Dialogical Relationship Research Articles

Resistance as (Re)creation

The paper analyzes creative aspect of resistance. Inspired by Ernesto Sabato’s book (2013) and Stéphane Hessel’s manifesto, we want to present some remarks on resistance as (re)creation from dialogical perspective, i.e. recreation of dialogical relation with oneself, with nature, with others and with spiritual beings. Firstly, following Sabato, we analyze resistance to vertigo as paramount disconnection caused by chaotic life that disintegrates every dialogical relationship. Secondly, we consider reclaiming time as a form of resistance and we present the slow movement as an act of resistance. Thirdly, we analyze analogies between two oppositions: stimulus vs. challenge and product vs. flower/fruit. Then we briefly refer to Reyes Mate’s project culture of memory as resistance to injustice and oblivion. In conclusions, we point out the role of analogy in dialogue and in resistance in art and protest.

Prácticas profesionalizantes: conocer y saber psicopedagógico

We understand that the constitution process Psychopedagogy occurs from a constant dialogic relationship between theoretical conceptions and professional interventions, from which a two-dimensional disciplinary field is formed in the sense that it is simultaneously constituted as an explanatory field of the problems it addresses and practical field of intervention. We understand that the training of future psychopedagogues requires the acquisition of knowledge, skills, attitudes, and dispositions, which make up the psychopedagogical knowledge, which enables professional intervention.This document presents the training proposal from two chairs of the Bachelor's Degree in Psychopedagogy at the Catholic University of Córdoba, articulated to a University Social Responsibility program. To this end, the document has three sections. The first one explains disciplinary issues and epistemological aspects that support the curricular proposals of the chairs. In a second section, an account is given of what is understood as professionalizing practice in the training of psychopedagogues. In the last one, the curricular proposal offered is presented.

Legislative regulation of relations social dialogue

The article analyses the Laws of Ukraine in the field of social dialogue relations and explores ways to harmonize and/or improve their provisions, which would enhance the guarantees of interaction and mutual understanding between the parties involved in such dialogue. The main provisions regarding social dialogue, particularly those concerning the resolution of collective labour disputes and labour mediation, should be enshrined in the fundamental regulatory act in the field of labour relations - the Labour Code of Ukraine (or a codified act that may replace it). The article provides a characterization of the Laws of Ukraine that are interconnected with the Law of Ukraine «On Social Dialogue in Ukraine» on issues concerning the subjects of such legal relations, including those that define the participation of executive authorities and local self-government bodies in social dialogue relations, as well as relevant draft laws. It also presents the provisions of the Law of Ukraine «On Trade Unions, Their Rights and Guarantees of Activity» that require harmonization with the fundamental regulatory act on social dialogue, as they limit its scope concerning the participation of trade unions/ their associations in social dialogue relations. It is proposed to address the identified inconsistencies by aligning them with the fundamental legislation on social dialogue. Attention is drawn to the contentious status of local self-government bodies as subjects of social dialogue due to the combination of partnership and accountability. It is noted that the Law of Ukraine «On the Procedure for Resolving Collective Labour Disputes» regulates the stages of resolving collective labour disputes, one of which is conciliation procedures. This procedure corresponds to the forms of social dialogue defined in the Law of Ukraine «On Social Dialogue in Ukraine». Therefore, there is a need to substantively synchronize the legislative rules of conciliation procedures during the resolution of collective labour disputes with the norms of legislation on social dialogue. Arguments are presented that labour mediation is one form of social dialogue: 1) it involves the interaction of parties in an out-of-court, structured procedure aimed at preventing conflicts, conducted through negotiations; 2) the scope of the Law of Ukraine «On Mediation» includes relations related to conducting mediation to prevent potential conflicts (disputes) or to resolve any existing conflicts (disputes), including labour disputes. It is concluded that the Law of Ukraine «On Social Dialogue in Ukraine» should be harmonized with the Law of Ukraine «On Mediation» regarding the definition of forms of social dialogue.

