannot be considered, that in the alphabet the volume of which is not big, 

nothing could be added in by and accidence or in a mechanical way. 

The beginning of school age coincidences with development of conceptual thinking. 

D. Uznadze mentions that if before this the meaning of the word was unconcius set, 

on the stage of conceptual thinking the meaning of the word is concept, (Uznadze 1967: 

212) that is a long and difficult process, and requires qualified help of the tutor. According 

to this characteristic of speech development, reading and writing development should 

be made. It is a fact that when reading it is nessecary to study fonetics, and elaboration 

of skills of graphemes and decoding. And writing is connected with development of 

motorics. But the idea of reading and writing is not only having a good technology of doing 

it. The idea of reading and writing and speech, is understanding the meaning and the 

content of that what they read and listen. Also the second issue is to involve this information 

in their own speaking form and telling it in a way others could understand, or writing 

in the same way (Uznadze 1967:540; Bozhovich. 1972:217). 

It can be considered that, giving the words above that are incuded in the alphabet, 

is making clear from teachers side to the pupils, that the main aim is not writing and reading 

the letters, it is only the tool for understanding the content of what they read. And it 

is not acceptable to read this all or learn without understanding in a mechanical way. 

These words and sentences make possible for teachers make children think about 

the content of words and sentences. And asking about that, what they do not understand. 

All this will help to mobilized reading, and elaboration of the skills of thinking about the 

content of what they read. 

179

This consideration can be proved by the letter of Iakob Gogebashvili to teachers, 

written in the introduction of the Alphabet. 

“When reading the words, the teacher should pay big attention, that the children 

could understand the content, meaning and follow the changes that are described in the 

text, the teacher should make sure that children don’t read in a mechanical way. 

When Reading the phrases, the mechanical report from the child should not be required 

what about in the text is spoken. 

The Teacher should require following the rules of reading (Gogebashvili 1876:111- 

V). These words written 1,5 century ago by Iakob Gogebashvili correspond to the demands 

of ongoing reforms in the field of education and is approved by recent researches 

done in the field of psychology, in which there is stated, that the knowledge received by 

mechanical learning is a formal knowledge, and affects in a negative way on intellectualpersonal 

development, and is considered to be worse than not having knowledge at all 

(Bozhovich 1972:182). 

References 

� 1876: Gogebashvili I., Deda Ena (Mother Language), Tbilisi. 1876. 

� Uznadze 1967: Uznadze D., Scientific Works, Vol. 5, Tbilisi. 1967. 

� Craig 2002: Craig T., Developmental Psychology. St. Petersburg, 2002. 

� Bozhovich 1972: Motivation of Study of Children and Adult Behavior, Edited 

by Bozhovich L. I. and Blagonadezhina D.B. Moscow. 1972. 

� http://ru.wikipedia.org/wiki/Контент-анализ 

180



IZOLDA BUKHULEISHVILI 


TO THE ISSUE ON SELF-EDUCATION OF WILL IN JUNIORS 

Recently educational system is essentially changing by its forms as well as its content 

in our country. Numerous innovative ideas have come and introduced. The county has become 

a member of European Educational Conventions that gave us an opportunity to bring the 

novelties unknown to us before, though well approved in the leading European countries. 

Nowadays while school reform is under way in our country they speak about education 

oriented on a pupil, this is an educational environment which paves a way towards 

relations and interactions of pupils. Students actively participate in decision-making process; 

are responsible for their behavior, education; they are motivated and engaged in the 

educational process; teachers use adverse, others’ methods upon assessing pupils’ knowledge 

and etc. (Japaridze 2000:8). 

Special attention is paid to the learning-educational active forms and methods and 

step by step they are being introduced. Those methods are based on dialogic relations, 

discussion forms of working. A dialogue between a teacher and a pupil, a pupil and peers, 

a pupil and parents helps to a junior in self-expression, elaboration of confidence in his- 

/her own forces, establishment of positive relations between humans. The goal of such relation 

is to cause activity of internal “I” in a pupil, to generate inner dialogue in the person, 

or a dialogue with himself/herself, intra-communication. Just in the internal dialogue 

the attitude, subjective position of a person is established. It is known that a human, as a 

person is developed only through self-deepening, self-consciousness, inner values and 

forces. And, finally, the change of external relation by inner dialogue is distinguished by 

needed involvement of self-education mechanisms (Doghonadze 2000:31). 

Self-education is a human’s activity directed towards change and improvement of 

own persona, own “I”. It is purposed, understood and systematic perfectness to someone’s 

self. Self-education cannot be separated from education as self-conscience - from 

conscience. Inter-attitude between education and self-education may be also established 

as follows: education means a pupil and an educator too, while in case of self-education a 

pupil and an educator is the same person. It is directed to someone’s own self. 

Education of a modern young person will be facilitated if we engage a pupil’s attempt 

itself in the educational process – to improve and complete himself/herself. Hence, 

self-education is one of the most necessary conditions of person’s physical-psychicalmindful 

formation and perfectness. Aspiration towards self-completeness has a long history. 

Self-education and self-completeness is an old and at the same time constantly new 

form. It is quite important even today. A human has been interested in this issue since 

181

that period when he/she began realize himself/herself, or when raised a question: “who 

am I as a human?”; even philosophers of antique periods got interested in the mentioned 

problem. For illustration it is enough to remember Socrate’s famous expression: “Understand 

yourself”, that means not only self-cognition, but by the certain opinion, necessity 

of self-education. 

Self-education takes an important place in the pedagogic, psychological and philosophic 

literature as the most significant aspect of person’s activity research. Scientists have 

studied the role of self-education in the person’s development system, they discussed 

self-education motives. Facilities and methods on self-education have been processed; 

special researches have been carried out for studying self-improvement requirements, for 

establishing ways of self-education (Aret, Kovalov, Ruvinsk, Sukhomlinks, Kuchuashvili) 

and etc . (Bukhuleishvili 1986:6). 

Self-education and its role in a person’s formation has never become such important 

for us as it is now and that’s why that a human’s free will, his/her talent, abilities and skills 

had never had such conditions of development before. Totalitarian regime and management 

autocratic methods did not create the appropriate conditions for development of human’s 

personal abilities and did not even give an opportunity to manifest them. Only free and democratic 

country gives a complete opportunity to develop and realize a human’s spiritual 

abilities and seeks optimal ways of harmonic development. One of such ways is self-education, 

inter-conformity between education and self-education (Doghonadze 2000:132). 

It is known that every person applies to self-education less or more, it is not matter 

he/she will be a human with strong or weak will. It may be said that the persons being 

distinguished by strong will easily achieve a successes in this matter. So in order to increase 

effectiveness of self-education, it is necessary to care on will development and its 

strengthening, moreover, that a child is a subject of impulse behavior and not of voluntary 

behavior at the beginning. 

The challenge is raised so here: how should we transform a child from impulse behavior 

into subject of any behavior, or otherwise: how should we develop him/her a will? 

Professor Sh. Chkhartishvili, a famous researcher of Georgian psychological school has 

carried out very interesting research on this issue. He mentions: in any cases a child remains 

as a child and the key source of his/her behavior represents the actual requirement. 

He/she still cannot perform any behavior that at the same time will not be impulse and 

does not provide any requirement with source. The behavior that at the same time is based 

on an impulse and will too, responds to the actual requirement and specifies the objective 

value of possible result of the behavior. It is directed to the goal content and its realization. 

We call it double behavior or two natured behavior and we grant a particular 

importance it in will development matter, states Sh. Chkhartishvili. At the beginning requirements 

subject plays a leading role, but then step by step the proportion share of will 

subject is increasing and finally this latter gains so much force that he/she subordinates 

internal impulses, undertakes behavior regulation obligation and deprives a possibility of 

untimely and unnecessary satisfaction to the important requirements. Double-natured be- 

182

havior, Sh. Chkhartishvili states, in which will subject plays a leading role an ordinary 

event of daily life of a junior is occurred. At this time he/she does not feel compunction 

and painful effort (Chkartishvili 1974:242). 

We successfully used double-natured behavior in juniors’, especially in the matter of 

“complicated” juniors education. Externally everything may be remained unchanged, but it 

is required to create such conditions for a junior, as a subject of behavior, to turn round and 

get interested towards those results that will remain after activity termination as an event 

carrying certain value. The very value of these results is that a junior should make a motive, 

while to transform its achievement and obtaining into the goal content. An educator is required 

to somehow make a child to see and reach that possible motive and aim. In this case 

from a child’s side there is less controversy, moreover, due to it, he/she, as a subject of demands, 

does not lose anything. In contrary, some juniors feel joy due because he/she does 

the job likable to elders. He/she easily assures herself/himself that he/she acts not only for 

satisfying his/her requirements, but to do what is considered worthy by the elders being around 

him/her. So we can make pupils do publicly acceptable, useful jobs, and reach it on base 

of motivation with the subjective value, such as: requirements of independence, being an 

adult, prestige and other social requirements (Bukhuleishvili 1986: 25). 

Planning and implementation of different matters agreed with elders is a facility of 

realization of the mentioned requirements too. “Let’s think together”, “In your opinion, 

how is better?”, “the final word is up to you” – in the judgment with such addresses an 

educator reveals respect towards a pupil’s personality, belief towards his/her forces. 

What should an educator do with this direction? 

Working with juniors the particular attention must be paid to their orientation on 

moral values, self-completeness requirements actualization, adequate self-assessment elaboration 

and equipping juniors with the social-pedagogically acknowledged methods and 

ways of self-education. 

If a teacher conducts theoretical conversation to juniors about self-education (at the 

lesson or out of lessons) this conversation must be quite interesting, emotionally loaded 

and full of examples. Moral ideals and samples should be pointed out to pupils according 

to which self-education may be led. When the matter is in the worthy samples, juniors often 

name literal or film characters. But imitation to these characters has two sides: external 

and internal. External similarity to the subject deserving is not important, but deserving 

to the moral side of this character, just there teacher’s careful and tactic engagement 

is necessary. 

Educators should often speak to juniors on the importance of will self-education, to 

name examples from history of the country or feature literature about persons with strong 

and weak will, to describe how much coward and dastard the persons with weak will are, 

or in contrary, what interesting examples of heroism and courage the persons with 

strong will and firm character manifest. It is obvious that every such conversation pushes 

a junior towards will and self-education, but the most effect will be made on him/her by 

183

modern examples (Doghonadze 2000:318). 

We should not forget how the highly gifted persons with the very strong will improved 

themselves, such as: for instance, Goethe and Tolstoy. 

It is know that Goethe was neurasthenic till his 35 years, he was considered as a 

very complicated person, he thought on suicide and he often had such attempt too. In a 

word, until complete maturity he was not healthy not by spiritually and nor physically. 

But transitional period began and acquaintances and friends characterized Goethe as a balanced, 

calm, optimist, life loving and practically healthy person. Moreover, he had changed 

so much that many people characterized him as a cold, insensible, inapproachable 

and quiet person like a snowed top. Regarding this let’s remember our Great Ilia Chavchavadze: 

“No, I don’t love glacier. The glacier reminds me great Goethe and River Tergi 

- terrible and stubborn Bairon!” 

Goethe himself names the secret of all these changes in his autobiographic work 

“Conversations”. This is a well-thought self-education system. 80 years old Goethe acknowledged 

that after he had decided self-education, he could not remember even four 

days spent idly during his life. Unfortunately, he does not express completely his educational 

system, but from his dairies a lot of important conclusions may be made. 

Let’s name two aspects of will self-education from the abovementioned work: 

� Goethe sickly worried on any noise and sharp light and it is obvious that he considered 

it as his defect. With the aim of self-education he forced himself to 

walk in front of noisy brass-band, despite the noise terribly influenced on him; 

� Goethe was afraid of height and he regularly climbed on the high church bell tower. 

The nervous, excited person achieved that it was difficult to anger him and he managed 

this everything thanks to that he aimed to create “his own person”. 

The second genius thinker – Tolstoy’s self-educational system is not less interesting. 

He writes: “until I became 19 years old, I did not write dairies. But now as I have aimed to 

develop my own skills, I considered it necessary to write dairies (Tolstoy 1977:358). 

Just by dairies Tolstoy controlled his own skills development and aspired to correct 

the defects he himself mentioned in his dairies (Doghonadze 2000:319). 

Such examples are numerous. Peoples’ history proves that great persons were great 

because they paid a special attention to self-education, every day they cared on their improvement 

and nobleness. 

A teacher may apply to the numerous ways, forms and methods for management of 

self-educational process. Its main forms are: self-management, self-organization and selfrealization. 

It is clear that every form of self-education should be combined with the other 

forms. Besides, practice in the self-education, it may be said, has got a decisive importance 

when a junior tries to master certain actions and skills, he/she can reach it only by 

systematic practices. During the last period the special form of practice is broadly used, 

such as: auto training, it helps a human in avoiding of his/her emotional state regulation, 

unpleasant feelings or relaxation from physical fatigue; supports to recover unbelief, 

184

shyness and forgetfulness. After a human has mastered auto training, he/she will be able 

to manage himself/herself better. 

Auto training is a combination of conscious self-regulation ways that, unfortunately, 

a great part of people never learn specially. But it is necessary if we want to improve 

ourselves. At the same time, a human may use the facilities, such as: self-confidence, self-obligation, 

self-order, self-inspiration and etc. 

According to the above mentioned we can come to the conclusion: self-education 

may be successfully implemented if a junior realize importance of self-education, could 

plan certain goals and objectives and activity for their realization. Self-education requires 

management of someone’s own wishes, elaboration of will, methodological implementation 

of self-educational plan and program. 

Simultaneously a junior should watch the effectiveness of his/her own self-education, 

write dairies, but this must not be recording of day impressions, but so called “daily 

report”, or self-report that finally means self-assessment, self-observation, self-control, 

self-analysis and self-criticism too. 

At the end we notice: in spite of the much talking on self-education and its kindness, 

one thing is unquestionable: right management of self-education, its success is impossible 

without well-planned educational system. 

Modern life requires focusing a particular attention on these issues that calls us to 

seek effective forms and mechanisms for comprehensively developed, free human’s formation. 

We present a teacher’s working plan with juniors and exercise for pupils as an annex. 

Famous Georgian psychologists talk to juniors on will elaboration 

A person with weak will is not useful not for himself/herself and not for society. 

He/she should not be charged with any obligation and rely on him/her completely. Some 

consider that will must be innate to the person, but… Nature has not granted him/her it. 

A human is not born with elaborated, ready will. As for gaining knowledge, as for 

obtaining will energetic, untiring work is needed. 

Have you observed what hampers you in doing that you are obliged to and you yourself 

consider it necessary? The biggest delay is created by those requirements which untimely 

are generated. During learning you will want a game, entertainment or walking that 

deprives you of an opportunity to perform your homework. In order to avoid this, first of 

all, you need to manage your own requirements and place each of them in the order. 

Harvest and thirsty are the strongest requirements, but a human can subordinate 

them. Indeed, they are only manifested at the certain time. 

The same may be said on playing, entertainment and other requirements. If you allocate 

certain time for playing and every day you will play only during these hours, then 

in other part of the day you will not want to play any longer. 

If for a long time you always do your homework during the same hours, learning 

will be transformed into the requirement and become as pleasant as playing and entertain- 

185

ment is now for you. 

One of the most necessary conditions for such management of requirements is to 

follow regime. You are to say firmly: “Until I do not do my homework, I will not do anything 

other” and keep this promise so that not to make exception. 

One main specification of will is expressed by patience and restraint. You need to 

refrain from and do not do that you want to do very much at this moment, but that, generally, 

is not worthy not for you nor for others. Great Shota Rustaveli learned us: “What 

you do not desire, do it, do not follow will of your wishes!” 

If you systematically behave so after several months your patience and restraint 

ability will increase twice and you will be assured that having will is depended on a human 

himself/herself indeed. 

Well, it is more worth that you will strengthen confidence of yourself with will and 

finally you will become a man with firm character (Chkhartishvili 1964). 

How to develop memory? 

One of the key facilities for improving memory is repeating. 

Upon repeating you should not fatigue yourself. After 40-45 minutes have a rest of 

15 minutes. Repeating is good before sleeping and early in the morning. 

Associated remembering method is very effective: upon remembering anything after 

reading you should not simply learn by heart the facts and description, but you should 

search any analogue known to you for them. 

It is useful to divide the material into semantic sections. In addition, you should allocate 

main and minor in the material. Realize the material to be remembered, remember 

nothing mechanically. It is proved that semantic remembering effectiveness is twice more 

than mechanic remembering effectiveness. 

Self-education begins with self-analysis 

In order to know yourself well, diligent self-analysis, study yourself in detail is needed. 

Self-education and self-completeness begins from this very action. 

Checking yourself is never late, it is always useful. 

“With other’s eye” 

Upon self-analyzing you need to look at yourself with others’ eye. Pay attention 

to why persons around you love you or do not like you. 

Attentively listen to the critics addressed to you. If anyone gave you a note, think it 

over by all means and if three or more persons give you the same notes, you must acknowledge 

you defect and struggle to it. 

With special attention analyze the same kinds of mistakes that always result in the failure. 

Remember! A man without a mistake does not exist. Do not have a fear. Fear is the 

biggest mistake. On base of it passive, pessimist persons are developed. 

Try to avoid a mistake, do not repeat it, find it out by all means and overcome its 

186

causes. 

Every evening! 

You need to accustom yourself to assess your own behavior. You can analyze your 

behavior, actions daily in the evenings. What has been done during the whole day, how it 

has been done, whether you can do it better, what hampered it? It may be referred to the 

gained knowledge, developed skills, kindness done to people and etc. 

Remember! Do not seek the reasons of your own failure in others; do not begin 

playing hide-and-seek with yourself. 

“What may happen to yourself, all will be caused by yourself” - often remember 

this Georgian proverb. Upon problem settlement choose the most valuable, generous way 

(Bukhuleishvili 1986: 147). 

Only once a day 

� If you have a bad habit or character and want to correct it, act so that to restrict 

your defect gradually. 

� For example, you are a quick-tempered. Well, quarrel, get angry, but one a day. 

� Generally try to play a role of a quiet person (Bukhuleishvili 1986:145). 

Would he/she like? 

� When you stop, do anything, always think, imagine how the person would like 

your behavior or result of behavior whom you respect greatly, who is deserving 

for you, who is your ideal. What would he/she say, how would he/she assess your 

behavior? (Bukhuleishvili 1986:145). 

I will do in contrary” 

� You must learn to eradicate your own bad characters. For it you must act against 

these characters with the principle – “I’ll do in contrary”. Then every day 

will become a day of victory on you (Bukhuleishvili 1986:145). 

