Browsing by Author "Haidar, Veronika"

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Deconstructing Textual Reality: Rhizomatic Writing as a Disposition of Postmodern Literary Reflection
(Vilnius University (Lithuania) and the Jan Kochanowski University in Kielce (Poland), 2025) Bohovyk, Oksana A.; Bezrukov, Andrii V.; Haidar, Veronika
ENG: The article draws on a Deleuzoguattarian view of the rhizome to examine literary connections within postmodern novels as multiple, non-linear, and non-hierarchical structures. Two symptomatic texts – Alexandar Hemonʼs The Lazarus Project (2008) and Markus Zusak’s Bridge of Clay (2018) – have been explored through a rhizomatic reading to illustrate how these novels embody the principles of the rhizome as a disposition of postmodern thinking. The stories demonstrate a distinctive form of rhizomatic writing characterised by fragmentation, the imitation of chaotic composition, the blending of various genre elements, and the inclusion of different types of art (intermediality). Moreover, the article focuses on the rhizomatic transformations of time that shape the literary landscape within the novels, addressing concepts of the pre-past, past, present, and future via the past. A rhizomatic way of creating fiction texts actualises the idea of interdisciplinarity as the topical project in the humanities. By employing the concept of the rhizome, the article engages with the deconstructive potential of postmodern literature and the dispositional mode of its representation.
Developing critical thinking in higher education through the analysis of academic texts in a foreign language
(Sapienza Grupo Editorial, 2025) Dolzhenko, Maryna; Medynska, S. I.; Haidar, Veronika; Klos, Liudmyla; Muntian, Antonina O.
ENG: The main task of contemporary higher education is to reveal the abilities of each student, to educate a person ready for life in a high-tech, competitive world. Modern society, and therefore modern education, needs a free, creative person with certain qualities of thinking. Freedom of thinking implies a critical approach, oriented towards creative and constructive activity, so the qualitative characteristic of thinking of a free person is critical thinking. The article considers the development of HE student’s critical thinking in a VUCA world. The implications of FL academic reading for shaping critical thinking are analyzed within theoretical visions and existing practices. A combination of narrative review and grounded theory methodology allowed systematizing current patterns and trends, and ultimately suggested a conceptual vision (scheme) of the landscape of developing critical thinking in HE students through the analysis of academic texts in FL.