Music and Language: Sounds-Rhythms and Rhymes

Objective: To present a perspective whose reflection and discussion are assessed from a range of authors and perspectives that discursively gather various aspects of the relationship between music and language, considering the triad that sustains it: sounds, rhythms, and rhymes. Theoretical Framework: We have brought together a series of authors who substantiate the relationship between language and music and their conceptual and technical aspects, in order to maintain a clear and defined approach capable of yielding measurable results for future research. Method: The methodology adopted for this research includes the narrative matrix of thematic literature review, which, in this case, fits an interdisciplinary and interdependent theme, connecting authors, methods, and specific approaches that intersect in real-world applications and practical implementation. Results and Discussion: We can infer that the relationship between the associated themes and sub-themes is a clear example of the need to reflect on broader and transdisciplinary issues, assuming the positions and opinions of those who engage with, reflect upon, and draw conclusions from the ongoing research. Research Implications: On a theoretical level, we observe that the interdisciplinary, dialogic relationship between the arts and literature fields is evident and capable of regular, ongoing deepening. As for objective and future implications, we believe this theme can be further developed and explored, focusing on other aspects and sub-themes that could also be included in the general theme (music and language). In this case, the investigation focused solely on the reflection between the central theme and the derived concepts from the conceptual realm of the relationship between literary and artistic studies. Originality/Value: This research is original as it triangulates information, concepts, and approaches from authors who had not yet been related in these models and formats, nor with this associated methodological approach. The limitations concerning inclusion and exclusion criteria, on the other hand, are an added value, as they allow for the gathering and reflection on exemplary authors and approaches within a universe and sample chosen based on the theme and the narrative structure of the literature review.

Jewellery Making, Boundary Objects and Creativity in Social Work

The use of the arts in social work is creating space to reimagine effective communication, meaningful relationships and social change. Peripheral to this growing body of knowledge is jewellery design and making, a lacuna that this paper addresses within the context of recovery journeys. The paper presents art as an activity which can lead to tangible outputs, understood as ‘boundary objects’ and as an embodied aesthetic and sensory experience, for building dialogical relationships. Using the concept of ‘boundary objects’ is a new, yet achievable ambition for social work. Insights are presented from a small qualitative study on the use of jewellery making for assisting women, who have experienced trauma, to develop a positive self-identity and confidence. Jewellery making is introduced as a method for reframing trauma narratives into tangible objects. Part of the women’s embodied experiences are situated in the jewellery, an object of adornment external to them, rather than remaining trapped inside their body. For social workers, identifying objects (a piece of jewellery, a photograph, or any range of items) that symbolises or contains meaning for service users, can unlock a conversation that can lead to a deeper understanding of the person, their past, present and future ambitions.

‘If I were at peace, I wouldn’t be here’: Staging incarceration’s transgenerational, transnational ghosts and memory in Jay Kuo’s Allegiance

While a majority of the Second World War-based musicals tend to glorify America’s heroism and downplay or ignore its injustices, Jay Kuo’s (2015) musical Allegiance centres on the unlawful incarceration of over one hundred and twenty thousand Japanese American civilians held in American concentration camps during the war, which is a history that many Americans continue not to be aware of. Through foregrounding Jessica Nakamura’s framework of response-ability, this article considers the ways Allegiance activates it, through the use of spectral embodiment as a means to engage ghosts of Japanese diasporic war memory, especially as it relates to the portrayal of the historical figure Mike Masaoka and a staging of the Hiroshima bombing. Allegiance’s staging of ghosts is similarly interrogated within a musical where unsettled personal trauma conjures ghosts of the past that must be settled by characters like the protagonist, Sammy Kimura, who enters a dialogic relationship with them. Through analysing press materials, onstage performances, interviews and documentary content, this article highlights how transnational connections and transgenerational response-ability are staged to help cope with and remember Japanese and Japanese American experiences. It similarly discusses how the musical form aided and inhibited the show’s meaning to and resonance with audiences throughout Allegiance’s production history. Through settling and unsettling the dead, this article considers how Allegiance enshrines personal, communal and national memories about wartime incarceration into a piece of art that serves educational and reparative purposes for the production companies and audiences who experienced the show on and off-Broadway.