Apply to the following in the self-education process: 

� Self-confidence – “this is necessary for me, in other case I will not reach success”; 

“I can do it!”; 

� Self-order – “well, get up!”, “begin working!”, “I’ll manage it at least!”, “do not 

lose heart!”, “I am not afraid!”, “do not do it!”, “refrain from it!” (self-order 

must be short, categorical and firm). 

Self-stimulation of activity: 

� I am in a good mood. 

� I want working. 

� This job gives me a great pleasure. 

187

188 

� I’ll do everything well. 

� Ideas work well. 

Self-inspiration – First you must determine how inspirited you are. For it charge yourself: 

you are sitting on the chair imagining – something is swinging you front and back. If 

you consider that you are really swinging, you have good inspiration ability. Otherwise 

you should repeat the procedure several times, until you reach a result. 

Then select phrases for self-inspiration: 

� I’ll have arrest for five minutes and then I will be in a good form. 

� I want to have a rest. I must weaken and relax. 

� After 10 minutes I will be ready for working. 

� I do not have cold! 

� I am quiet! 

References: 

� Doghonadze 2000: Doghonadze, Self-consciousness Development and Self-education. 

Monograph – Important Problems of Educational Working at School, Tbilisi. 

2000. 

� Chkhartishvili 1974: Chkhartishvili Sh., Double Behavior and Educational Problem. 

Will Self-education – Social Psychology of Education. Tbilisi. 1974. 

� Chkhartishvili 1974: Chkhartishvili Sh., Requirements of Prestige, Freedom and 

Independence and Their Education Ways in the Transitional Age. Monograph - 

Social Psychology of Education. Tbilisi. 1974. 

� Japaridze 2000: Japaridze M., Psychology of Education. Tbilisi. 2000. 

� Bukhuleishvili. 1986: Bukhuleishvili I., Psycho-pedagogical Conditions for 

Strengthening the Process of Self-educationally Neglected Teenagers. PhD Dissertation. 

Tbilisi, 1986 (in Russian language). 

� Tolstoy 1977: Tolstoy L. N., Childhood, Adolescence, Youth. Moscow, 1977 (in 

Russian language).



LALI AKHALADZE, MIKHEIL KHANANASHVILI, MANANA CHIKHLADZE 

Allergology, Asthma and Clinical Immunological Institute, Tskaltubo; 

I. Beritashvili Physiological Institute, Tbilisi 

BIOCHEMICAL INDICATORS CHANGES AT THE DIFFERENT STAGES OF 

PSYCHOGENIC STRESS DEVELOPMENT 

Study of various types of central neuro pathologies and organism homeostasis metabolic 

processes research represents one of the most important problems in the modern 

biology and medicine. Significance of this challenge is conditioned by the fact that local 

wars, air catastrophes, auto and railway accidents, earthquakes, flood and other cataclysms 

have become more and more frequent at the end of the twentieth century and by 

the beginning of the twenty first century. Respectively, not only physical traumas and disorders 

resulted by organism traumas have frequented, but numerous new stressors having 

caused psychological trauma (stress) and made a vital influence on the neural-endocrinal 

sector. The issue of the research and study of psychogenic stress, its causing reasons 

and development mechanisms is especially important. 

Stress is an integral part of daily life. Psychogenic and physical stressors cause physiological 

changes in the organism that disorder homeostasis; responding to these disorders 

several physiological mechanisms are operating for homeostasis restoration that is called 

“Allostasis”(McEwen 1998: 33-44). However, after disorder the biological function turns 

into “norm” or depress. Stress may have a continuous influence on the individual; specific 

stressors (for instance: extra cold-ness, exercises and etc) make the whole neurological and 

physiological network more active that is followed by differential-physiological responses 

including brain activation patterns, immune reactivity, receptor expression and neural transmission 

secretion (McEwen 1998:502-548; Pacak 2001:502-548; Ghi 1995:104-107). 

Psychogenic stress is generated as a result of influence of psychical factors; first of 

all, the very mechanisms causing psychical functions are tensed and initially make influence 

on the central function of brain such as memory, motivation, emotion, decision-making 

process and etc. During the stress, at first protecting, self-regulative and compressor mechanisms 

of organism providing the optimization process of the mentioned psychical functions 

begin acting (Khananshvili 1998: 13-16). 

The original model of psychogenic stress has been worked out on animals by us that 

at the different steps of its development gives an opportunity to manifest and register compensator 

mechanisms of brain and various biological indicators ongoing in the organism. 

Hence, the aim of our research represents study of behavior and emotional indicators, changes 

of hormones and biologically active substances in blood (cortisol, glucose, cholesterol) 

at the different steps of psychogenic stress development by the following method: 

189

1. With the aim of evaluation of emotional situation of animals we have used “open 

field” (Hall 1934: 385-403) and “pro-conflict” (Korda 1986: 121) test 

methods. 

2. For psychogenic modeling we used an active evading reaction modified model 

(Khananashvuili 1989). The mentioned model of psychogenic stress gives us an 

opportunity of continuous psychogenic stress modeling on animals, on light of 

which determination of different behavior indicators of animals is possible. 

3. Immune ferment - gluco-oxidizes method (Human complex) – after stressing 

the animals were conducted decapitation where we collected their blood patterns 

for determining biochemical (cortisol, glucose, cholesterol) indicators concentration. 

Level of the mentioned indicators in blood was determined by immune 

ferment-gluco oxidizes method. 

The research has been conducted on 60 white male laboratory rats weighting 200- 

250 gr. The animals were divided into two groups: psychogenic stress modeling was conducted 

to the animals of I group (experimental rats) with the following scheme: 

� On the first conditional signal (metronome – 2 hc) active evading reaction processing 

and strengthening. 

� On the two conditional signals (metronome – 2 hc, tone – 500 hc) active evading 

reaction elaboration and strengthening. 

� 14 days simultaneous testing of two active evading reactions according to the 

Gelerman stochastic program. 

On the animals of II group (intact rats) we studied behavior and emotional indicators 

by “open field” and “pro-conflict” test; respectively, the level of the mentioned biochemical 

indicators concentration in blood was determined in the same animals. 

Upon continuous psychogenic stress modeling behavior analysis revealed by animals 

showed us that in the different complicated experimental conditions the behavior of rats does 

not change by qualities, only correlation change between behavior acts takes place. Especially, 

on the first conditional signal on the metronome – for reaching active evading reaction 

producing and study criteria the animal needed 120-160 adaptation (6-8 days). 

In the unknown environment for a rat, under the unusual irritation conditions selfdefense 

task was set before the animal; it had to avoid electronic power painful influence. 

All the above mentioned was connected with decision-making, emotional tension increase. 

At this stage of the experiment compared to the behavior indicators vertical stands dominated, 

its duration amounted to (4.7%±2.3) during the whole experiment; indicator of 

“grooming” duration (0.6%±0.5) sharply dropped behind vertical (4.7%±2.3) and horizontal 

(2.6%±1.1) stands duration indicators. At the further step of the research – on the 

second conditional signal during 3-4 days (60-80 adaptation) we checked already elaborated 

active evading reaction solidity, in this situation the rats manifest automatic adequate 

self-defense behavior, i.e. they are already adapted animals to the experimental environment. 

It is known that such circumstance is characterized by less emotional tension, that 

is manifested by inter correlation changes between behavior acts, especially, in the expe- 

190

imental animals the indicators of “grooming” (2.1±1.1, P=0.005) and horizontal stands 

(3.9±0.7, P=0.009) increase, while vertical stands (1.9±0.8, P=0.009) duration (Table 

#1) decrease. 

Table #1 

Statistical evaluation of behavior indicators during active evading reaction producing-strengthening 

and one experiment in the period of two active evading reactions simultaneous testing in the 

experimental rats 

Behavior forms 

I stage (1) 

Aver. SD 

II stage (2) 

Aver. SD 

III stage (3) 

Aver. SD 

P 1-2 P 2-3 

Vertical stands 4,7 2,3 1,9 0,8 4 0,9 0,009 0,0001 

Horizontal stands 26 1,1 3,9 0,7 0,3 0,2 0,009 0,02 

Heads raising 22,2 7,8 25,3 6,2 13,6 4 0,04 0,05 

Fecal boluses 5,6 1,7 2,7 0,5 5,2 1,1 0,001 0,0001 

Transmissions between 

signals 

3,4 1,2 1,7 0,5 3,8 1,4 0,009 0,003 

Grooming 0,6 0,5 2,1 1,1 0,1 0,1 0,005 0,02 

According to the numerous experimental researches it is obvious that the mentioned 

behavior reactions reflect animal’s emotional situation, vertical stands is manifestation 

of strong emotional tension of the rats, “grooming” is generated in the intermediate 

strength conflict situation, at the time of strong emotional tension it is not manifested. It 

is known that such behavior at the moment of complicated task settlement serves to the 

emotional tension relaxation and is considered as self-regulated behavior (Khananashvili 

1981:123-129). 

During the experiment at the time of simultaneous 14 days testing of two active evading 

reactions the percentage indicators of the right responses do not exceed 30-45% that 

was maintained during 14 days. At this stage of the experiment formation of active evading 

reaction could not managed as brain functions under the conditions of unreasonable combination 

of “informational triad” factors (information number, time necessary for processing 

this information and decision-making, level of this decision making motivation), especially, 

a rat experiences pragmatic information deficit for a long time. The mentioned situation 

makes great stressing influence on the central neural functions of a rat, i.e. upon 14 days 

testing of simultaneous two active evading reaction the rats are in chronic psychical stress 

conditions; at this stage of test vertical stands (4%±0.9; P=0.0001) indicator statistically 

importantly exceeds to all other behavior indicators (Table 1). 

At the three steps of psychogenic stress development the behavior manifested by 

the animals significantly increases pathology development so called “Secret period” or 

pathology is not developed to it at all. The described behavior is determined as biologically 

positive stress manifestation and reflects self-regulation action of brain. Strengthening 

of self-regulation action of brain must be launched on the prior stage of the disease 

when these mechanisms are well-expressed; their purposed enhancement may play a deci- 

191

sive role in upgrading the organism resistance towards brain and stress factors (Khananashvili 

M. 2008). 

At the different steps of psychogenic stress development we studied animals’ emotional 

state by “open filed” and “pro-conflict” test prior and after stressing. Compared 

with intact rats after producing-strengthening of self-defense reactions during testing in 

“open field” the tendency of research activity reduction was revealed, but the latent period 

of motion activity (P=0.001) and “grooming” duration (P=0.003) increased. Research 

activity reduction in “open field” indicates to emotional tension enhancement (Hall 1934: 

385-403). Correctness of this opinion is also confirmed by test results of rats in “pro-conflict” 

situation. Compared with intact rats in the experimental rats after active evading reaction 

producing (P=0.001) and their simultaneous 14 days testing (P=0.002) the number 

of water drinking actions punished by el. power really decreased. According to this test 

reduction of water drinking actions connected with power in animals is indicator of enhancement 

of fear and agitation reaction. Hence, at all three steps of psychogenic stress 

development in a view of “open field” and “pro-conflict” test fear and agitation reactions 

dominate in animals. 

At the second stage of the experimental research, at all three steps of stress development 

metabolic changes of biological parameters were manifested in the blood plasma 

of the stressed rats. Indicators of hydrocortisone, glucose and cholesterol concentration 

were sharply increased (Table 2). 

Table #2 

Statistical evaluation of biochemical indicators at the different stages of psychogenic stress development 

in the experimental rats 

192 

Cortisol Glucose Cholesterol 

Stages Aver. SD P Aver. SD p Aver. SD P 

Intact 28 1,9 2,8 0,8 1,4 0,1 

I stage 38,4 9,0 0,004 4 0,7 0,004 1,7 0,5 0,009 

II stage 33,5 3,5 0,001 3,7 0,4 0,001 1,6 0,5 0,09 

III stage 43,5 9,2 0,0001 3,8 0,4 0,003 1,7 0,2 0,002 

It is know that at the time of stress organism responds by its all homeostasis 

systems mobilization. Secretion of hormones and biologically active substances actually 

mentions reaction syndrome launch of stressing state that regulates all circulation and metabolic 

processes in the organism that finally leads to adaptation to the changed conditions 

of the environment (Akhaladze 2006: 925-930). By stressor influence its main circle 

hypothalamus-hypophisis-corticosuprenic system becomes active (Kulagin 1978: 296). 

Hypothalamus role is determined by secretion activity of its neural cells that produce corticotrophin 

– releasing factor. The mechanism releasing this process represents sympatoadrenergic 

system activation, that moves into hypophisis by portal system of blood circulation 

causing ACTH synthesis and secretion potentiality, ACTH makes steroid hormones, 

gluco and mineral corticoids synthesis active in the adrenal gland out of which corti-

sol is important according to our experimental research. It is known that by cortisol influence 

glycogen synthesis in muscles and glucose rusting in tissues is declined that represents 

one of the reasons of hyperglycemia. Lipolysis facilitates to increase glucose level 

in blood too that is enhanced by cortisol influence, also cortisol causes fat distribution in 

the hypodermic cells; by its action the total lipids composition in spleen and free fatty 

acids mobilization raises. Hyperglycemia results enhanced insulin secretion, while insulin 

itself detains free fatty acids mobilization caused by cortisol. By insulin influence fat generation 

is grown and covers fat synthesis decline caused by cortisol from carbohydrates. 

At the time of stress determination of glucose level in blood depends on stress nature and 

intensity (Armario 1990:341-7). Increased activity of sympatic neural system plays a great 

role in disordering glucose and fats substances changes (circulation) on base of which 

continuous stress, glucose and fats metabolic changes may cause disease generation (etiology) 

- cardio-vessels system and diabet (Kemmer 1986: 1078-1084). During stressing a 

frequent presentation in intervals gives adaptation effect of neuro-endocrinal and metabolic 

processes. Neuro-endocrinal adaptation towards stress is similar process to sensitivity 

stimuli of behavior neural physiological habituation (Armario 1990:341-7). 

Therefore, changes of behavior indicators and biochemical parameters manifested 

in stressed rats on base of the research carried out by us gives us the following picture 

on base of medical literal data: under the different complicated experiment conditions at 

the stress development stage fear and agitation reactions dominate in rats that is followed 

by behavior indicators changes the interchange of which is of different nature under the 

various complex experiment conditions that determines cortisol as stress-hormone cycle 

in blood. Gradual growth of cortisol in blood is followed by glucose and cholesterol 

composition changes considered as biologically positive adaptation reaction that finally 

increases organism stability towards different pathogenic factors. 

References: 

� Akhaladze 2006: Akhaladze L., Domianidze T., Khananashvili M., Chikadze A., 

Chikhladze M., Jugheli M., Cortisol Concentration Changes at the Different Stages 

of Psychogenic Stress Development in White Rats. Georgian Scientific Academy 

“Herald”; Biology Seria A, V. 32, # 6. Publishing House “Science”, Tbilisi, 

2006. 

� Armario 1990: Armario A., Marti J. Gil M., The Serum Glucose Response to 

Acute Stress Is Sensitive to the Intensity of the Stressor and to Habituation. Journal 

“Psychoneurotic-endocrinology”, 1990. 

� Khananashvili 2008: Khananashvili M., Informational Stress. Georgian Scientific 

National Academy. Publishing House, Tbilisi. 2008. 

� Ghi 1995: Ghi P. Ferreti O. Blengio M. – Effects of Different Types of Stress on 

Histamine – H3 Receptors in the Rat Cortex, Brain Res. 1995. 

193

194 

� McEwen 1998: McEwen B.S., Stress Adaptation and Disease. Allo-Stasis and 

Allostatic Load. Ann N.Y. Acad. Sci. 1998. 840. p.33-44. 

� Hall 1934: Hall C.S. J. Comp. Psychol., 1934. 2. 

� Korda 1986: Korda M. J., Biggia G. Stress and Transmission Biochemical And 

Behavior Studies. Advances in Biochemical Psychopharmacology. 1986. V. 41. 

� Kemmer 1986: Kemmer FW; Bisping R., Steingruber HJ., Psychological Stress 

and Metabolic Control in Patients with Type I Diabetes Mellitus. N. Engl. J. 

Med., 1986. P. 314. 

� Pacak 2001: Pacak K., Palkovits M., Stressor Specificity of The Central Neuro- 

Endocrine Responses: Implications For Stress-Related Disorders. 2001. Endocr. 

Rev. 22(4). 

� Khananshvili 1998: Khananashvili M. M., Psychogenic Stress: Theory, Experiment, 

Practice. “Vestnik” of the Russian Academy of Medical Sciences. Moscow. 

1998. P. 13-16 (in Russian). 

� Khananashvili 1989: Khananashvili M. M., Domianidze T. R., Way of Modeling 

of Neurosis. Certificate of authorship № 1506474, 1989, USSR (in Russian). 

� Khananashvili 1981: Khananashvili M. M., Reberg G., Self-regulation of Behavior 

in Terms of Increasing Loads on the Analytic-synthetic Activity of the Brain 

in Cats. Journal V. N. D. 1981. Vol. 31. №4. P. 123-129 (in Russian). 

� Kulagin 1978: Kulagin V. K., Pathological Physiology of Trauma and Shock. Leningrad. 

1978. P. 296 (in Russian).



KAKHI KOPALIANI 


DETERMINING FACTORS FOR LEADERSHIP ROLE DISTRIBUTION IN 

TEENAGERS’ SPORTS TEAMS 

In the process of team behavior realization functional specification of group members, 

group roles as separation of special functional formations, including separation of 

the leader’s role is carried out. According to literary data naming of some group members 

for a leader position is conditioned by the quality of partners’ opinion in relation with individual 

features of a group leader (Charkviani 2001: 156; Krichevski 1985: 38). 

In solving the problem of the group its most active member becomes an instrumental 

or business leader and the member, whose behavior mainly is associated with an internal 

integration sphere of the group and he/she represents the most successful person in this direction, 

becomes expressive i.e. a social-emotional leader. In psychological literature the 

fact of existence of these two factors of leadership is known as the phenomenon of leadership 

role differentiation (Burke 1972: 105). 

In psychological literature leadership according to “leader-followers” system is 

discussed as an expression of psychological subordination and the member of the group, 

which according to both measures of the group (instrumental and expressive) on the base 

of own group estimation will receive the highest points, becomes an obviously expressed 

leader (Krichevski 1985: 30). 

Teenagers’ sports groups represent preferably small social groups oriented on 

tasks, orientation of which carries an important purposeful character. Sports activity is 

important for sportsmen (either for teenager sportsmen or those ones who play in teams 

of the highest leagues) and thus, motivation of sports activity is high enough among them. 

Hypothesis of the research was following: first, as sports activity is personally important 

for the members of sports group it is presumable, that they will have positive attitude 

to the best member of the group in sports activity which means, that in sports group 

the status of an instrumental leader will also be high in interpersonal relationships. I.e. 

the instrumental leader might become an obviously expressed leader in most cases of 

sports teams. 

Second, it is supposed that the degree of coincidence of sports coach estimations 

and the team’s opinion according to two measures of given leadership in the group (instrumental 

and expressive) are correlated with team unity degree. Saying in other words, 

we might think that higher sports coach estimations and team opinion coincidence is, the 

group is more united. 

In group unity inter-attractiveness and group faithfulness degree is meant. Unity is de- 

195

termined by the compatibility degree between the aims of the whole group and its separate 

members. Those members of sports group who internalize group aims and have a great desire 

to be its member, unite the team to execute particular activity (Charkviani 2001:112). 

We must also denote that playing behavior of sport’s team represents a typical 

example of instrumental (business) behavior and non-playing relationships – the example 

of expressive (social-emotional) behavior. Playing relationships are characterized either 

by the existence of instrumental components or elements of expressive behavior. 

Research method. Researches were conducted among teenagers’ sports teams 

where estimation of leadership was carried out by means of rating. Sportsmen answered 

two questions. The first belonged to instrumental leadership: how do you think what part 

each member of your team takes in the success of the group (i. e. which member of the team 

you would place at first place, as a player, which in the second and the third)? 

The second question represented feature of the expressive leadership: how do you 

think what part each member of your team takes in the development of friendship relationships 

(i.e. which member of the team you would place at first place, as a friend, which 

in the second and the third)? 

Estimation of leadership in each activity was carried out by summing points received 

by each member of the team which they received from their partners during rating. 

Specifying the obviously expressed leader was carried out by summing the points received 

according to both measures of group leadership (instrumental and expressive). 

Sportsmen’s estimation and rating were also executed according to two aspects by 

coaches. As additional materials, data received from conversation with sportsmen and coaches 

were used, effectiveness of team participation in official plays was considered, behavior 

of the team members during trainings and competitions periodically was monitored. 

Naming the best player and the best friend in the team by respondents, which let 

determine instrumental or business (formal) and expressive or emotional (informal) leader, 

was anonymous. In whole the number of respondents was 170 teenager sportsmen. 

Discussing results. According to the results of the research conducted among teenagers’ 

football teams leadership role differentiation took place only in ten of researched 

teams. I.e. in four teams of 10 realization of instrumental and expressive leader roles was 

conducted by different members of sports groups and in another six teams instrumental 

and expressive leader roles were executed by the same people. 

Also it must be denoted that absolutely in all teams instrumental leaders, according 

to both measures, got higher points than expressive ones, thus only an instrumental leader 

took the part of obviously expressed leader in all teams. 

Thus, according to the data of conducted research it was revealed that instrumental 

leaders get quite high estimations either from own partners or according to expressive 

behavior indices. Saying in other words, there was no any antagonism seen to instrumen- 

196

tal leaders from the side of the group, on the contrary the condition of the instrumental leader 

is quite stable in interpersonal relationships. 

The results let us think that since sports activity is too important personally for 

sports group members, interpersonal status degree of the team is determined by sportsman’s 

success level in sports activity. 

Attitude of the team to the instrumental leader is well seen according to the instrumental 

leader’s points in leadership expressive measurement (table 1). 

Table 1 

Indices of points received by obviously expressed, expressive and instrumental leaders in the result of team 

members estimations in teenagers’ sports teams 

Leaders 

Teams 

Instrumental 

Expressive 

Obviously expressed 

# 

# 

# 

Points Points Points 

1 5 22 5 21 5 43 

2 8 30 8 16 8 46 

3 2 28 2 22 2 50 

4 2 25 2 14 2 39 

5 2 34 4 17 2 34+14 

6 1 26 5 15 1 26+13 

7 10 35 10 15 10 50 

8 5 22 5 19 5 41 

9 9 29 2 16 9 29+7 

10 6 27 1 16 6 27+13 

Data of the 1 st table allow us to calculate the correlation approach: between an instrumental 

and obviously expressed leader and expressive and obviously expressed leaders 

(table 2). 

Table 2 

Data of correlation analysis between an instrumental and obviously expressed leader and expressive and 

obviously expressed leaders 

Obviously expressed leader 

Instrumental leader r = 0,904; p < 0,01 

Expressive leader r = 0,420; p > 0,05 

Data of the table 2 show that correlation between obviously expressed and instrumental 

leaders is quite strong and between expressive and obviously expressed ones statistically 

reliable correlation was not confirmed. Coming out of this we can suppose that 

for teenager sportsmen sports activity (instrumental behavior) is more important than interpersonal 

relationships (expressive behavior). In playing behavior a sportsman has more 

possibilities to express himself and reach high results. 

197

Statistically reliable correlation between obviously expressed and instrumental leaders 

acts in favor of the first hypothesis. 

According to the received data also strong connection exists between the coach and 

the team estimations according to instrumental measurement, where 7 of 10 team data are 

statistically reliable. According to expressive measurements correlation between mentioned 

variables in 5 of 10 was not statistically reliable, and in the rest 5 cases according to 

the data of expressive measurements correlation between the estimations of the coach and 

the team is statistically reliable (table 3). 

From the table 3 is shown data that coincidence of the coach and the team estimations 

in the instrumental sphere is rather higher than in the expressive one. Mentioned coincidence 

is especially low in weak teams. These data show that in weak teams, mostly in interpersonal 

relationships, coaches know teenagers’ psychological peculiarities badly. All of 

this was revealed during observations, too. 

Table 3 

Data of correlation analysis between team members and coach estimations according to instrumental and 

expressive measures of sports activity 

198 

Teams 

Coincidence of the team and coach estimations 

Instrumental sphere 

Expressive sphere 

1 r = 0,843 * r = 0, 786 * 

2 r = 0,876 * r = 0, 731 * 

3 r = 0, 767 * r = 0,693 * 

4 r = 0,667 * r = 0, 437 

5 r = 0, 751 * r = 0, 403 

6 r = 0,578 ** r = 0,585 ** 

7 r = 0,558 ** r = 0,404 

8 r = 0, 384 r = 0,739 * 

9 r = 0, 347 r = 0,416 

10 r = 0, 527 r = 0, 208 

* p< 0,01 

** p< 0,05 

Empiric data show that the correlation between accuracy of team members and coach 

estimations and the team unity according to both measurements of sports activity (instrumental 

and expressive) is statistically reliable: 

Instrumental sphere _ r = 0, 728; p < 0,01. 

Expressive sphere _ r = 0, 628; p < 0,01. 

Received empiric data let us think that accuracy of coach estimations and team 

opinion coincidence in sports group, according to given two measurements (instrumental 

and expressive), is correlated with the degree of the team unity.

Given sports groups to be researched are represent as different age groups and they 

had to take part in various tournaments due to which rating them in relation with effectiveness 

was difficult. Although mentioned teenagers football teams were chosen according 

to the strong and weak principle - at the beginning. Teams got prize-winning places (the 

first and the second) represented strong teams and teams got the last two places at the bottom 

of the tournament table – weak. Final rating was conducted after consultation with 

the management of children’s department of football federation, from overall amount of 

teams’ official plays according to percentage index of games they won. 

As the result of correlation analysis of empiric data of teenagers’ sports teams effectiveness 

and unity degree statistically reliable correlation between these two variables 

was confirmed: expressive sphere _ r = 0,793; p < 0,01. 

Instrumental sphere _ r = 0, 765; p < 0,01. 

Received data show that in teenagers’ sports activity for teams psychological appropriateness, 

interdependencies and psychological atmosphere in the team, mutual understanding 

between the coach and the team, represent determining factors for the team 

unity and thus the factor for sports success. 

As the result of empiric researches analysis of received data let us make the following 

conclusions: 

1. In teenagers’ sports teams in interpersonal relationships the level of their success 

in sports activity is a determinant of the team members’ status degree i. e. more active the 

sportsman is in sports activity the higher his status is in interpersonal relationships. 

2. The level of coincidence of teenagers’ sports team and coach estimations is correlated 

with the team unity i.e. the higher this coincidence is, the team is more united. 

3. The higher the level of unity degree of teenagers’ sports team is, it is more effective 

i. e. effectiveness of teenagers’ team is correlated with the unity degree of the team. 

References: 

� Charkviani 2001: Charkviani D., Psychology in Industrial Organizations. Tbilisi, 

2001. 

� Krichevski 1985: Krichevski R.L., Rizhak M.M., Psychology of Management 

and Leadership in Sports Group. Moscow, 1985. 

� Burke 1972: Burke P. J., Leadership Role Differentiation. – In: Experimental Social 

Psychology. N. Y., 1972. 

199

200 



ELGUJA KAVTARADZE 


ESSENCE OF THE THEORY OF POLITICAL MODERNIZATION 

Understanding of content and character of transitional society, reforming of its ability 

and possibilities requires the context of wider researching, which comprises all social 

factors, among those social-cultural factors have a dominant role. In this context for researching 

it’s more adequately such approach, which is accentuated on values, culture and 

subject mentality systems, which defines concrete forms and possibilities of the society, 

and in general human evolution. 

The experience shows that the law of diverse needs of growth is meant in the society’s 

evolution, which is satisfied with individuals’ massive creation. It reflects the general 

tendency of the society’s movement from simple structure to difficult one. 

Strengthened various demands are considered as complicated forms of labor division. 

Certain individuals and groups are specialized with a definite form on creation of goods 

and services. According to others evaluation, these individuals and groups with cooperation 

of producers create their creation, information, change resources and etc. Thus, 

people in the process of interaction renovate and develop economic, social, political, cultural 

and other relations as a result of growth of different types of demand. Multiplication 

of labor division forms expands different kinds of social ties: 

� Social groups; 

� Life rules; 

� Individuality. 

In addition, there are further requirements of individuality and differentiation. 

Increasing complication of social system has a deliberate character. It is related to 

the strength of the society, to the adaptation with changing of conditions of external 

world. Strengthened social needs of various individuals represent natural-historical mechanism 

of the society’s development, though as a result of individuals’ interaction a human, 

living conditions are not only formed, but also are renewed. Individuals’ creation 

has the system of culture and the relevant world picture, that defines the direction of activity 

(Baldridge 2000:217-218). 

Cultural value represents motivation of the person’s behavior and creation, forms a 

way of life, defines the approach of real demands and possibilities to the event changes. 

Society’s possibilities, its inclination to progress is dependent on interrelation of 

the system of the society’s culture and social relations, or living conditions (therefore, 

what kind of values a person’s action and behavior are based on). 

Culture may be considered as a simple approach towards the existing relations, in-

dividuals aspiration towards restricting demands, which encourage them with constant 

improvement and complication of social relations. The values of two systems of the society’s 

two types are different from each other in different parameters, which reflect two 

stages of development – traditional and modern. 

It is more important: 

1) Mechanisms of social evolution (a person’s economic interests or coercion); 

2) Regulation means of social relations; 

3) A person’s place and role in the society (a person as an independent value or as a 

part of the class, the mean of implementation of national interests); 

4) Life style (simple or complex), whose strict distribution is obtained as a result 

of its differentiation, non-regulated development of social functions, needs and 

interests (Parsons 1997:160-187). 

Transition of public life from the traditional type to modern one is the process, rationalization 

of social relations, differentiation of interests and needs of human creativity, 

for which rational bureaucracy and the government are responsible. Constantly changing 

requirements of an individual require improvement of social relations that creates the possibility 

of their realization. 

Transitional or ultra modern face is established between traditional and modern societies. 

It is a partially modernized society, therefore such a society, where modernization 

is implemented for particular sectors (for example, technological modernization in the field 

of production), economic backwardness is overcome, class division, but social relations 

are mostly developed on the basis of traditional values and religious forms. 

Transition from traditional to modern society means renewing of social life, changes. 

Thus, while transiting from one type to another one, during which the society is establishing 

renewed existence, social relations are being improved gradually independently 

from an individual’s needs. Such transformation process of the society is called 

modernization. One of the authors of the theory of modernization – J. Moore defined modernization 

process as the transformation of modern society, which resulted in such types 

of community development, such as the relevant forms of technologies and social organizations, 

which are characterized for developed, economically prosperous and politically 

stable countries (Kavtaradze 2005:97-107). 

Modernization as a process of systemic changes of the society’s features, means 

transformation of important areas and establishment of more complex and rapidly changing 

rules of life in economic field. 

Modernization theory was formed in the 60-ies of the 20 th century on the basis of 

generalization of experience of chaotic modernization of the countries of Europe, America 

and Latin America. According to the authors’ intention practical effect of the theory 

should have been efficiency of social problems and its strengthening in the countries where 

this experience would be used, though, in spite of the authors’ praise of this theory as 

“an universal recipe” of overcoming poverty and backwardness, its usage in practice has 

had different results in different countries (positive and negative). For example, an obvio- 

201

us failure took place in Indonesia and some African countries alongside with a rapid development 

of Taiwan, Singapore, South Korea, Chile and other countries. Failure was caused 

by the fact that in these countries western institutions were separated from nonwestern 

cultural values (Semichin 1997:57-65). 

Euro-American orientation of the research of modernization, nonwestern socialcultural 

values restrict possibilities of their practical usage for transformation of Georgian 

society. Therefore, a direct analogy, copying chaotic experience of modernization in Georgia 

won’t give us the desired results. Also, it would be wrong to simply avoiding from 

it (decline), because this experience enables to reveal logic and sources of transition to 

modern society. 

Explaining of modernization theory includes the following: 

1) Researching theory is determined within the framework of cultural-historical 

period; 

2) It enables to reveal real mechanisms of changes, which provide the system of 

culture, national self-consciousness, moral ideal and mentality. The current processes 

in Georgia can be reviewed in the context of modernization theory which 

will help us to explain logics and mechanisms of transition to modern society, 

to such a society, which is different with life difficulties, an individual’s social 

role and changeable demands. 

References: 

� Baldridge 2000: Baldridge L., Passion and Power, translation from English by 

Vitaliev I., Moscow, 2000 (in Russian language). 

� Semichin 1997: Semichin G., Anthology of World Political Conception. Moscow, 

1997 (in Russian language). 

� Parsons 1997: Parsons, Political Systems. N.Y., 1997. 

� Kavtaradze 2005: Kavtaradze E., Political Sciences. Tbilisi, 2005. 

202



OMAR ARDASHELIA 


FATE OF NATIONAL STATE IN THE GLOBALIZATION CONDITIONS 

The term – Globalization was first used in 1983 by T. Levit in the article published 

in the magazine “Harvard Business Review” with the aim of markets amalgamation of the 

products manufactured by different corporations. Until 1987 in the base of Congress Libraries 

of the USA there was not a book where the term – “Globalization” was mentioned. 

In 90-ies of the 20 th century number of the articles and books dedicated to the globalization 

increased and this term was obviously broadly spread and its importance rose too. 

So nowadays content, genesis and especially further ways to the globalization process 

development represent a subject of grave political discussion. The subject of debates 

is: what is globalization, when it launched, how it is connected with other social processes, 

what its latest and long-term results are alike. 

At present they mean trans-bordering economic, political, social and cultural links 

into the globalization. 

In respect of national states there exists a widely spread concept that globalization 

declines political government and national state influence in the international relations 

process, as well as inner political relations. According to the D. Belly’s formula, a Professor 

of computer sciences, globalization is too small for settlement of great life challenges, 

while it is too big for small states. (Waters 1995:96). Radical globalists characterize national 

states as “a nostalgic fiction” and confirm that “national states’ epoch itself is closing 

to its end... it is quite possible that generated post-national order will be found of not 

system homogeny units (such as national states’ modern system), but such system which 

is based on among heterogenic units (such as some social movements, some groups with 

financial interests, some professional communities, also some non-governmental organizations 

and legal structures and etc) (Appadurai 1996:19, 23). 

In the globalists’ opinion, the world order should be wider than modern international 

order, since “it includes not only the order between states, but also the wider political 

system, the part of which is the system of states (Bull 2003: 33). The Australian scientist 

Hedley Bull thinks, that the world order is more fundamental than the international order 

because the final units of the great society of the whole mankind are not the states (nations, 

tribes, empires, classes, parties) but the individuals, who are permanent. (Bull 2003: 

33), i.e. under the globalization conditions the “order” as the notion of the definite relations 

between states is changed conceptually and it becomes the factor of defining relations 

between people (the citizens of the world). 

Hence “citizenship” with its traditional understanding (such as citizenship in the 

203

frameworks of national state) becomes destabilized by global processes. Scientists prove 

that “economic citizenship” is characterized to the modern society that represents concentration 

of economic rights and grants certain power to its owner (influence levers – O. A.) 

and an opportunity to require report on state’s activity. At the same time subjects with 

this new citizenship are not citizens, but companies and markets, particularly global financial 

markets and hence, this citizenship is localized not in the individuals and citizens, 

but global economic subjects (Sassen 1995:31-59). 

Capabilities of national states are undermined by the manifestations of trans-nationalism 

and globalization such as formation of international financial markets, business 

and capital trans-nationalism, open global informational network, formation of new national 

states, mobility increasing of population and other global problems of contemporaneity. 

Trans-nationalism and virtualization of financial markets enables big companies to 

cover a great part of revenue beyond the state’s control that multiply increases their revenues 

in accordance with the specification of the territories (offshore zones, liberal banking 

legislation of several states and etc). Rise of the financial capital mobility itself multiply 

increases secret or obvious influence of these capital owners on the national state’s 

government. All these develop attitude of national politics on the international financial 

markets. According to the experts, economic strength of several states (Economic so called 

“Tigers” states of East Asia) and their economic effectiveness mean participation of 

these countries’ governments in the worldwide monetary markets speculation. 

Paradoxical situation is revealed: on the one hand, globalization upgrades requirements 

towards politics of national states and simultaneously oppresses their possibilities. 

It is caused by the fact that the states having developed economy attempt to provide “their” 

trans-national corporations competition, to maintain a capital in the country, work places. 

With the aim of attracting new investments small national states’ governments decline 

social responsibility to the trans-national corporations, by which they support the decrease 

of real revenues of population, cut off social programs and by it undermine famous 

European thesis on “Social state”. 

Hence the key issue of the challenge becomes weakening governing capabilities of 

the state; the main determining point must be its structures ability for elaboration of common 

rules and introducing it in the politics, government and economics. 