대화적 관계 형성을 통한 현대교사의 실존적 위기 극복: 마틴 부버의 교사 성직관을 중심으로

[Objective] The purpose of this study is to increase understanding of the crisis of teachers’ authority in light of Buber’s view of sacred profession of teachers. [Contents] The crisis of teachers’ authority is not just a problem in Korean society, but is a common phenomenon in modern world. In order to educate, it is necessary for students to recognize the teacher as a person who helps their growth and thus enter into educational relationship. However, in the modern context where the traditional social atmosphere that highly recognized the authority of teachers has disappeared, it is difficult to expect students to recognize the authority of teachers. According to Buber, the crisis of teachers’ authority cannot be solved by reviving the authority of teachers in the past. We must accept that we have entered an era where teachers must shoulder the full responsibility for education, as we have moved away from the era when the community shared educational responsibility. [Conclusions] In order to overcome the crisis of teachers’ authority, it is necessary to keep in mind that teaching is not only a professional job but also a sacred vocation. In modern times, it is essential for teachers to existentially transform themselves, inviting students into a dialogue relationship through the act of inclusion.

Developing Future Teachers’ Design Thinking Skills through Constructive Teaching

In this article, the authors draw attention to the problem of developing design thinking skills in students, in particular creativity and innovation, through constructive learning. At present, the accelerated development of science and technology is increasing the demands on humanity, as a result of which there is a need to form an intellectual, constructive personality who has developed a thinking design, that is, the mechanisms necessary to establish dialogic relationships with people must be formed, culture, civilization, capable of self-improvement, self-regulation, self-realization and the formation of one’s image. During the period of rapid development of innovations and technologies in our country, one of the most important areas is the training of future teachers in higher education institutions, and design thinking is a necessary skill for both future teachers and their future students. However, the skill of design thinking is one of the new skills that has not yet been fully explored and developed in our country. Constructive learning has been widely studied and is being studied in pedagogy. The purpose of the presented article is to analyze and discuss constructive pedagogical methods for the formation of design thinking skills among future teachers. The article identifies the research issues of the topic, conducts an extensive analysis of sources of foreign and domestic literature, and also reflects the results of a survey conducted among students and teachers in order to determine the meaning of the concepts of “design thinking” and “constructive learning”. The article also states that in the 2022-2023 academic year, an experimental course “Effective constructive approaches in the educational process” was tested, aimed at developing design thinking skills among students of the educational program 6B01 – “Pedagogical Sciences”, and the results obtained on the basis of quantitative methods were proposed. The course, implemented using constructive teaching methods, gave positive results, the possibility of forming design thinking skills in future teachers through constructive learning was revealed.

Intrinsic relations among chemistry, physics and mathematics in the brazilian high school: a theoretical-methodological approach

This paper reports an investigation into the dialogical relation among significant learning experiences of Chemistry, Physics and Mathematics contents in an interdisciplinary context. It aimed at answering the following questions that are relevant to the field of Exact Sciences: why do students show little interest in these courses?; where is the problem?; did Chemistry and Physics abandon Mathematics when they started to focus more on qualitative and theoretical concepts than on quantitative ones?; and how can the three courses work together to make both teaching and learning processes easier?. This study presented an actual overview of the Brazilian High School by highlighting strengths and weaknesses from the perspective of Chemistry, Physics and Mathematics teaching. The Brazilian educational scenario showed again that the three courses are the ones that students enjoy the least. The research methodology had a qualitative focus since it had an interpretative and descriptive nature. Answers given to the questions may be found in the text intertwined with some worrisome reflections, which also include the triad teacher-student-educational system. Results showed that further studies are needed to find out the reasons for multiple difficulties found in the intrinsic relations among Chemistry, Physics and Mathematics. It is disappointing to know that no satisfactory practical solution has been proposed so far. Everything has been kept in the educational ideal described by research articles, chapters and motivational quotes.