For post-communist countries international bank adds non-having guarantees to the 

private property, political regimes instability, and state legislation unpredictability, independence 

of court system, executive government, and high level of corruption. At the same time 

capital has never been released from the social responsibility before society and state. 

Capital aspiration towards financial profit undermines basics of national states, that 

is forced to be permanently dependent on “economic policy”, then when the national state 

is a ground of liberal democracy. Experience shows us that the negative correlation influences, 

on the one hand, on the capacity of the state’s management and economic effectiveness 

and on the other hand, between decline of the capacity of state’s management and 

democracy. Hence maintaining democracy becomes a problematic “imagination that the 

204

national society administrating its fate democratically is gradually becoming non-real. 

The different fields of humans activity coincides the national state’s borders less. Both regional 

and local, as well as trans-national interests obtain more importance (Kaufman 

2002:111).In such situation challenges concerning globalization are multiplying and ability 

of national institutes to solve them is decreasing. 

Change of the state’s role in economy and its functioning essence in the society life 

has become dominant neoliberal and neoconservative of revolutions during two decades 

of the 20 th century. Economic field privatization has become the universal facility by 

which the state is exiled from the important field of society. The liberal traditions of the 

20 th century were stopped that considered guarantee of liberal order support to the society 

life in the engagement in the state. As it is known the goal of privatization is commercialism 

of the fields “releasing” the state from extra burden. According to the experts of 

World Monetary Fund and World Trade Organization all these promote to the integration 

process of the country on the global financial and economic markets. According to Dz. 

Bauman, “weak states that have capacity to provide the minimal order for commercial activity 

will do their best to provide free action of global cooperations” (Bauman 2004:99). 

Hence is follows that combination of privatization and commercialization creating 

acting mechanism of economic globalization leads the national state to not only weakening, 

but destruction of its established institutes. Privatization importantly decreases society 

activity filed and finally leads from the citizens’ interests’ domination to the common 

interests of society. In all countries of West Europe civil position is becoming relic, civil 

institutes system connected with collective social and political activity is breaking, civil 

position crisis gains forces, infantilism is becoming a comprehensive global phenomena, 

while the issue of private responsibility before society is delegated with the acting government, 

political parties’ leaders and etc. 

The well-known apologist so called of free society – George Soros is excited by decline 

of democratic values too. In his book “Freedom and Its Borders” he makes attentive 

conclusion regarding the processes. He writes: “I created my property by world financial 

market, but I am excited with non-controlled capitalism and non-controlled spread of marketing 

values in all fields of life, that threatens our open and democratic society. The main 

enemy to this open society is not communism, but capitalist danger” (Neklessa 2009:9). 

Globalization, as its supporters show as liberal values revival on over the planet, in 

reality leads us to the necessity how we are to revive freedom. So between the thresholds 

of decades the conflict essence becomes, on the one hand, disintegration and decline of 

effectiveness in the democratic national states and on the other hand, developing economic, 

cultural and political globalization. 

So under the globalization conditions changing of human and national states’ functioning 

set the issue on their identification in the agenda. Global commercialization of 

the society pushes its nationality, cultural values and political traditions to the back. Unification 

of legal, economic and political institutes actually remains national states undefended 

before the threats that are brought by total global processes in the world. 

205

National borders disappear as a result of pressure of trans-national corporations and 

financial markets. The countries that are not highly developed states experience permanent 

pressure of their financial and economic institutes and are forced to make concession 

the part of their sovereignty step by step. Local cultures become the object of world information 

flow under unification and innovation, the key source of which is the west and 

first of all the USA. American scientist – M. Waters so characterizes these tendencies: 

“This is a process where geographical restrictions maintaining traditions of cultural and 

social relations withdraws and humans understand much more that these restrictions gradually 

disappear” (Waters 1995:96). Introduction of new technologies in humans’ businesses, 

cyber-world domination and virtualization of different fields of life, according to 

Japan scientist – F. Fukuiama, means “The End of History”, as well as of “Geography”, 

capital internationalism and its globalization and virtualization takes a place of partners’ 

location from time issue in the geographic space. I.e. the fate of small states under the 

globalization conditions is directly dependent on the policy effected by big countries. 

Thus, small countries have no right to do a strategic mistake because such mistake will be 

mostly fatal for them (Rondeli 2006: 290),accordingly, under the globalization conditions, 

the idea of keeping the national state is directly connected with the idea of the international 

society and the right understanding of liberal values. For Georgia denying the liberal 

values under the pre-text of maintaining the national state is unacceptable and strategically 

unjustified, especially in such situation, when under the globalization conditions, 

“the door of European Union probably will be gradually “closed” (Asmus 2009: 255). 

According to the American scientist Kenneth Waltz’s opinion, the idea of nationalism 

doesn’t mean that people belong only to the nation, recently appeared that loyalty 

and devotion towards the state is characterized for the majority of people, that exceeds 

devotion towards all other groups (Waltz 2003: 198). In such situation, supposedly at the 

moment of crisis an united front will be created on the basis of individuals’ feelings and 

their faith, that personal security is dependent on the state’s security (Waltz 2003:198). 

This fact and the future policy of European Union may change importantly the globalization 

process in the whole world. Furthermore, under democracy and liberalism conditions 

the way of defense from the negative results of globalization will be found from large national 

states. 

References: 

� Asmus 2010: Asmus Roland D., A Little War That Shook the World. Tbilisi, 

2010 (in Georgian language). 

� Bull 2003: Hedley Bull, The Anarchical Society: A Study of Order in World Politics. 


� Waltz 2003: Waltz, Man, the State and War. By Kenneth N. Waltz. Tbilisi, 2003. 

� Rondeli 2006: International Relations (the third, revised edition). Tbilisi, 2006 (in 

206

Georgian language). 

� Appadurai 1996: Appadurai A., Modernity at Large: Cultural Dimensions of 

Globalization. Minneapolis, 1996. 

� Waters M. 1995: Waters M., Globalization. London, 1995. 

� Sassen 1995: Sassen S., Losing Control? Sovereignty in an Age of Globalization. 

N.Y., 1995. 

� Bauman 2004: Bauman Z., Globalization. Consequences for the Human and Society. 

М., 2004 (in Russian language). 

� Neklessa 2009: Neklessa , Global community. Mapping of Post-modern World. 

A. I. Neklessa and the others. Moscow, 2002 (in Russian language).. 

� Kaufman 2002: Kaufman F. K., Globalization and Society. Collection of articles. 

Part 1. Moscow, 2002 (in Russian language). 

207

208 



ZAZA TSURTSUMIA 

Counselor of the State Minister of Georgia for Diaspora Issues 

GEORGIAN VALIDE SULTANS OF OTTOMAN EMPIRE 

After the Ottoman Sultan’s accession to the throne, his mother took the title of 

Valide Sultan (Sultan’s Mother) and had entered triumphantly into the Sultan residence, in 

the women’s quarter of Topkapi Palace (Harem). Valide Sultan had a great influence in the 

Ottoman Empire (Halil Inalcik, Donald Quataer, 1994:570). 

Mihrişah Valide Sultan 

Among Ottoman Sultan’s Georgian wives, the first famous Valide Sultan is Mihrişah 

sultan, a wife of Sultan Mustafa III and mother of Sultan Selim III. Mihrişah Sultan’s date 

of birth is considered 1745 year. In the year of 1761 her son was born, the future Sultan 

Selim III (Danişmend 1995:68; Karal 1995:13; Barış 2002:191). After the death of Sultan 

Mustafa III in 1774 his brother Abdul Hamid I had accessed to the throne. It should be 

noted, that like his brother he had a Georgian wife as well. Mihrişah moved from the 

Topkapi Palace to the old residence. She had come back to the harem of Topkapi Palace 15 

years later, when his son became a Sultan. Contemporaries delightedly recount about the 

magnificent ceremony which was made for her return. From the old palace, honorific 

convoy took Mihrişah Valide Sultan with palanquin. On the main road the Janissary units 

were welcoming her. In the square of Topkapi Palace, Sultan Selim welcomed her in threetimes, 

kissed on the hand and escorted her to the harem doors (Sakaoğlu 1996:458). 

Mihrişah Valide Sultan had impressed the contemporaries with her beauty, virtue 

and charity. According them despite of that mother had a huge impact on her son and was 

whole supporting the young reformer Sultan, she was not interfering in politics and 

devoted her life in charitable activities. To the name of Mahrişah Sultan are connected 

charity buildings, dining houses for poor people, fountains, mosque, madrasahs and 

library in Istanbul (Elgin 1959:9). Valide Sultan and her son were belonged to the Sunit 

Mevlevi Order (Koçu 1981:324). 

Mihrişah Valide Sultan died on 16 October 1805 in the Topkapi Palace. A funeral 

was held in with great ceremony. Mihrişah was taken into the Eyüp district and buried in 

the türbe (mausoleum) named after her, beside the home for poor people, which she built 

before (Parmaksizoğlu 1976;154). 

Nakşidil Valide Sultan 

Nakşidil Valide Sultan, who was a wife of Sultan Abdulhamid I and a mother for 

Mahmud II, was born in Georgia in 1776. In 1785 was born her son, the future Sultan 

Mahmud II. In 1789, after her husband Sultan Abdulhamid’s death, she conceded the Topkapi

palace to her compatriot Mihrişah Valide Sultan, mother of Selim III. Nakşidil moved to the 

Sultan’s old palace, where she spent 19 years. When her son Mahmud had throned in 1808, 

Nakşidil returned to the Topkapi palace with the title of Valide Sultan. On 6 July 1808, her 

entrance ceremony to the Topkapi palace remained in the history of Ottoman Empire as last 

public ceremony of Sultan’s mother in the Topkapi palace (Pazan 2007:123-124). 

Contemporaries said that Naksidil Valide Sultan had a great influence on his son 

the Ottoman Sultan Mahmud II. After mother’s advice Sultan decided to change his 

residence from Topkapi palace to the Beşiktaş palace. She supported her son’s 

predispositions in issuing European-style reforms and number of western reforms from 

Mahmud II was carried out by the impact of his mother. 

Nakşidil Valide Sultan suffered from serious illness, at the end of her life she 

suffered from asthma attacks and Greek doctors were treating her. She died on August 

22, 1817. With a funeral ceremony her body was taken to the yard of the Fatih Mosque 

and buried in her built türbe (Sakaoğlu 1994:40). 

Bezmialem Valide Sultan 

Bezmialem was a Georgian woman (according to some source the Georgian-Jewish). 

Bezmialem was born in 1807. From early childhood she was growing in the Sultan’s 

palace, under the care of Nakşidil Valide Sultan. Nakşidil’s son Sultan Mahmud 

married with Bezmialem. On 25 April, 1823 Bezmialem gave birth to Abdülmecid. In 

1839 Sultan Mahmud II died and to the throne Abdülmecid went up, Bezmialem took the 

title of Valide Sultan. 

Abdülmecid was only 16 years old when get on throne. Bezmialem Valide Sultan 

has gained a great influence on the state affairs. As a mother of Sultan, when her son was 

travelling inside the empire, she took the highest authorities in İstanbul. Her influence on 

the affairs of the state was continuing during the whole period of his son’s rulling. 

Bezmialem died on May 3, 1853 in the Beşiktaş palace. Sultan, who suffered very 

severe his mother's death, ordered to hold a great funeral ceremony. Valide sultan was buried 

in her husband’s - Sultan Mahmud II türbe (Uluçay 1992:121). 

Siegmund Spitzer, personal doctor of Sultan Abdülmecid in his memories talks 

about the meeting with Bezmialem Valide Sultan: “When I entered into the Çirağan 

palace harem agha guided me to the depth of the hall, where was sitting a woman with 

veil. This was the Valide Sultan. Harem Ağa (Black Eunuch) told her that doctor had 

come by the Sultan order. I told timidly to the Valide Sultan that I would like to ask her 

some questions about her health… She was listening my questions in very calm way and 

answered very clearly. Under the semi-transparent red veil I could see her rose cheekbones. 

This 36 years old Georgian woman’s white and exquisite beautiful fingers got everyone’s 

attention. She said goodbye with merciful voice and gave Harem ağa the gold for me” 

(Han’ın Sarayında 1914:617). 

Bezmialem Valide Sultan deserved the love of ordinary people for her charity. The 

mother of Sultan walked in the districts of Istanbul, and gave allowances and food to the 

209

poor people, she gave dowry to poor’s daughters. Often were such situation when she 

paid poor people’s heavy debts, she pardoned prisoners and gave them money. Her name 

is connected hospitals built by her in the Istanbul and Saudi Arabia, in the Muslim holy 

city of Mecca; Valide School in Istanbul, where typography had been opened, one of 

Istanbul’s sights, Dolmabahçe mosque, the construction of this mosque was ended by her 

son Sultan Abdülmecid after his mother’s death, and many other colleges and 

fountain buildings and an endowments (Şentürk 1998:15). 

In Ottoman history is known about twenty originally Georgian women, who were 

wives of Sultans, of their sons or of other members of dynasty (Öztuna 1989:294-307). 

The last Georgian wife in Ottoman dynasty was Şadiye (Tavdgiridze), the daughter 

of Pasha Bahri Tavdgiridze from Kobuleti. She was born in 1898 in Istanbul in the 

Kabataş quarter. In 1919 she married to the grandchild of Sultan Abdülmecid, Ibrahim 

Şehzade Tevfik Efendi. The couple had two sons: Burhaneddin Cem and Osman Beyazit. 

In 1924 Şadiye with his husband and children moved to Nice France of due to the 

resettlement of the Ottoman dynasty members abroad. This couple divorced in 

1939. Şadiye married the second time, and resettled in the United States. Her son from 

her first marriage, member of the dynasty, head of the dynasty Burhaneddin Cem was 

taking part in the World War II in the army of the United States. He traveled to Georgia 

and visited his heritage, Tavdgiridzes’ estates in Kobuleti. In 1951 he married on Irina 

Starosselskaia. Burhaneddin Cem died in 2008 in New York. He had a son Şehzade Selim 

and a daughter Nilüfer Sultan. 

The title of the head of Ottoman dynasty now holds the youngest son of Şadiye 

Tavdgiridze, Osman Beyazit Osmanoğlu born in 1924 (Senyucel 2009:49,76). 

References: 

� Halil Inalcik, Donald Quataert 1994: An Economic and Social History of the 

Ottoman Empire. Vol. 2. 1600-1914. Edited by Halil Inalcik with Donald 

Quataert. Cambridge University press.1994. 

� Danişmend 1995: Ismail Hami Danişmend. İzahlı Osmanlı Tarihi Kronolojisi. C. 

4. İstanbul, 1950. 

� Karal 1995: Enver Ziya Karal. Osmanli tarihi. C. V, VII. Türk Tarih Kurumu. 

Ankara,1995. 

� Barış 2002: Y. Izzetın Barış. Osmanlı Padışahların yaşamlarından Kesitler. Ankara, 

2002. 

� Sakaoğlu 1996: Necdet Sakaoğlu. Mihrişah Valide Sultan. Yapıtlarıyla ve Yaşamlarıyla 

Osmanlılar Ansiklopedisi. C. 2. İstanbul, 1996. 

� Elgin 1959: Necati Elgin. Üçüncü Selim. Konya, 1959. 

� Koçu 1981: Reşat Ekrem Koçu. Osmanlı Padişahları. İstanbul, 1981. 

210

� Parmaksizoğlu 1976: İsmet Parmaksizoğlu. Mihrişah Valide Sultan.Türk Ansiklopedisi.C. 

XXIV. Ankara, 1976. 

� Pazan 2007: Ibrahım Pazan. Padişah Anneleri. İstanbul, 2007. 

� Sakaoğlu 1994: Necdet Sakaoğlu. Nakşidil Valide Sultan. Dünden Bugüne 

İstanbul Ansiklopedisi. C. 6. Istanbul, 1994. 

� Uluçay 1992: M. Çağatay Uluçay. Padişahların kadınalrı ve kızları. Ankara, 

1992. 

� Han’ın Sarayında 1914: Sultan Abdulmecit Han’ın Sarayında. Doktor Spitzer’in 

Hatıratı. Çev. Ahmet Refik. Tarih-i Osmani Encümeni Mecmuası. Say 34. 

İstanbul, 1914. 

� Şentürk 1998: M.Hudai Şentürk. Bezmi Alem Valide Sultan’ın Hayatı ve Eserleri. 

İstanbul, 1998. 

� Öztuna 1989: T. Yılmaz Öztuna. Devletler ve Hanedanlar. C. 2. Ankara, 1989. 

� Senyucel 2009: Kemal Senyucel. Hanedan’ın Sürgün Öykusu. İstanbul, 2009. 

211

212 


ANMERKUNGEN ZUR NEUSCHAFFUNG VON 

PRIVATRECHTSORDNUNGEN 

IN GEORGIEN, MOLDAWIEN UND DER UKRAINE � 

ROLF KNIEPER 

Prof. Dr. Dres. h.c. 

Die Veranstalter haben mir eine aus mehreren Gründen reizvolle Aufgabe gestellt. Der 

Reiz liegt zunächst im Objektiven. Es soll die Neuschaffung der Privatrechtsordnungen dreier 

Länder vorgestellt werden, die bei aller Unterschiedlichkeit der langen historischen Dauer 

eine ähnliche jedenfalls neuere Rechtsgeschichte haben, als plötzlich unabhängig gewordene 

Nachfolgestaaten der UdSSR und nach dem Zusammenbruch der dortigen Planwirtschaft und 

des COMECON neue (Privat-)Rechtsordnungen schaffen mussten, ohne über eine selbständige, 

nicht von Moskau aus gesteuerte Kodifikationserfahrung zu verfügen. 

Es überrascht angesichts dieser Ausgangslage nicht, dass in den Nachfolgestaaten 

der SU Verfahren initiiert wurden, auch weiterhin möglichst einheitliche (Modell-) Gesetze 

zu erarbeiten Dabei war es für die Beteiligten sicherlich gewöhnungsbedürftig und 

schwierig, dass diese Modelle nicht einfach in die neuen Republiken exportiert, sondern 

lediglich zur Annahme empfohlen werden konnten, wie es in Art. 4 der Gründungstexte 

der neu geschaffenen Interparlamentarischen Versammlung der GUS (IPV) in St. Petersburg 

heißt. Zu den zentralen Vorhaben der Modellgesetzgebung gehörte das Zivilgesetzbuch. 

Dabei haben sich haben sich Georgien, Moldawien und die Ukraine mit unterschiedlichem 

Enthusiasmus an der Arbeitsgruppe beteiligt, die dieses Vorhaben realisiert 

hat, das von der IPV im Jahre 1994 angenommen und den Mitgliedsländern zur Annahme 

empfohlen wurde. Besonders Georgien hat sich rasch praktisch von der Arbeitsgruppe 

verabschiedet und vorgezogen, gemeinsam mit deutschen Experten ein wirklich modernes 

ZGB zu erarbeiten, als klar wurde, dass die führenden GUS-Experten Modernisierungen 

möglichst eindämmen wollten. Moldawien hat später einen ähnlichen Kurs gesteuert. 

Dennoch ist das GUS-Modell-ZGB als Referenztext weiterhin von Bedeutung. 

Wie unterschiedlich auch die Haltung zur Modellgesetzgebung war 1 , gilt doch für 

die drei hier untersuchten Länder, dass sie inzwischen ein umfassendes Zivilgesetzbuch 

(ZGB) verabschiedet haben, welches gilt und die Praxis bestimmt, und dass auch die anderen 

zentralen Gesetze des materiellen und prozessualen Privatrechts im wesentlichen 

entstanden sind, zum Teil auf der Basis der GUS-Modellgesetze, zum Teil ganz unabhängig 

von ihnen. 

Ein Teil dieses Reizes liegt darin, dass trotz dieser Ähnlichkeiten keineswegs Ein- 

� 

Veränderter Text eines im Juni 2007 in Krakow/Polen auf einer Konferenz zur Nachbarschaftspolitik der 

EU gehaltenen Vortrages. 

1 

Neben dem ZGB sind von der IPV im Bereich des Privatrechts auch Modellgesetze über die Kapitalgesellschaften, 

zur Insolvenz und zu anderen Materien erarbeitetet worden.

heitsrecht entstanden ist, sondern sich im Gegenteil nationale Besonderheiten entwickelt 

haben. Gerade die drei vorzustellenden Länder haben das in einer Weise unterschiedlich 

getan, dass sie geradezu als modellhafte Realisierungen streitiger Ansätze in der Kodifikationspraxis, 

Theorie und Rechtspolitik genannt werden können. Einer der Gründe für 

die Divergenzen ist, dass die Modellgesetze sehr stark von einer russischen Zivilrechtsdoktrin 

beeinflusst waren, die noch aus der sowjetischen Zeit herüberragte. Stolz hat der 

Vorsitzende des „Wissenschaftlichen Beratungszentrums für Privatrecht der GUS“ berichtet, 

dass im GUS-Modell-ZGB und im neuen russischen ZGB etwa drei Fünftel der 

Artikel des ZGB von 1964 erhalten seien 1 . Nicht alle Länder teilten diesen Stolz. Zentrale 

Kritikpunkte am GUS-Modell-ZGB, die seine Annahme in verschiedenen Ländern erschwerten, 

waren: 

- die Beibehaltung eines Teils von Eigentumsformen, die über die Person des Eigentümers 

definiert sind (z.B. Staat, Gemeinden, Private), 

- die Beibehaltung besonderer Staatsunternehmen als juristische Personen und deren 

Verwaltungs- und Haftungssysteme, die im Endeffekt zur Ausplünderung der 

öffentlichen Haushalte beigetragen haben, 

- die Risikoverteilungen und scharfen Haftungsregeln zu Lasten von gewerblichen 

Unternehmern, 

- der Aufbau und Inhalt des Obligationenrechts, insbesondere die Beibehaltung 

von Vertragstypen, die in Marktwirtschaften wenig Sinn machen und die fehlende 

Konsistenz bei der Abgrenzung, 

- die Beibehaltung einer Gesetzgebungsmethode, allgemeine Grundsätze im ZGB 

zu verankern und im übrigen auf (zukünftige) Spezialgesetze zu verweisen, 

- die Einführung übertriebener Schriftform-, Beurkundungs- und Registrierungserfordernisse, 

- die allgemeine Methodik des Gesetzes, z.B. sein behaupteter Vorrang vor anderen 

Gesetzen, 

- den Ausschluss des Familienrechts und die Einbeziehung des Immaterialgüterrechts, 

- die vielen lehrbuchartigen Unterweisungen. 

Alle diese Punkte haben auch bei der Redaktion der ZGB in Georgien, Moldawien 

und der Ukraine eine unterschiedliche Berücksichtigung gefunden und ich komme auf 

einige zurück. Insgesamt lässt sich wohl sagen, dass Georgien sich am weitesten vom 

GUS-Modell entfernt hat und die Ukraine die größte Nähe aufweist. Dabei sind die Abweichungen 

nicht leichtfertig beschlossen worden, da der Fortbestand eines einheitlichen 

Rechtsraumes oder wenigstens weitgehende Kompatibilität als hohes Gut geschätzt wurden. 

Es gibt nun allerdings Anzeichen dafür, dass in Ländern, die sich zu Beginn am wenigsten 

vom alten Recht lösen wollten, ein Prozess des Umdenkens einsetzt und die weitergehende 

Modernisierung, die in kleineren Ländern wie Georgien und Moldawien viel- 

1 A.L. Makowsky, Einige Einschätzungen der Hilfe bei der Ausarbeitung der Gesetzgebung und des Standes 

der internationalen Zusammenarbeit, in: M.M. Boguslawskij/R. Knieper, Wege zu neuem Recht – Materialien 

internationaler Konferenzen in St. Petersburg und Bremen, Berlin, 1998, S. 340. 

213

leicht leichter durchzusetzen war, nachgeholt wird. So sind etwa in Russland Arbeitsgruppen 

eingesetzt, um Vorschläge zur Novellierung des Immobilienrechts und des 

Schuldrechts vorzulegen. 

Für mich liegt der Reiz des Themas auch im Subjektiven: In allen drei Ländern war 

ich über mehrere Jahre an der Redaktion der ZGB und anderer Gesetze beteiligt, in Georgien 

und Moldawien als Mitglied der Arbeitsgruppen, in der Ukraine als deren Berater. 

Ich habe also das Ringen um die besten Lösungen, die Auseinandersetzungen innerhalb 

der beteiligten nationalen Denkschulen und dann die mit den Parlamenten teilnehmend 

beobachten können und kann deshalb insgesamt bestätigen, dass sie mit Ernst und Leidenschaft 

geführt worden sind. In unterschiedlicher Intensität sind neben deutschen auch 

weitere ausländische Experten befragt worden: Georgien hat das ZGB auf einer internationalen 

Konferenz in den Niederlanden vorgestellt; in der Ukraine bestanden durchweg 

enge Arbeitskontakte mit Experten aus anderen GUS Mitgliedern, aus Europa und in 

eingeschränktem Umfang (beim Gesellschaftsrecht) aus den USA; in Moldawien wurden 

darüber hinaus auch rumänische Kollegen befragt und eine Endberatung durch den Europarat 

organisiert. Um auf die Fragestellung dieser Tagung einzugehen: Nur in der Ukraine 

stand die internationale Kodifikationsberatung jedenfalls teilweise unter dem Zeichen 

der EU-Nachbarschaftspolitik, während im übrigen bilaterale Projekte der juristischen 

Zusammenarbeit verantwortlich zeichneten, wobei deutsche Organisationen besonders 

intensiv engagiert waren 1 . 

Wer von internationaler Beratung spricht, muss ein Wort über das Verhältnis der 

Berater zu den beratenen Ländern einerseits und über das Verhältnis zwischen den ausländischen 

Organisationen andererseits sprechen. Ich habe beide Probleme ausführlich an 

anderen Stellen behandelt 2 und will das nicht wiederholen, sondern nur einige für die 

Länder spezifische Aussagen im Zusammenhang der Privatrechtsreform machen: In Georgien 

hat sich über einen längeren Zeitraum gezeigt, dass Geberkoordinierung gelingt, 

wenn ein starker nationaler Partner dies nachdrücklich fordert und Konkurrenz-Spielchen 

nicht zulässt. In der Ukraine haben deutsche, niederländische und europäische Organisationen 

sich eng und reibungslos abgestimmt, wobei m. E. der koordinierende Einfluss der 

EU einen Teil beigetragen hat. In Moldawien hingegen hat die Verabschiedung des ZGB 

unter einer besonders grotesken Form der Geberkonkurrenz gelitten, welche sie nicht 

selten in schlechtes Licht rückt. Ich will diesen Vorgang schildern: Das moldawische 

Parlament hatte eine Arbeitsgruppe von überwiegend moldauischen Rechtswissenschaftlern 

und Richtern eingerichtet, in der auch Experten eines GTZ-Projektes der juristischen 

Zusammenarbeit vertreten waren, das neben ständiger eigener Begleitung temporäre 

Beratungsleistungen aus den Niederlanden, Rumänien, Russland und der Ukraine abrief. 

Das Ergebnis der mehrjährigen Arbeit wurde dem Parlament im Jahre 2001 vorgelegt, das 

sich in erster Lesung zu seinen Gunsten entschied und andere Entwürfe zurückwies. Nach 

1 

Vgl. dazu ausführlich R. Knieper, Juristische Zusammenarbeit – Universalität und Kontext, Wiesbaden, 2004. 

2 

Zur Qualität der Berater: R. Knieper, Rechtsreformen entlang der Seidenstraße, Berlin 2006, bes. S. 17 ff; 

zum Verhältnis der Institutionen: R. Knieper (FN 3), bes. S. 104 ff. 

214

dem Wahlsieg der kommunistischen Partei konnte die sonst Kommunisten eher ablehnend 

gegenüberstehenden USAID auf nicht näher bekannte Weise einen Einfluss aufbauen, 

der dazu führte, dass gegen die Geschäftsordnung des Parlaments ein neuer Entwurf 

eingebracht wurde, in den ein US-amerikanischer Professor Teile des armenischen ZGB 

und das heißt russische Tradition eingeschnitten hatte. In diesem chaotischen Prozess ist 

einiges an Konsistenz verloren gegangen, hat der Europarat Bedenken geäußert und wurde 

das Gesetz lange nicht ausgefertigt. Obwohl immerhin etwa 70 % des ersten, moldauischen 

Entwurfs den parlamentarischen Prozess überstanden haben und das Gesetz erst im 

Juni 2003 endgültig verabschiedet worden ist, fand ein moldauischer Wissenschaftler im 

Oktober 2002 auf der Website der Universität von Illinois eine Eigenwerbung mit Foto 

und Text: „Professor Peter Maggs was the principal drafter of the new civil code enacted 

in Moldova in June, 2002“. Nach förmlichem Protest und der Drohung mit gerichtlichen 

Schritten wurde die Anzeige zurückgezogen. 

Ich will mich im Folgenden auf das materielle Recht und dabei insbesondere auf 

die ZGB konzentrieren. Dabei ist zunächst hervorzuheben, dass in keinem der Länder 

(wie im übrigen auch nicht der anderen GUS Mitglieder) trotz massiver Versuche der 

Beeinflussung die Idee ernsthaft erwogen worden ist, den Kreis der kontinentaleuropäischen 

Rechtstradition zu verlassen und auf eine systematische Kodifizierung und 

insbesondere auf ein ZGB zu verzichten. 

Streitig war allerdings, welchen Umfang die ZGB haben und welche Materien in 

ihnen aufgenommen oder in Sonderprivatrechten geregelt werden sollten. Nur für das 

Arbeitsrecht bestand Einigkeit darüber, dass es als Sondermaterie zu behandeln sei. Um 

den richtigen Platz für das Immaterialgüterrecht, das Handelsrecht und Familienrecht, das 

IPR und das Verbraucherrecht wurde teilweise erbittert gestritten. In dem Streit mischte 

sich Pragmatisches und Ideologisches, Technisches und Grundsätzliches. Als etwa einem 

der Redakteure des ukrainischen ZGB die georgische Absicht vorgestellt wurde, das Familienrecht 

wieder ins ZGB zu integrieren, rief er aus: „Keineswegs darf der ‚Humus’ des 

eigenen Rechtssystems vernichtet werden. Gestern wurden hier dazu einige Zweifel in 

bezug auf Georgien geäußert, das jetzt die deutschen Erfahrungen in der zivilrechtlichen 

Regelung einführt. Das kann gut sein, dabei kann aber auch der Rechtshumus vernichtet 

werden, und dann kann dieser ‚Rechtsboden’ außer Unkraut nichts hervorbringen“ 1 . Auch 

in Georgien selbst war die Aufnahme des Familienrechts ins ZGB wegen der institutionellen 

Bedeutung der Familie stark umstritten 2 . Am Ende hat sich Georgien dennoch – 

und m.E. zu Recht - entschlossen, das Familienrecht ins ZGB aufzunehmen, um einerseits 

die Nähe zum Erbrecht auch räumlich zu betonen und um andererseits den Vertragscharakter 

der Ehe hervorzuheben. Es ist ja erstaunlich, mit welchem Nachdruck in vielen 

post-kommunistischen Ländern christliche, islamische und andere fundamentalistische 

Organisationen versuchen, Ehe und Familie wieder ideologisch und rechtlich zu besetzen. 

1 

A. Dovgert, Rede in: M. Boguslawskij/R.Knieper, a.a.O. , S. 331 f. 

2 

vgl. S. Tchikvashvili, Vorzüge und Nachteile des Entwurfs des neuen Gesetzbuchs Georgiens, in: 

Boguslawskij/Knieper, a.a.O. S. 48. 

215

Ohne von diesem Virus befallen zu sein, haben sowohl Moldawien als auch die Ukraine 

besondere Familiengesetzbücher beibehalten. 

Für den Bereich der Immaterialgüterrechte hatte Georgien zunächst für eine Integration 

entschieden, um nach längeren Beratungen mit der WIPO für eine Sondergesetzgebung 

zu optieren mit der Folge, dass das Vierte Buch des ZGB insgesamt aufgehoben 

wurde. Die Idee einer Integration des gesamten Immaterialgüterrechts in das ZGB kann 

sich einerseits auf die sowjetische Tradition berufen, aber auch auf den ursprünglichen 

Plan des niederländischen Gesetzgebers, der dies ebenfalls vorsah. Während die Niederlande 

aus guten Gründen, etwa den notwendigerweise hohen Anteilen verwaltungsrechtlicher 

Vorschriften, vom ursprünglichen Plan abgerückt ist 1 , hat sich die Idee in Teilen 

der GUS erhalten, darunter auch in der Ukraine, wo das IV. Buch des ZGB dem intellektuellen 

Eigentum gewidmet ist, Moldawien hingegen hat sich zu einer besonderen Gesetzgebung 

entschlossen. 

In allen drei Ländern ist das IPR nach langen Diskussionen und einem modernen 

Kodifikationstrend folgend, aber im Gegensatz zu anderen GUS Mitgliedern besonderen 

Gesetzen vorbehalten und nicht im ZGB erwähnt, während privatrechtliche Teile des 

Verbraucherschutzes – etwa die Produkthaftung oder der Schutz vor unangemessenen 

AGB – in die ZGB integriert sind. Man könnte sagen, dass die deutsche Schuldrechtsreform 

dem weitgehend gefolgt ist. 

Ein Problem von besonderem Interesse stellt die Behandlung des Handelsrechts 

dar. Moderne Kodifikationen wie in den Niederlanden und Quebec belegen, dass ein derartiges 

Sonderprivatrecht nicht strukturnotwendig ist und dass die These gut vertretbar ist, 

die Handelsgesetzbücher Frankreichs und Deutschlands seien historischen Gründen und 

der Verteilung von Gesetzgebungs-Kompetenz geschuldet und nicht einer überlegenen 

Kodifikationsidee 2 . In dieser Perspektive haben alle drei Länder im Einklang mit dem 

GUS-Modell Vertragstypen und teilweise andere Regeln, wie z.B. solche über öffentliche 

Register, die sich etwa in Deutschland im HGB finden, in die ZGB integriert und auf ein 

besonderes Handelsrecht verzichtet. Das gilt z.B. für das Transportvertragsrecht, das 

Bankvertragsrecht, das Versicherungsvertragsrecht, Sondernormen für den Handelskauf 

ebenso wie für eine Reihe moderner Vertragstypen: In den ZGB der drei Länder finden 

sich die Vorschriften zum Finanzierungs-Leasing und zum Franchise-Vertrag und in 

Moldawien und der Ukraine zusätzlich auch zum Factoring-Vertrag. 

In der Ukraine hat es mit dieser Modernität nicht sein Bewenden gehabt. Vielmehr 

hat dort die Verchovna Rada (das ukrainische Parlament) am 16. Januar 2003 nicht nur 

ein ZGB, sondern auch einen Wirtschaftskodex angenommen. Zunächst scheint es mir 

notwendig, einige terminologische und substantielle Klärungen herbeizuführen. Ich habe 

nämlich den Eindruck, dass über die Konzeption eines „Wirtschafts“-Kodex in der post- 

1 

vgl. A.S. Hartkamp, Civil Code Revision in the Netherlands 1947-1992, in: Haanappel u.a. (Hrsg.) New 

Netherlands Civil Code, Patrimonial Law, Deventer, S. XIII ff / XIX. 

2 

diese Meinung habe ich ausführlich begründet in R. Knieper, Sonderprivatrechts für Diese und Jenen? In: 

Festschrift für E. Rehbinder, 2007, S. 45 ff. 

216

kommunistischen Welt eine ähnliche Verwirrung herrscht wie auf prozessualem Sektor 

über die Konzeption der „Arbitrage“. Die Gesetzeslage in der Ukraine, die bisher zum 

Glück in keinem anderen Staat kopiert worden ist, scheint mir auf diese Verwirrung zurückzuführen 

zu sein. Das Nebeneinander von Zivilgesetzbuch und Wirtschaftskodex 

haben eine unübersichtliche, der Rechtssicherheit und damit einer positiven wirtschaftlichen 

Entwicklung abträgliche Situation geschaffen. Beide Gesetze beschäftigen sich 

nämlich in nicht geringen Teilen mit ähnlichen Rechtsmaterien, insbesondere dem Obligationen-, 

dem Eigentums- und Unternehmensrecht. Deren Inhalte weichen allerdings 

teilweise voneinander ab und überschneiden sich teilweise. Dabei wird einem Kenner des 

Zivilrechts unschwer auffallen, dass die Regelungen des ukrainischen Zivilgesetzbuchs in 

der Regel präziser sind und angemessenere Risikoverteilungen vornehmen als der Wirtschaftskodex. 