Conceptualizing person undergoing rehabilitation care in the light of Axel Honneth’s theory of recognition

Objective: To reflect on the concept of person, in the context of rehabilitation, in the light of Axel Honneth’s Theory of Recognition. Methods: Theoretical-philosophical essay. Results: The concepts of person, patient, user or client have given rise to central debates in health care models, especially in the area of rehabilitation. In this context, the concept of person stands out, from an anthropological and theological perspective to the inclusion of the complexity of social interactions in this meaning. Axel Honneth adds to this view by reflecting on the individuation of the being through the foundation of recognition, sustained by the need for self-confidence, self-respect and self-esteem, making it possible to draw up a collaborative care plan that strives for the good life of the person undergoing rehabilitation. Conclusion: We can conclude that conceiving of care centered on people with disabilities is much more coherent nowadays than perpetuating other debatable expressions in terms of health. Regardless of the term to be used, recognizing all the dimensions inherent in the concept of person is fundamental in terms of establishing the integral dialogical relationship that is intended between health professionals and the person-patient-user-client undergoing rehabilitation.

Experiencing Animals from Corporeal Perspective in Contemporary World

The research hypothesis is that language impacts the way we understand and define animal body. The article analyses the relationship between language, body and signification. The second hypothesis is that a gaze and a phenomenological relationship with animals can open up a dialogical relationship with animals. Later, the article investigates certain case studies of animal bodily experience starting from animal representations in our world, zoo animals, animal cloning to human bodily relationship with pets which is impacted by the capitalist system. The article is using the phenomenological approach of M. Merleau-Ponty as a research method which emphasises the importance of the experience of animals and their representations from a corporeal perspective. M. Merleau-Ponty’s phenomenological method focuses on the lived experience of the body as central to our understanding of the world. The hypothesis of the research is that animals are viewed from a corporeal perspective from the human point of view and that humans humanise the animals. The research’s results prove that language forms the way we understand animals from bodily experience because it creates a narrative and a way of prehension of the animal body. Secondly, representations of animals in our daily life create a humanised view of animals which is a non-realistic depiction of animals. Finally, the article reveals that M. Merleau-Ponto phenomenology helps to create a connection between animals and humans, creating a realistic relationship between humans and animals.

Homer’s Odyssey: Education as Phaeacian (Hospitable) or as Laestrygonian (Hostile)

Abstract The issue of hospitality in education has become prominent in the philosophy of education, with various articles and books being published recently. This is so for a number of reasons, such as the necessity to harbour and include immigrants and refugees in our schools and education systems, the rising levels of violence being experienced by individuals in school communities, and the importance of establishing dialogical relations between teacher and students and between students. In this article, we discuss the concept of hospitality by turning to Homer (8th Century BCE) and his classic work, The Odyssey (Ὀδύσσεια), connecting it to the issue of hospitality in education. The paper is divided into two sections. In the first, we refer to two passages in Homer’s The Odyssey that are very pertinent to the issue of the issue at hand; the Phaeacian passage, which stands for a prime example of hospitality, and the Laestrygonian case, a seminal example of non-hospitality, of hostility. In the second, we conduct a philosophical inquiry into hospitality and education.

ANGUISH, TRAUMA AND RESPONSIBILITY: ETHICAL PERSPECTIVE ON ONTOLOGICAL NARRATIVE FORMATION

This article discusses the issue of anguish from a philosophical perspective combining it with the issues of trauma, responsibility and ethics. It is argued that anguish is a painful emotion that has ontological roots and can be etched into a positive form of either arts or writing, which helps to express this particular emotion, according to Maurice Blanchot’s philosophical viewpoint. Further, the article focuses on the ethical narrative formation regarding the victim and the nature of trauma. The paper refers to Julia Kristeva’s notion of the abject to explain that the abuser’s narrative is usually abjected by the society by excluding the abuser from the ethical narrative, while the victim is seen as deficient due to the trauma experience. The article suggests that the trauma narrative can be reformed and changed in such a way as to include both the victim and the abuser into it. The text argues that demystification and dialogical relationship between the victim and abuser, as well as the reduction of the role of narcissism in the abuser’s narrative, can help create an ethical narrative that allows to humanize both the victim and the abuser. The article further argues that the abuser has to take the responsibility for the wrongdoings, which usually falls too often on the victim. There is a further argument about a shift in narrative formation in the society which creates certain values, meanings and socially accepted emotions. The article also emphasizes that empathy and love are important for considering trauma narratives in order to learn to accept new accounts of trauma.