Das Ziel des ukrainischen Wirtschaftskodex geht über die Regelung zivilrechtlicher 

Beziehungen hinaus. Es lässt sich zurückführen auf eine in der späten Periode der 

Sowjetunion gegründete Schule des Wirtschaftsrechts, die insbesondere durch die Professoren 

Laptev und Mamutov begründet worden ist 1 . Diese Schule geht von der nicht unrichtigen 

empirischen Beobachtung aus, dass die modernen Volkswirtschaften nicht eine 

strikte Trennung des privaten vom öffentlichen Wirtschaftssektor kennen, sondern eine 

zunehmende Verantwortlichkeit des Staates für die gesamtwirtschaftliche Entwicklung 

und im Gegenzug eine gesellschaftliche Verantwortung der privaten Unternehmen. Daraus 

ziehen sie allerdings einen juristischen Schluss, der an einen Theoriestrang des Marxismus 

erinnert, gemäß dem alle gesellschaftlichen „Überbauphänomene“ die materielle 

Basis widerzuspiegeln hätten. Diese Theorie ist seit langem als unterkomplex und empirisch 

haltlos verworfen. Sie hält sich ideologisch aber hartnäckig in der These, dass einem 

komplexen, die Sphären von öffentlichem und privatem nicht mehr rein beachtendem 

Wirtschaftssystem ein komplexes, öffentliches und privates Recht mischendes Rechtssystem 

entsprechen müsse. Die „mixed economy“ soll durch ein „mixed law“ ergänzt werden. 

Dass dies bisher in keinem Land mit einer traditionellen Marktwirtschaft realisiert 

worden ist und auch jeweils von den besten Zivilisten der Länder in Übergangsgesellschaften 

strikt abgelehnt worden ist, ficht die beiden Propagandisten der Schule nicht an. 

Tatsächlich hat Prof. Mamutov mir während eines Gesprächs in Donezk (Ukraine) im 

Jahre 1998 erklärt, dass es in Deutschland und in Frankreich einen Wirtschaftskodex gäbe 

und hat sich von mir, der ich immerhin länger als 30 Jahren Professor für Wirtschaftsrecht 

war, nicht überzeugen lassen, dass dies nicht der Fall sei. So dokumentiert sich die 

Verwirrung. Prof. Mamutov hatte das deutsche Handelsgesetzbuch und den französischen 

Code de Commerce mit dem Wirtschaftskodex des (post)-sowjetischen Typs terminologisch 

verwechselt, um seine Schule verteidigen zu können. Bei den westeuropäischen 

Gesetzen handelt es sich um reines Unternehmensprivatrecht, während der Wirtschaftskodex 

bewusst Privatrecht und Wirtschaftsverwaltungsrecht mischt. 

1 

W. K. Mamutov (Hrsg.), Chozyaistvennoe Pravo, Kiew 2002; siehe auch Mammutov, Die Konzeption eines 

Wirtschaftsgesetzbuches der Ukraine in: WGO-MfOR 1994, S. 373 ff. 

217

Pikanterweise geht die Schule der komplexen Wirtschaftsgesetzgebung auf Meinungen 

in der deutschen und französischen Literatur zurück, die zunächst in den 20er 

Jahren entwickelt wurden und dann während des Faschismus in Deutschland eine gewisse 

Prominenz erlangt hatten. Gesetzgeberische Versuche aber zu jener Zeit, entsprechende 

Gesetze in Deutschland zu schaffen, sind insgesamt gescheitert und am Ende des Faschismus 

zu Recht endgültig verworfen worden. Es ist in westeuropäischen Ländern allgemein 

anerkannt, dass trotz der wirtschaftspolitischen Verantwortlichkeit des Staates 

und trotz des Entstehens von Großunternehmen mit volkswirtschaftlichem Einfluss von 

einem „organischen Zusammenwachsen“ des Staates und der Wirtschaft keine Rede sein 

kann. Gerade die Entwicklung der letzten Jahrzehnte hat gezeigt, dass der Staat an der 

Aufgabe scheitert, die Märkte nach seinen Vorstellungen zu strukturieren und zu formen 

und politischen Vorgaben unterzuordnen. Gleichzeitig können die Wirtschaftsakteure und 

auf legitime und legale Rentabilität orientierten Marktteilnehmer nicht im unmittelbaren 

öffentlichen oder gesellschaftlichen Interesse handeln. Vielmehr verfolgen die in einem 

stabilen rechtlichen Rahmen agierenden Unternehmen ihre partikularen Gewinn- und 

Wachstumsinteressen, die dann in der Summe (hoffentlich) zum nationalen und globalen 

Wohlstand beitragen. Mir scheint, dass die ukrainischen Rechts-Reformer sorgfältig überlegen 

sollten, das Unikat des Wirtschaftskodex abzuschaffen, unter Umständen unter 

Einbeziehung einzelner Nomen in das ZGB. 

Eng mit der Frage nach der Integration von Materien ins ZGB oder ihrer Sonderkodifikation 

verbunden sind zwei weitere, die sich um das Verhältnis der Gesetze des 

Privatrechts zueinander bemühen. 

Das erste, in allen Ländern der GUS sehr heftig diskutierte Problem betrifft die 

Möglichkeit eines Vorranges des ZGB vor anderen privatrechtlichen Gesetzen. Das GUS- 

Modell hat in diesem Sinne ebenso entschieden wie z.B. die Ukraine 1 und Russland und 

eine Bestimmung ins ZGB aufgenommen, gemäß der ein anderes, auch späteres oder 

spezielleres Gesetz, dem ZGB nicht widersprechen dürfe. In Ländern wie den hier untersuchten, 

aber auch in Russland, die außerhalb der Verfassung keine weitere Hierarchisierung 

von Gesetzen kennen, muss eine solche Norm auf verfassungsrechtliche Bedenken 

stoßen, da sie eine Bindung zukünftiger Parlamente impliziert. Tatsächlich hat das russische 

Verfassungsgericht die Norm aufgehoben 2 . In der Ukraine ist meines Wissens noch 

keine Klärung der Verfassungslage erfolgt, ich meine aber, dass dort nichts anderes gilt 

als in Russland. Georgien und Moldawien haben in Anbetracht dieser Situation völlig auf 

eine Herausstellung des ZGB verzichtet und die bekannten Geltungsgrundsätze der Spezialität 

und der zeitlichen Folge kodifiziert. 

Das zweite Problem betrifft die Technik der Kodifikation. Aus der sowjetischen 

Zeit hat sich die Gewohnheit erhalten, in einem ‚Kodex’ allgemeine Grundsätze zu einer 

zu regelnden Materie aufzustellen und diese dann in Sondergesetzen zu spezifizieren 

1 Vgl. Art. 4 II des ukrainischen ZGB. 

2 Urteil des Verfassungsgerichts der russischen Föderation vom 05.11.1999, in: SZ 1999, Nr. 52, Pos. 6460. 

218

(oder das zu vergessen). In diesem Sinne finden sich im ukrainischen und moldawischen 

ZGB eine Reihe von Vorschriften über juristische Personen, über die verschiedenen Gesellschaftsformen, 

über die Umwandlung, über ihren Zusammenschluss, die Liquidation 

etc., die nicht eine modernen Anforderungen entsprechende Regelungstiefe haben und die 

dementsprechend durch besondere Aktiengesetze etc ergänzt werden. Es lässt sich leicht 

denken, dass diese Technik zu Dopplungen, Widersprüchen und Abstimmungsproblemen 

führt, die nicht leicht zu durchschauen sind. Dementsprechend hat der georgische Gesetzgeber 

konsequent eine Gesetzgebungsmethode verfolgt, Materien entweder vollständig 

im ZGB zu regeln oder vollständig in Sondergesetzen. Was dabei das besonders komplexe 

Gesellschaftsrecht angeht, so haben die mit der Rechtsreform Betrauten seinerzeit 

diese Materie getrennt und vor dem aufwendigen ZGB erarbeitet, weil zu Recht die Regierung 

der Auffassung war, dass dies rasch in Kraft treten müsse, um ein organisatorisches 

Vakuum zu füllen. Eine Strukturnotwendigkeit treibt dazu nicht, wie man am niederländischen, 

aber auch am aserbaidschanischen ZGB sieht, wo das Gesellschaftsrecht 

vollständig integriert ist mit der Folge, dass es keine Sondergesetze zu der Materie gibt. 

Mit dieser Problematik verwandt aber doch auf einer anderen Ebene liegt eine Gefahr, 

die eher aus der Sphäre internationaler Geber-Organisationen erwächst als aus nationalen 

Verhältnissen. Es ist bekannt, dass z.B. die EBRD ein Modellgesetz über ‚secured 

transactions’, über registrierte Pfandrechte erarbeitet hat, die IFC eines über Leasing, 

USAID über Nichtregierungsorganisationen und es ist verständlich, dass die Organisationen 

ihre Modelle gern in so vielen Ländern wie möglich in Geltung bringen möchten. Das 

geschieht bisweilen mit relativ rüden Methoden und insbesondere ohne Rücksicht darauf, 

dass die Materien im ZGB bereits geregelt sind. So gibt es inzwischen in Georgien ein 

Leasing-Gesetz, das dem ZGB offen widerspricht. Der Wertungswiderspruch liegt insbesondere 

darin, dass die ZGB-Gesetzgeber – ähnlich wie die Rechtsprechung des deutschen 

BGH 1 – dem Schutz des Leasingnehmers im Falle des Ausfalls des Lieferanten 

Vorrang einräumen, weil sie davon ausgehen, dass für lange Zeit Georgier sich eher in 

der Rolle der Leasingnehmer befinden werden. Demgegenüber vertritt das IFC-inspirierte 

Modell die Interessen der Leasinggeber und überwälzt die Risiken weitgehend auf den 

Leasingnehmer. 

Das Beispiel belegt, dass nicht nur rechtspolitische Wertungen auf dem Spiel stehen, 

sondern eine reale Gefahr der Auszehrung des ZGB besteht, die gerade in den jungen 

unabhängigen Staaten zu Rechtsunsicherheit, Instabilität, Intransparenz und einer 

unzureichenden Rechtsanwendung beitragen. 

Nach diesen Bemerkungen zur Entstehungsgeschichte, Methode und Technik der 

Privatrechtsgesetzgebung möchte ich auf einige markante Punkte und Unterschiede zwischen 

den Gesetzen Georgiens, Moldawiens und der Ukraine eingehen, die einerseits eine 

klare Verankerung in der kontinental-europäischen Kodifikations-Tradition dokumentie- 

1 Vgl. dazu Palandt-Weidenkaff, BGB, 66. Aufl. 2007, Rdnr. 55 ff; W. Däubler, BGB kompakt, 2. Aufl. 

2003, S. 778 ff. 

219

en und andererseits spezifische Probleme des Übergangs erkennen lassen. 

Zum Gemeinsamen und meines Erachtens Dauerhaften – jeweils mit Einschränkungen 

und in kaum zu verantwortender Knappheit und Unvollständigkeit: Die Gesetzgeber 

aller drei Länder haben sich entschlossen, dem ZGB einen Allgemeinen Teil voranzustellen 

und von dem alten ideologischen und sterilen Streit um dessen ‚antivitalistischen’ 

Charakter 1 nicht beeindrucken lassen. 

Das Recht der juristischen Personen ist teilweise im Allgemeinen Teil der ZGB, 

teilweise in besonderen Gesetzen geregelt. Es kennt die auch in Deutschland bekannten 

Typen der Personal- und der Kapitalgesellschaften, wobei nur die Ukraine – wie andere 

GUS-Mitglieder und offensichtlich verschiedenen ausländischen Beratern folgend – neben 

der GmbH auch die geschlossene Aktiengesellschaft zulässt, wohl eher aus Unkenntnis 

der Tatsache, dass diese beiden Gesellschaftsformen gleiche Regelungszwecke verfolgen. 

Georgien hatte darüber hinaus detaillierte Vorschriften zum Vereins- und zum 

Stiftungsrecht ins ZGB eingestellt, die inzwischen unter dem Einfluss von US-Beratern 

zu einem modernistischen Brei von NGO-Recht verwässert worden sind. In Moldawien 

hat sich die Konzeption des Vereins- und Stiftungsrechts hingegen erhalten können. Die 

ZGB der drei Länder sind aus guten Gründen nicht dem Beispiel des Modell-ZGB und 

des russischen ZGB gefolgt und haben die merkwürdige Rechtsfigur des juristischen Person 

des Staatsunternehmens oder ‚unitarischen’ Unternehmens ohne Eigentum und Vermögen 

und geleitet in ‚operativer Verwaltung’ von Managern ohne zivilrechtliche Verantwortlichkeit 

nicht aufgenommen. Allerdings finden sich diese konstruktiven und ökonomischen 

Missgeburten, die die Ausplünderung der sowjetischen Staatsbetriebe jedenfalls 

erleichtert haben, im ukrainischen Wirtschaftskodex. 

Die allgemeinen Bestimmungen zum Rechtsgeschäft runden den Allgemeinen Teil 

der drei ZGB ab. Dabei hat nur Georgien die alten und schwerfälligen Formvorschriften 

des sowjetischen Zivilrechts abgestreift und lässt wesentlich Mündlichkeit und im übrigen 

Parteiautonomie zu. Moldawien und die Ukraine verlangen, im Einklang mit dem 

GUS-Modell-ZGB aber gegen die Modernität auch internationaler Konventionen 2 , 

Schriftform bei allen Verträgen juristischer Personen und bei Verträgen mit einigem wirtschaftlichen 

Gewicht, knüpfen aber an ihr Fehlen – in französischer Tradition – Beweisfolgen 

und nicht die materielle Folge der Unwirksamkeit 3 . 

Das aus vertretbaren Gründen dem Allgemeinen Teil folgende Sachenrecht Georgiens 

und Moldawiens hat im Gegensatz zur sowjetischen Tradition und zum GUS- 

Modell-ZGB und auch im Gegensatz zur Ukraine den Besitz ebenso geregelt wie das 

Nachbarschaftsrecht und einen einheitlichen Eigentumsbegriff eingeführt. Das ukrainische 

ZGB kennt noch verschiedene, nach Subjekten unterschiedene Eigentumsformen, 

u.a. das Eigentum ‚des ukrainischen Volkes’ , das staatliche und das kommunale Eigen- 

1 

Dazu bes. F. Wieacker, Privatrechtsgeschichte der Neuzeit, 2. Aufl. 1967, S. 486 ff. 

2 

Vgl. nur Art. 11 des UN-Übereinkommens über Verträge über den internationalen Handelskauf vom 

11.04.1980. 

3 

Vgl. Art. 208 ukrZGB; Art.413 moldZGB. 

220

tum (Art. 324 ff UkrZGB), ohne allerdings daran irgendwelche diskriminierende oder 

privilegierende Rechtsfolgen zu knüpfen. Im übrigen folgt der Eigentumsschutz, seine 

Übertragung, die Regeln zu beschränkten dinglichen Rechten bekannten Traditionen. 

Das Schuldrecht gliedert sich den drei Ländern in klassischer Manier und wesentlich 

mit klassischen Inhalten in einen Allgemeinen und einen Besonderen Teil. Die Besonderen 

Teile enthalten verschiedene Vertragstypen inklusive - wie bereits ausgeführt - 

Verträge, die typischerweise in der gewerblichen Sphäre entstehen, die gesetzlichen 

Schuldverhältnisse wie Geschäftsführung ohne Auftrag, Deliktsrecht unter Einbeziehung 

der Produkthaftung und Bereicherungsrecht. Dabei machen alle ZGB klar, dass das Zivilrecht 

auch für den Staat und die anderen öffentlich-rechtlichen Personen gilt, wenn sie 

sich am Markt betätigen. 

Vieles könnte zum Schuldrecht gesagt werden, was den Umfang eines Referates 

bei weitem sprengen müsste. Ich will mich auf drei, mir auch aus symbolischen Gründen 

wichtig scheinende Anmerkungen beschränken. 

Zum ersten: Alle ZGB bekennen sich zum Grundsatz der Freiheit zum Abschluss 

und zur Inhaltsgestaltung von Verträgen, schränken allerdings beide aus guten, meist 

sozial- und verbraucherschutzpolitischen Gründen ein. Das gilt z.B. bei der Nutzung Allgemeiner 

Geschäftsbedingungen. Während aber das georgische und das moldawische 

ZGB einen Kontrahierungszwang für einerseits marktbeherrschende Unternehmen und 

andererseits in Situationen existentieller Abhängigkeit eingeführt haben, folgt das ukrainische 

ZGB dem Modell-ZGB und erstreckt den Kontrahierungszwang nach meiner 

Überzeugung völlig unangemessen auf alle gewerblichen Vertragpartner, also auch auf 

den Zeitungskiosk. Art. 633 ukrZGB verpflichtet die Partner der zu Unrecht „öffentlich“ 

genannten Verträge gewerblich Tätiger nicht nur zum Vertragsschluss, sondern auch zu 

inhaltlich gleicher Gestaltung der Verträge. 

Zum zweiten: Schadensersatzansprüche auch bei im Zusammenhang vertraglicher 

Leistungsstörungen setzen in guter kontinentaler Tradition ein Verschulden voraus, wobei 

der Maßstab des Vertretenmüssens objektiv definiert wird. Das unterscheidet sich nicht 

vom etwa deutschen Recht. In der Ukraine wird aber – wiederum in der Nachfolge des 

Modell-ZGB – differenziert: die Verschuldenshaftung gilt nur für die nicht-gewerblich 

Tätigen, während gewerblich Tätige für eigenes Handeln und für das ihrer Handlungsgehilfen 

verschuldensunabhängig haften. Ich sehe für diese Differenzierung keinen sachlichen 

Grund und erkenne so etwas wie einen anti-kapitalistischen Grundreflex. 

Zum dritten: Das sowjetische Zivilrecht kannte eine Reihe von besonderen Wirtschaftsverträgen, 

die unter das übliche Abstraktionsniveau des besonderen Vertragsrechts 

gingen und im damaligen Wirtschaftssystem ihre Berechtigung gehabt haben 

mögen. Das galt etwa für das Kaufrecht, wo neben den allgemeinen Bestimmungen für 

den Kaufvertrag Sondervorschriften mit häufig geringem kodifikatorischen Gehalt galten: 

für den sogenannten Liefervertrag, für landwirtschaftliche Produkte, für Energie etc. Ähnlich 

wurde mit anderen Vertragstypen verfahren, also etwa dem Werkvertrag oder dem 

Mietvertrag wobei im Gesetz bis hin zur Miete von Fahrzeugen mit und ohne Fahrer un- 

221

terschieden wurde. Man erinnert sich, dass auch in Deutschland vor einigen Jahrzehnten 

eine rechtspolitische Debatte über die Senkung des Abstraktionsniveaus geführt worden 

ist. Georgien hat mit dieser Tradition am weitesten gebrochen und beschränkt die Regelungen 

des ZGB auf die klassischen Vertragstypen, Moldawien hat einen Mittelweg beschlossen 

und kennt z.B. ein Sonderkaufrecht für Unternehmen (ohne dass nach asset- 

und share-Kauf unterschieden würde), während die Ukraine sich von der sowjetischen, im 

Modell-ZGB fortgeführten Tradition nicht hat lösen können. Nach wie vor und ohne guten 

Grund sieht das ukrainische ZGB besondere Bestimmungen für den sogenannten Lieferungsvertrag 

(Art. 712 ff), den „Kontraktvertrag“ für landwirtschaftliche Produkte (Art. 