THE VISION OF STYLE WITHIN THE LIMITS OF THE LITERARY GRAMMAR DISCOURSE

In the proposed article, we turn to one of the directions in the modern academic theory of literature — personalist discourse, which gravitates towards metalinguistics, that studies the word (or the language), in its concrete and living entirety, and not the language as a specific subject of linguistics. The purpose of the research is to indicate the features of this discourse and to explain what the vision of style is within the framework of the personalist discourse. The object of research is the personalist theory of literature, the personalist discourse; the subject of research is style within the limits of personalist discourse. The following methods were used to achieve the goal: information analysis method, synthesis method, descriptive method. In contrast to literary grammar, which strives for accuracy and specificity and personalist constituted on the border with linguistics, personalist discourse is constituted on the border with metalinguistics. For the personalist theory of literature, style becomes a way of being of creative individuality, or more precisely, a way of being of a person-author in his work. Personalist discourse gives style a "unifying energy". Within the personalist discourse style becomes a formative center that concretizes the relations. To understand the essence of style, personalists distinguished between compositional and architectural forms. It is characteristic that architectural forms are not forms in the personalist discourse, but are the "content of aesthetic activity" and understood as purely meaningful. So, equating "aesthetic" and "meaningful" in the artistic style, M. M. Bakhtin defines it as "a set of techniques for the formation and completion of a person and its world". In the artistic style, the "internal style" and the content revealed in the images are interconnected. For personalism, "artistic style works not with words, but with moments of the world, values of the world and life", it is a "way of processing" a person and its world, a way of "aesthetic completion". The author of the article concludes that "aesthetic completion" is impossible without the finalizing ability of the image. In the personalist discourse, all problems related to the perception and interpretation of the artistic text are transferred to the sphere of intersubjective relations. The object in personalism is precisely the relations between the subjects of the statement — dialogical relations. In the personalist theory of literature, the constitutive moment of artistic creativity is the author-creator. But personalism deprives the artistic style of its main essence — inner core, the image, that is why the idea of style in the personalist discourse is post-aesthetic. The relevance of the research is determined by the need to clarify the multiplicity of style concepts in their originality in modern literary theory and modern linguistics. One of the fundamental features of artistic creativity is denoted by the concept of "style". First of all, style is a defining way of revealing the aesthetic essence of poetic art. But there are quite different understandings of style. The perspective of further research is to reveal the semantic content of the category of style within the limits of various theoretical and literary discourses.

The Dialogic Relations between Text and Image: The Grimms’ Snow White in Tarsem Singh’s Creative Film Adaptation

The Dialogic Relations between Text and Image: The Grimms’ Snow White in Tarsem Singh’s Creative Film Adaptation

From Board Games to Video Games and the World of Avatars: Jumanji: Welcome to the Jungle

In the digital age, the relationship between film and literature demonstrates how different forms of art can collaborate to improve the storytelling experience. Rather than competing, these mediums complement one another, each bringing their own strengths to the storytelling process. This mutual relationship not only enhances the audience's experience but also fosters a greater appreciation for both film and literature (Hutcheon, 2006; Sanders, 2016). The various film adaptations of Chris Van Allsburg’s picturebook Jumanji (1981) are excellent examples of how literature and film can complement and improve one another over time. The first major adaptation of Jumanji was released in 1995 starring Robin Williams and directed by Joe Johnston. Decades later, the story of Jumanji was revitalized with the releases of Jumanji: Welcome to the Jungle (2017) and Jumanji: The Next Level (2019) both directed by Jake Kasdan. These adaptations illustrate the changing nature of storytelling across mediums and how each new iteration introduces new perspectives and engages contemporary audiences in novel ways. Mikhail Bakhtin’s concepts of heteroglossia and dialogic relationship (1981) are great tools for understanding how different voices and cultural contexts interact within and between texts, thereby revealing the dynamic nature of storytelling and interpretation. Thus, this paper aims to investigate how Bakhtin's concepts of heteroglossia and dialogic relationship function in Jake Kasdan's 2017 sequel, focusing on how the film adaptation evolves in response to its contemporary context.