633 ff) und den Kauf von Energie (Art. 714 ff). 

Zum Schluss und ebenfalls in der Absicht der Exemplarietät stelle ich noch zwei 

Regelungen vor, die im Zusammenhang bekannter Rechtsinstitute, nämlich dem 

Hypothekentrecht und dem Wohnungseigentumsrecht, die sozialen Schwierigkeiten und 

Besonderheiten des Übergangs zu einer Markt- und Geldwirtschaft aufnehmen sollten. 

In seiner ersten Fassung sah Art. 303 Abs. 2 des georgischen ZGB vor, dass bei einer 

Hypothekenverwertung der Schuldner und bisherige Grundstückseigentümer das 

Recht hatte, seine alte Wohnung als Mieter weiter zu bewohnen, natürlich unter Erfüllung 

seiner neuen Pflichten aus einem Mietvertrag. Die mögliche Folge einer erschwerten 

Verwertung wurde gesehen und aus sozialpolitischen Gründen ausdrücklich in Kauf genommen. 

Diese Vorschrift ist inzwischen - insbesondere auf Drängen der Weltbank - 

aufgehoben worden. Darüber hinaus gibt es in Georgien rechtspolitische Überlegungen, 

das Grundstücksrecht weiter zu liberalisieren und die zwingende notarielle Beurkundung 

von Grundstücksgeschäften abzuschaffen. Wiederum ginge dies auf Kosten des sozialen 

Schutzes, da die strengen Formvorschriften im wesentlichen eine Warnfunktion erfüllten. 

Eine andere Vorschrift des georgischen ZGB räumt einem Wohnungseigentümer 

die Möglichkeit ein, seine Beiträge in die Gemeinschaft ganz oder teilweise durch Arbeitsleistung 

zu erbringen, die nach objektiven Kriterien monetär bewertet werden muss 

(Art. 230 geoZGB). Der Zweck liegt auf der Hand. Viele der im Zuge der Massenprivatisierung 

von Wohnungen entstandenen neuen Wohnungseigentümer konnten die erforderlichen 

Geldleistungen nicht erbringen und waren vom Verlust ihrer Wohnungen bedroht. 

Die Vorschrift sollte hier einen Ausweg weisen. Über ihre praktische Bedeutung ist mir 

allerdings nichts bekannt. 

In der Zusammenfassung lässt sich sagen, dass die Privatrechtsordnungen der drei 

Länder Georgien, Moldawien und Ukraine - nicht anders als andere Länder - deutliche 

Spuren des Übergangs erkennen lassen, überwiegend aber auf gesetzliche Stabilität zielen, 

wie sie der Kodifikationsidee des europäischen Kontinents entspricht. Sicherlich ist 

noch manches weiterzuentwickeln. Dabei ist vor vielen raschen und häufig kurzatmigen 

Reformen und Reförmchen zu warnen, da Stabilität und Rechtssicherheit gerade in Gesellschaften 

des Übergangs hohe Güter sind. 

222


GIORGI RUSIASHVILI, NINO KETSBAIA 


ACTUAL CONDITION OF GEORGIAN ECONOMICS 

AT THE BEGINNING OF 2010 

In the last period in press and television there is announced the information by Ministry 

of Economic Development and Investment Agency about the economic development 

of Georgian economy 1 and that at the beginning of 2010 its rating in economic freedom 

of doing business is assessed as 11 th place among 183 countries in the globe. It means 

that Georgia is not ahead of only 10 countries such as including with consequence: 

Singapore, New Zealand, Honk Kong, USA, Great Britain, Denmark, Ireland, Canada, 

Australia and Norway. What can we say about this? If this condition is true, we have a reason 

for national proud as the USA economy for example is comprising 23,0-23,5% of 

the global economy; Singapore and Honk Kong far ago are regarded as Far East “tigers” 

making the economic miracle and giving the best example of the economic model based 

on the labor productivity; we can say more on the Irish economy which is considered as 

the most competitive economy by innovative, human capital oriented economy alongside 

with Israel and Finland and which alongside with Denmark and Norway consistently occupies 

the first place in the world by per capita value during the last decade thus composing 

the best living places in the globe by the living conditions. 

From its side Great Britain and Canada are members of G8; Canada is the closest 

partner of USA in terms of foreign trade, monetary and customs affairs, and Great Britain 

is the world financial and banking centre. Australia and New Zeeland compose 5,38% of 

the world territory. 

11,2173% of the world gross domestic product comes on these 10 countries 

(60,689,812 2 – 60,115,459 3 – 62,250,000 4 USD); (despite of USA economy); (Great Britain 

– 2,674,085 – 2,645,593 – 2,787,000 USD, Canada – 1,510,957 – 1,400,091 – 

1,564,000 USD, Australia – 1,010,699 – 1,015,217 – 1,069,000 USD, Norway – 

456,226 – 449,996 – 481,100 million USD, Denmark 342,925 – 342,672 – 369,600 million 

USD, Ireland – 273,328 – 281,776 – 285,000 million USD, Honk Kong – 215,559 – 

215,355 – 223,800 million USD, Singapore – 181,939 – 181,948 – 154,500 million USD, 

New Zeeland – 128,492 – 130,693, - 135,700 million USD), when according to the best 

1 

In Georgia in 2008 the real GDP growth in compare to the last year consisted only 6,7% and Georgia thus 

occupies the last place in the group of the South Caucasus – Central Asia (Azerbaijan, Armenia, Uzbekistan, 

Turkmenistan, Georgia). For the group the maximal meaning is 15,6% (by this parameter Azerbaijan is 

leading, also its GDP is twice as high as GDP of both countries – Georgia and Armenia - in total). 

2 

IMF data. 

3 

World Bank data. 

4 

CIA’s economic department data. 

223

estimates the per capita value with ppp correction in 2008 in Georgia was 4700 USD and 

did not exceed 4863-4897 USD 1 . 

In the present article we will discuss the methodological aspects of the referred research 

thus critically assessing its scientific reliability and fidelity. The head of the research 

team “Doing Business Series” is Mr. Simeon Jankow, a chief economist of the 

World Bank, who made the research. He also actively collaborates with the Free University 

of Georgia. The research is done in studying 10 components, such as 1) abilities to start 

the new business in the country; 2) easiness to get the state license on construction; 3) easiness 

of the procedures of hiring the employees; 4) registration of the property; 5) getting the 

credits; 6) security of investments and investors in the country; 7) culture of paying the taxes; 

8) openness of the trade out of borders; 9) contracts enforcement; 10) easiness of business 

liquidation. These 10 criteria give the weighted average parameter which gives the value 

based on the approximation places the country in the rating list with the relevant place 

number. This final parameter is called easiness of doing the business in the country. 

First of all let us study the place which Georgia possessed according to each of these 

components: Abilities to start the new business in the country – the fifth place; Easiness 

to get the state license on construction – the seventh place; Easiness of the procedures 

of hiring the employees – the ninth place; Registration of the property – the second 

place; Getting the credits – the 30 th place; Security of investments and investors in the country 

– the 41 st place; Culture of paying the taxes – the 64 th place; Openness of the trade 

out of borders – the 30 th place; Contracts enforcement – the 41 st place; Easiness of business 

liquidation – 95 th place. 

Simple analysis of this situation gives the ground not to be skeptical about the actual 

condition of Georgian business environment. First of all it is notable that the situation is rather 

weak in such positions as getting credits, investors and investments protection, culture 

of paying the taxes, openness of trading out of borders, and contracts enforcement. 

If getting the credits and openness of trading out of borders are depending not only 

on local factors but also on other systematic risks, being of the world countries from 22,4 

% to 35 % in terms of such parameters as investors and investments protection in the country, 

culture of paying taxes, and contracts enforcement is not desirable from doing business 

perspective. It must be separately mentioned the difficulties related with the business 

liquidation (currently the 95 th place for Georgia), by which we have worse position than 

such corruptive states as Russia – the 92 nd place and Nigeria – the 94 th place. Although it 

is noteworthy to mention that the given mathematical apparatus 2 cannot be perfect as the 

minimal and maximal scores variation is too high. Particularly, “the statistical error” probability 

3 is 489,1552% (2 2 /∆Zn – 95 2 /∆Zn), which indicates the fact that the more reliable 

methodology usage is recommended which would give better estimation of the results by 

1 

IMF, WB and CIA data for year 2008. 

2 

We would like to note that it is without doubt that the distinguished authors collected the trustworthy, 

reliable and objective sources for the information. 

3 

Here often its used “double checking approach”. 

224

scaling in case of higher fluctuation spread of the scores (namely such condition is characterized 

for Georgian economy). 

The initial status of the countries indexes is following according to the original research 

(Singapore, New Zealand, Hong Kong, China, the USA, Great Britain, Denmark, 

Ireland, Canada, Australia, Norway, Georgia, etc., e.i. the 12 th place from 183). As it is 

seen from the graph the lesser number of the score means the easiness of doing the business 

in the country (less licensing, certification and regulation; lesser state or shadow 

“bribing”; higher social loyalty etc.) and thus is a sign of economic freedom and success. 

However after deeper look into the data we found that it is obvious that the final place given 

to all the countries does not fairly represent the scores accumulated, which could be 

explained by the artificial end results oriented manipulation of the figures. 

Respectively the given countries would be more eligible to place in the following 

list, which at the same time represents our recommendation (the list is composed by us: 

Singapore, New Zealand, Hong Kong, China, the USA, Great Britain, Denmark, Ireland, 

Canada, Australia, Norway, Georgia, Iceland, Thailand, Finland, Japan, etc.).This list is 

more fair proceeding from our research purposes. However our observation had shown 

that the research has one more weakness in terms of granting the respective place to each 

country according to the 10 parameters. We believe that for the better calibration of the end 

results each country shall be given with the unique listing number which corresponds to the 

given parameter without uniting the countries in the groups by the principle in which they appeared 

in the original data list 1 . 

Proceeding from it, based on the 10 parameters the actual position of the countries 

is as follows. Respectively by the synthesis of the given parameters based on the proper 

calibration we receive new systematized list which not only significantly differs from the 

original list composed by the WB group headed by Mr. Jankow, but also from the second 

rating list modified by us (Singapore, New Zealand, Hong Kong, China, the USA, Great 

Britain, Denmark, Ireland, Canada, Australia, Norway, Georgia, Iceland, Thailand, 

Finland, etc. e.i. Georgia occupies the 12 th place from 183 countries.) 

We believe that our work will awaken in general higher scientific skepticism in 

manipulating by rough figures with eclectically modeling the end results, and in particular 

in reviewing of Georgian economy’s real condition, including from the point of easing of 

doing the business, which our country needs for business protection and development. 

1 Comment is that the alphabetical numeration of the countries is neglected. 

225


EKA DADIANI 

Akaki Tsereteli State University 

TO DETECT “AV/-AM” VERBAL SUFFIXES IN IMERKHEVI DIALECT 

In the article there is studied verbal suffixes of an ancient dialect of the Georgian 

Language – Imerkheuli (Imerkhevi speech). Imerkhevi dialect, which has been survived 

on the Turkish territory, in particular in Imerkhevi, in the ancient Georgian province, keeps 

significant verbal suffixes, that was typical for the old Georgian language. Ancient 

forms of verbal suffixes which were not kept in modern literary Georgian language have 

been preserved in colloquial language of the Georgians living in Imerkhevi. In this respect 

Imerkhevi dialect of the Georgian language is really one of the richest researching 

material from the standpoint of searching old verbal forms and their restoration. It is noteworthy 

that in Imerkhevi speech are found verbal forms typical for the old Georgian language 

and dialectical forms as well, which makes this dialect more valuable and inescapable 

in studying and restoration process of the Georgian language. 

In the given article there are represented -AV/-AM verbal suffixes in Imerkhevi 

speech and their function in literacy Georgian and other dialects. Detection of –AM mark 

in Imerkhevi speech, like literacy language and other dialects, is relatively limited, instead 

of it, verbs with -AV suffixes are often met. Our research is based on living materials, 

which is found in Imerkhevi during the summer expeditions in 2006, 2007, 2009. 

1. -AV/-AM suffixes as a rule are unchanged in three persons of singular of Present-Future 

and I-II persons of plural. 

In Imerkhevi speech there are frequent cases of interchange of –AV and –AM suffexes 

with other signs of verbal roots. –AV and –AM suffexes are changed with other affixes 

relatively rarely . Such interchange in scientific literature are called morphological 

alternation (Jorbenadze 1998:641). The confirmation of this view are numerous examples, 

which were recorded earlier by Shushana Putkaradze and later we recorded them during 

the above mentioned expeditions. These are the best examples for enriching Georgian 

dialectology. 

According to the recorded materials it turned out that in Imerkhevi speech –AM 

rarely replaces another suffix, and – AM suffix is represented with such a verb, which 

has – EV affix in Georgian literary language and dialects. 

-AV/-AM verbal suffixes in the Georgian literary language and dialects are widely 

spread. Their main function is production of stem of Present (Future); they are also met in 

derived series from Present-Future, in I “turmeobiti”. -AV/-AM signs are added to different 

types of verbs. 

Verbs with –AV and – AM affixes mainly have the same changes and -AV/-AM 

suffixes are presented in different phonetic versions in Imerkhevi dialect; 

2. There are frequent cases of interchange of –AV and –AM suffixes with other 

226

signs of grammar roots: -AV

228 


MAIA MIKAUTADZE 


TO SOME ARCHAIC LEXICAL UNITS IN IMERKHEVI SPEECH 

Archaic words or expressions are often found in Imerkhevi speech which has been 

separated from literary Georgian for several centuries. A part of these words and forms 

are no longer actively used in modern Georgian literary language, and the part can be found 

with different meanings. Such words-forms are confirmed in speech of Imerkhevian 

Georgians, which are often found in another Georgian dialects. 

In this article some important archaic words-forms of Imerkhevi are discussed, for 

example: tskhro – “fever”, khoromi – “one way hay”, ushtruji – “feeble, plain”, metsetskeba 

– “hate”. 

The paper highlights that indicated words-forms have been still found in archaic 

meaning in Imerkhevi dialect; there are also shown Georgian origin of these forms. In the 

research we will use as the texts of N. Marr and Sh. Putkaradze, as own materials obtained 

during the expeditions organized in Imerkhevi in 2006-2009 by Scientific-Research 

Institute of Georgian Dialectology of Akaki Tsereteli State University. 

The studied issue clearly indicates that Imerkhevi dialect of the Georgian language 

and the people speaking it, who have been isolated from the Georgian literary language 

and other Georgian dialects for centuries, despite of active influence of the Turkish language 

(the process of receiving Islam, the Ottoman state language policy, etc.) kept ancient 

archaic forms of the Georgian language. This fact gives a special value to importance and 

role of Imerkhevi dialect in issues of searching and studying of archaic forms of the Georgian 

language. 

References 

� Abuladze 1973: Abuladze I., Old Georgian Language Dictionary, Tb., 1973. 

� Marr 1911: Marr N., Diary of a trip to Shavsheti and Klarjeti: “George Merchule. 

Life of St. Gregory Gandzeli”, St. – Petersburg, 1911 (in Russian language). 

� Sarjveladze 1995: Sarjveladze Z., Old Georgian Language Dictionary, Tb., 1995. 

� Sulkhan Saba 1991: Sulkhan Saba Orbeliani, Georgian Dictionary, I, Prepared 

according to autography lists, research and index of explanation vocabulary were 

added by Ilia Abuladze, Tbilisi. 1991. 

� Sulkhan Saba 1993: Sulkhan Saba Orbeliani, Georgian Dictionary, II, Prepared 

according to autography lists, research and index of explanation vocabulary were 

added by Ilia Abuladze, Tbilisi. 1993. 

� Fenrikh, Sarjveladze 1990: Fenrich H., Sarjveladze Z., Etymological Dictio-

nary of Georgian Languages, Tbilisi. 1990. 

� Putkaradze 1989: Putkaradze T., to the history of - ken suffix, ike, XXVIII, Tbilisi. 

1989. 

� Putkaradze 1993: Putkaradze Sh., Our Georgians (chveneburebi), Batumi. 1993. 

� Chikobava 1950: Explanatory Dictionary of the Georgian language, with common 

edition of Prof. Arn. Chikobava, vol. I, Tbilisi. 1950. 

� Chikobava 1964: Explanatory Dictionary of the Georgian language, with common 

edition of Prof. Arn. Chikobava, vol. VIII, Tbilisi. 1964. 

� Kajaia 2001: Kajaia O., Megrelian-Georgian Dictionary, Vol. I, Tbilisi. 2001. 

� Kajaia 2002: Kajaia O., Megrelian-Georgian Dictionary, Vol. III, Tbilisi. 2002. 

� Ghlonti 1984: Ghlonti Al., Words of Georgian Dialects, Tbilisi. 1984. 

� Chukhua 2000-2003: Chukhua M., Comparative Dictionary of Georgian Dialects, 

Tbilisi. 2000-2003. 

� Materials obtained in 2006-2009 are stored in Scientific-Research Institute of Georgian 

Dialectology of Akaki Tsereteli State University. 

229

230 


NATO GULUA 


LEVAN GOTUA’S NOVEL “MITHRIDATES” FACING 

EPOCHAL REALITY 

In his novel “Mithridates” a well-known writer Levan Gotua represented historical 

events in a literary way. He traditionally opposed the existing reality, the Soviet Regime, 

and tried to show the examples of the alternative thinking on the basis of background of 

events of I-II centuries B.C. 

Levan Gotua recalled a powerful monarch – Mithridates VI Eupatorium, who strengthened 

the Ponto Kingdom and united the Georgians. He was one of the first Georgian governors, 

who fought against the most powerful Roman Empire for almost forty years. 

In the novel the beginning of Mithridates’s life is represented, when after his escape 

from Ponto he found his shelter in Iberia and actually fulfilled his father’s – Mithridates 

V Everget’s (who was killed as a result of treason) aim - he united all the Georgian tribes 

against the severe and the most powerful enemy. 

Mithridates realized from the very beginning, that he would not be able to resist the 

enemy only by means of the tribes, like the Greeks. Great wish, wisdom, love, careful investigation 

of the “Georgian Soul” and, what is the most important, great truth, were necessary 

for the defence of the country. He had to overcome Georgians’ idividualism of 

character and tribness, because only that tribe could win in that battle, which would be 

able to unite and strengthen in one. 

Mithridates did his best for the counscious unity of the Georgian tribes. In that hard 

process the old seniors and Kolkheti-Iberian kings made him support. The most important 

thing was that he understood, “saw”, that every Georgian is freeloving from the birth, and 

that he cannot live without this sense of freedom. He knew, that only by means of love for 

freedom and courage could he win in that terrible battle. So he resisted the slavery, force, 

dictature; his aim was unity and freedom. 

According to the novel, Mithridates is the first fair and progressively thinking governor, 

who preferred free soldiers to slaves and ruined the chaines of slavery with his 

own hands. 

References: 

� Bakradze 1969: A. Bakradze, Mithridates, – “Tsiskari”, #5, Tbilisi. 1969 (in 


� Gaprindashvili, Miresashvili 2008: Gaprindashvili N., Miresashvili M., Basics of

Literary Studies, Tbilisi. 2008 (in Georgian language). 

� Gozalishvili 1965: Gozalishvili G., Mithridates Pontoeli (from Pontus), Tbilisi. 

1965. (in Georgian language) 

� Gotua 1982: Gotua L., Mithridates, Vol. IV, Tbilisi. 1982 (in Georgian language). 

� Mirianashvili 1984: Mirianashvili A., Levan Gotua (Life and Creativity), Tbilisi.1984 

(in Georgian language). 

� Nikoleishvili 2003: Nikoleishvili A., Levan Gotua in the book: Essays of History 

of Georgian Literature of the twentieth century, Vol. IV, Kutaisi. 2003 (in 


� Chkeidze 1995: Chkheidze R., Image of Belief and Mithridates, - “Literaturuli 

Sakartvelo”, 1995, March 10-17 (in Georgian language). 

231

232 


MAKA DOLIDZE 


THE GEORGIAN JOURNAL “CHVENI ERI” (“OUR NATION”) 

At the beginning of the XX century important events happened in Georgia. Defeating 

of 1905-1907 year revolution was followed by reaction period. Repressions started. 

Jails were full of prisoners, imprisoned people were sent from Georgia without hearing of 

the case in the court. In exile Chola Lomtatidze, Irodion Evdoshvili died. Niko Khizanishvili, 

Gola Chitadze, Saba Kldiashvili and etc. were killed by terrorists. Ilia Chavachavadze 

was murdered for defending interests of Georgia and Georgian people. 

The part of Georgian nation strictly came forward against unfairness and in 1909 

founded “The secrete group of restoring of Georgian independence” in Tbilisi, which 

consisted of: Petre Surguladze, Giorgi Gvazava, Mikhako Tsereteli, Giorgi Machabeli, 

Givi Dekanozishvili, Leo Kereselidze and etc. 

On September 13, 1909 this group published the journal “Eri”. Its editor and publisher 

was Petre Surguladze. The magazine did not exist for a long time. Only two numbers 

of it were published. On October 20, 1909 after publishing the second number the journal 

was closed. 

After closing the magazine “Eri” on 27 September of 1909 weekly anthology 

“Chveni Eri” was published, the editor and publisher of which was Niko Lortkipanidze, 

Kita Abashidze, Al. Proneli (Al. Kipshidze), Pilipe Gogichaishvili, Akaki Tsereteli, Vazha-Pshavela, 

Z. Edili (Edilashvili), Sandro Shanshiashvili and etc. collaborated in it. 

The journal “Chveni Eri” was continuation of “Eri”. Its program and employee 

composition was as same as in case of journal “Eri”. “Chveni eri” had ten departments: 

1) Review about the national, economic and political lives; 2) Articles of the necessary 

questions; 3) Chronicle about the special methods, facts and phenomena; 4) Poems, stories, 

stages and plays; 5) Reminiscences and memories; 6) Critics and the bibliographies; 

7) Arts – theatre and music; 8) Letters and correspondences; 9) Education and science; 

10) Advertisements; The goal of the journal was fighting against Russification regime 

and for independence of homeland. Each article or letter paid great attention to education 

and the existing situation in Georgia. 

The editorial of the journal speaks about saving Georgian language in the first 

number. It could not get on with that learning-education was not proceeding in their 

mother tongue and announced with indignation that: “…we receive knowledge in foreign 

language, what causes impoverishment of national language, stopping of its growing and 

disfigurement of the development of whole nation intellect” (“Chveni Eri” 1909:3). The 

editorial of the magazine tried to find such ways and means that would facilitate the im-

provement of education, growing the pupils with sense of national self- consciousness, rising 

and strengthening the interest and love of a native language. He called up readers to 

take care of native language. It is gentle creature which needs special attention and help. 

The journal considered school as one of the Georgian language disturbing means, 

from which everything Georgian, everything national was banished. School was one of 

the basic ways of bringing up the young generation and developing education. It was impossible 

to exist without education and school. 

In one publication we read that the lessons of Georgian language must become obligatory, 

Georgian language is not learnt anywhere as nation requests it. One of the publicists 

is indignant for that society and teachers are not worried about it at all. The government 

does not execute anything for improvement of Georgian language, because it is suitable 

for many people, which helps the politics of Russification of Georgian people. 

As we have already mentioned, the main goal of the journal was to fight against 

Russificaion regime and awakening freedom ideas in Georgian nation. In this purpose 

editorialpgave great importance to the national theatre. He thought that the theatre does 

not represent only the mean of aesthetic feelings but also it is public educator. The theatre 

helps civil development and thus national concern. It is preacher of public ideas. “When 

the way of free thinking, joining, arranging of public affairs is closed for people, in that 

case such art branch as theatre is given special meaning” (“Chveni Eri” 1909:9) 

In the journal was published Mikheil Tsereteli’s (pseudonym B) review “Georgian 

theatre”, where the plays “Native town” and “Medea” were discussed. The destination of 

journal was improvement condition of Georgian people and that is why it is not surprising 

that the journal gave great place to the representatives of different nations inhabiting in 

Georgia, who tried to squeeze Georgians. For this reason we must mention the article by 

G. Gvazava “Eroba” 3, where is spoken about those Armenians, who came forward against 

Georgians”. 

Even throne city of Georgia was subsequently transferred to Armenians. Unfair court 

law of Russia gave the Armenians municipal authority toop The publicist considered 

keeping Tbilisi as an only way for saving Georgia. He knew very well that losing Tbilisi 

would cut the head of Georgia and burry political faith for ages. 

The journal considered awakening of Georgian people, increasing national selfconsciousness 

and fighting for better future as its destination. “…Each conscious Georgian 

is obligated to gather his whole power and strongly fight against our destroying powers 

– Georgian nation is oppressed, its personality is trembled down and you know how 

far this trembling down went”. “Chveni Eri” warned us in this manner at the beginning of 

the past century and wished to see soon Georgian people free and independent. In the journal 

“Chveni Eri”, except political materials, literature compositions were printed, which 

served for awakening of Georgian patriotic feelings. In this way we must mention the 

story “Bear” by Vazha-Pshavela, where the author tells us about a violator bear, which invaded 

into another’s garden, broke there corn-cobs, beat angry owner of the garden and 

his family and satisfied went to the forest. When the animals learnt about this, they bent 

233

heads and obeyed the bear. The story “Bear” by Vazha-Pshavela is allegoric. Honest working 

person is represented as Ninia in the story whose rights always are disturbed by some 

stranger. And when he resists, it becomes upset and does everything, so everybody is 

afraid and obeys him. “Powerless obey the powerful, because your life is in his hands or 

ours-they say. It is needed that everybody’s mind works only in this way and not in another”, 

– ironically says Vazha. 

He shows as a bear violent, good for nothing person, who reached something once 

in his life in wrong way and he became so proud of it that he did not even look at anyone. 

He even ate the donkey who visited him as a guest and did not feel himself guilty. Vazha 

fairly says with words of strong and brave lion “How! I, lion, the king of animals, must 

visit a dirty, horrible bear , which violated unarmed people and tore everythingpI defeated 

thousand and five hundred armed people and nobody congratulated me, I must go and 

congratulate him defeating the poor, starving people. I must congratulate that devourer 

of dead bodies!” It is interesting, what does Vazha want to say, may be that in that society 

impertinent behavior is more respected than courageous. A liar is respected more 

than an honest person. How can anybody obey or respect a bear when there exists a 

strong and honest lion. 

For Vazha hospitality is one of the most important law. He knows well that the guest 

must be respected and must not be insulted and its violation is breaking of this law 

and an insolent bear broke it and even was not sorry for that “because the bear is strong 

and the donkey is week, the former is the master and the last - serf… serfdom, if we 

say, must be exactly this”. 

Vazha-Pshavela, who knew very well the power of serfdom, saw that strong person always 

oppressed the week one, autocracy oppressed Georgian people and that is why he fought 

from the pages of the journal “Chveni Eri” for awakening of Georgian people and independence 

of Georgia. In the journal “Cveni eri” except “Bear” was published poems and 

stories, about Georgia problems, but we can say that they are not so good as “Bear”. 

As we can see, the journal “Chveni Eri” had national direction and, that is why, after 

publishing the second number it was closed. “For what the censorship held Niko Lortkipanidze’s 

journal so strictly or for which letters the journal was closed then, sure I knew it 

but I do not remember today”, – I. Vartagava was writing later (Vartagava 1975). 

References 

� “Chveni Eri” 1909: Magazine “Chveni Eri”, #1, 1909. 

� “Chveni Eri” 1909: Magazine “Chveni Eri”, #2, 1909. 

� Vartagava 1975: I. Vartagava. Niko Lortkipanidze. Tbilisi. 1975. 

234

Zvirfaso avtorebo, 

Jurnali „ganaTleba“ aris recenzirebadi da referirebadi samecniero perioduli 

gamocema, romelic warmoadgens samecniero azrovnebis forums mecnierebis 

sxvadasxva dargSi: ganaTlebis reformis, pedagogikis, meToduri kvlevebisa 

da fsiqologiis, samarTlis, ekonomikisa da sociologiis, istoriis, politikuri 

mecnierebebisa da saerTaSoriso urTierTobebis, aseve filologiur 

disciplinebSi. gansakuTrebuli adgili daeTmoba saganmanaTleblo reformebs, 

rogorc Cvens qveyanaSi, aseve qveynis farglebs gareT, mniSvnelovania 

evropisa da boloniis procesSi CarTuli qveynebis gamocdileba zemoTaRniSnuli 

dargebis swavlebisa da mecnieruli kvlevebis ganviTarebis procesSi. 

recenzireba 

yvela statia ganixileba recenzentis mier, romelic warmoadgens eqsperts aRniSnul 

dargSi. sarecenzio sabWoSi Sedis, rogorc qarTveli, aseve ucxoeli 

eqspertebi. recenzireba anonimuria, magram recenzentis survilis SemTxveva- 

Si SeuZlia gamoamJRavnos vinaoba. redaqtorebs ufleba aqvT uari Tqvan statiis 

dabeWdvaze Tu meore recenzirebac aradamakmayofilebelad Sefasda. 

statiebis SerCeva Jurnal „ganaTlebaSi“ mxolod recenzirebas efuZneba. 

teqnikuri mxare statiis avtorebisTvis 

stili 

statia (naSromi) dawerili unda iyos saerTaSoriso mkiTxvelisaTvis gasagebi, 

mokle stiliT. nacnobi teqnikuri terminologiis gamoyeneba SesaZlebelia axsna-ganmartebis 

gareSe. akronimebisa da abreviaturebis ganmarteba aucilebelia. 

Sinaarsi 

miiReba samecniero kvleva an proeqtis Sedegebi, angariSi, Tematuri kvleva an 

kvleviTi saqmianobis Sesaxeb moxsenebebi Semdeg mimarTulebebSi: saganmanaTleblo 

reformebi: mimdinareoba, perspeqtivebi, gamowvevebi; ganaTlebis filosofia, 

pedagogika, kerZo meTodikebi da fsiqologia; kvlevebi samarTlis, 

ekonomikisa da sociologiis, istoriis, politologiisa da saerTaSoriso ur- 

TierTobebis, aseve filologiuri disciplinebis mimarTulebebiT. yvela masalas 

Tan unda axldes wyaro. 

naSromis specifika 

statia Jurnal „ganaTlebisTvis“ warmodgenili unda iyos qarTul da inglisur 

enebze. avtorebma unda daicvan naSromis momzadebis eTika (Tavidan aicilon 

publikaciis dublireba, citatebSi uzustoba, plagiatizmi da TviTplagiatizmi). 

avtorebi pasuxismgeblebi arian TavianTi statiis faqtiur sizusteze. 

saTauri zustad, magram mokled unda asaxavdes statiis Sinaarss. statiis 

sigrZe ar unda aRematebodes 1500 sityvas. cxrilebi, naxazebi, diagramebi 

da grafikebi gasagebi saTauriT unda iyos warmodgenili A4 formatis calke 

furcelze da danomrili iyos arabuli cifrebiT. sqolio (footnote) miTiTebu- 

235

li unda iyos teqstSi kvadratul frCxilebSi, romelic sruli saxiT warmodgenili 

iqneba naSromis teqstis bolos. anu sqolios miTiTeba moxdeba e. w. turabianis 

meTodiT. gamoyenebuli literatura anbanuri TanmimdevrobiT unda 

dalagdes statiis bolos. 

statiis (naSromis) warmodgena 

avtorebs SeuZliaT statiebi (naSromebi) warmoadginon eleqtronuli saxiT 

Word-is tipis standartuli dokumentis saxiT: qarTuli versia Acadnusx Sriftis, 

xolo inglisur enaze Times New Roman SriftiT. Sriftis zoma 12, intervali 

_ 1. naSroms calke furcelze unda daerTos avtoris sakontaqto rekvizitebi: 

misamarTi, saxlis an samsaxuris, samecniero xarisxi, wodeba, telefonis 

nomeri, faqsi, el-fosta; eleqtronuli werili unda moicavdes srul sakontaqto 

informacias (el. fostis CaTvliT), Jurnalis saxels, visac ugzavniT 

statias da statiis saTaurs. TiToeul naSroms Tan unda axldes gancxadeba, 

rom es naSromi arsad ar gamoqveynebula da amave dros ar aris wardgenili sxva 

JurnalSi dasabeWdad. avtorebi miiReben gamocemuli Jurnalis im egzemplars, 

romelSic maTi statia (naSromi) aris dabeWdili. yvela statia da korespondencia 

Semdeg misamarTze unda gaigzavnos: 

Jurnal „ganaTlebis“ mTavari redaqtori: lia axalaZe 

redaqtorebi: Tamar zarandia, Tamar SinjiaSvili, rusudan fifia, kaxa kvaSilava 

soxumis saxelmwifo universiteti, 

Tbilisi, 0186, a. politkovskaias q., 9 

telefoni: 32 54 14 23; 893-36-11-86; 

el. fosta: liaahaladze@yahoo.com ; tamuna205@gmail.com 

DEAR AUTHORS, 

Journal “Education” is a peer-reviewed and referred scientic periodical edition, which represents a 

scientic thinking forum in different branches of science: in education reform, pedagogics, methodical 

researches and psychology, law, economics and sociology, history, political sciences and international 

relations, philological disciplines. Special attention will be paid to the education reforms 

both in Georgia and abroad. In the process of teaching of the above-mentioned branches and the 

development of scientic researches, the experience of the European countries and the countries 

participating in Bologna process, is quite important. 

Refereeing 

All articles are reviewed by the referee who is an expert in the indicated field. The referee board 

consists of Georgian and foreign experts. Refereeing is anonymous unless a referee chooses otherwise. 

The editors have the right to reject the manuscript if after the first review it is submitted repeatedly 

with unsatisfactory corrections. The selection of the articles for inclusion in the journal 

“Education” is based only on these reviews. 

236

SPECIFICATIONS FOR AUTHORS 

Style 

Papers should be written in a clear, concise style appropriate to an international readership. Familiar 

technical terms may be used without explanation. Acronyms and abbreviations are likely to need 

full presentation. 

Content 

Research or project results, reports, case studies or action research reports will be accepted. Scientic 

research works should include a description of theoretical and practical applications of ideas 

tested in the following directions: educational reforms: tendency, perspectives, challenges; pedagogics, 

private methodologies and psychology; researches in law, economics and sociology, history, 

political sciences and international relations, philological disciplines. All material should be 

clearly referenced to its sources. 

Manuscript specication 

Articles for the journal “Education” must be submitted in Georgian and English languages. Authors 

should observe the ethics of manuscript preparation (avoiding duplicate publication, inaccuracy 

of citations, plagiarism and self-plagiarism). Authors are responsible for the factual accuracy 

of their papers. The title should indicate exactly but briey the subject of the article. Manuscript 

may be up to 3500 words in length. An abstract is to be provided on a separate sheet, no longer 

than 150 words. At the end of the abstract a minimum of five key words for referencing of papers 

should be supplied. Tables, drawings, diagrams and charts with a clear title should be presented on 

separate sheets of A4 paper and numbered by Arabic numerals. Scholium (footnote) should be indicated 

in the text in squares, which will be presented in complete version at the end of the text. 

Indication of the scholium should be done according to the Turabian method. The references in alphabetical 

order should be listed at the end of the paper. 

Submission of manuscripts 

The authors are encouraged to submit papers electronically in a standard document format type 

Word: Georgian version in the Acadnusx font, and in English in the font of the Times New Roman. 

Font size – 12, interval – 1 (single). On a separate sheet, the paper should include the author’s 

contact details: home or work address, scientic degree, position, telephone, fax, e-mail; the email 

letter must include full contact details (including e-mail), the title of the journal to which you 

are submitting, and the title of the article. Each manuscript must be accompanied by a statement 

that it has not been published elsewhere and is not submitted simultaneously for publication in 

another journal. Authors will receive a copy of the journal issue in which their paper is published. 

All papers and correspondence should be addressed to: 

Editor-in-chief of the journal “Education”: Lia Akhaladze 

Editors: Tamar Zarandia, Tamar Shinjiashvili, Rusudan Pipia, Kakha Kvashilava 

Sokhumi State University, 9, A. Politkovskaya Str., 0186, Tbilisi, Georgia 

Telephone: (+995-32)-54-14-23; (+995)-93-36-11-86; 

E-mail: liaahaladze@yahoo.com ; tamuna205@gmail.com 

237

dizaineri: zurab Wedia 

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