How teachers’ reading of competency-oriented national mathematics curriculum documents relates to their sense-making of reform messages

Although implementing a competency-oriented national mathematics curriculum is a global trend, limited studies have explored how teachers read their national mathematics curriculum documents and make sense of the competency-oriented reform messages present in these documents. This study investigated the patterns of teachers’ reading of the competency-oriented national mathematics curriculum documents and how the reading relates to the teachers’ sense-making of the reform messages in the documents. Participants included 18 in-service mathematics teachers who took part in a graduate course designed to support interpreting the recently revised competency-oriented national mathematics curriculum documents in Korea. Content analysis of the teachers’ writings regarding their interpretations of the documents revealed three types of reading: <i>identifying</i>, <i>clarifying</i>, and <i>extending</i> competency-oriented curriculum messages. Reading accompanied by ‘clarifying’ formed a <i>dialogic relationship</i> between the teachers and the curriculum, leading to <i>accommodation</i> of competency-oriented messages. Conversely, reading accompanied by ‘identifying’ but without ‘clarifying’ led to a <i>monologic relationship</i> between the teachers and the curriculum, resulting in the <i>assimilation</i> of competency-oriented messages. We conclude by suggesting that teachers’ nuanced interpretations of competency-oriented national mathematics curriculum documents may contribute to professionalism in handling the curriculum.

Bringing emotional reflexivity and emotional regime to understanding ‘the hukou puzzle’ in contemporary China

This article examines the dialogic relationship between emotional reflexivity and emotional regime as it explores ‘the hukou puzzle’ in China. In theory, migrants in small- to medium-scale cities can transfer their hukou (household registration) to urban areas, yet are unwilling to do so in practice. Relying on six months’ ethnographic fieldwork and 60 in-depth interviews with ethnic migrant performers, this article argues that previous theorisation of the hukou puzzle neglects emotions and assumes migrants are making rational choices to maximise their profits. In reality, different emotions and feelings inform migrants’ reflexivity regarding an opaque migration regime, which highlights the crucial role of how they exercise their reflexivity in emotional and relational ways. Moreover, a neoliberal emotional regime at the Chinese societal level – which emphasises positive energy, happiness and ‘the China Dream’ – also significantly shapes migrants’ emotional reflexivity. This article points to the need to further explore the intersection between emotional reflexivity and emotional regime in relation to migration.

Human’s life-world and their worldview: ontological-psychological mechanisms of interaction

The ontological characteristics of the worldview are outlined based on the propositions about the connection between man and the world, their systemic interaction, the determining role of life relationships in the formation of the life world. The features of human interaction with the world as two open systems, which simultaneously act as independent systems and as subsystems of each other, are considered: determinism/self-determination, openness/closedness, involvement/distance. It is emphasized that the interaction within the “Man-World” system takes place in the form of life relations, which are manifested in four main modes (as a relation to the objective world, to another person, to the Absolute, to ones own self) and corresponding meeans of subjects interaction with an object (activity, dialogic relations, self-determination in relation to existential meanings and higher values, cognition and expression of ones own self). Establishing life relations in a certain way and in a certain mode, person thereby builds his/her life world a specially organized reality formed by the dynamic systemic unity of the inner world of a person and that part of the objectively existing external world with which he/she is connected by life relations. Additional possibilities for the analysis of the life world are provided by considering it as an ideal model, which carries knowledge about the utilitarian-pragmatic and symbolic characteristics of social and natural objects, as well as about the corresponding mental states of the subject-carrier of this model. The specific features of such knowledge are the intuitively obvious forms of its provision in everyday human experience, the ability to represent universal cultural meanings and effectiveness. In the plane of objective human relations with the world worldview turns out to be a special way of including a person into the world: on the one hand, it mediates (by posing and searching for answers to “big questions”) the processes of constructing a persons own life world, determining its ontological, epistemological, axiological and praxeological boundaries; on the other hand, it creates contexts in which the external world is transformed (through dialogue-based processes of evaluation, idealization, and generalization) into images, meanings, and values (ideals, beliefs, and life principles) that are existentially significant for a person.

THE MNEMONIC POTENTIAL OF THE AUTHOR’S EPIGRAM (using the example of Igor Guberman’s poetry)

The article is devoted to the consideration of the author’s epigram by the poet Igor Guberman as a genre with mnemonic (memorable) potential. It is understood that inheriting an ambivalent nature borrowed from the previous ritual tradition, Igor Guberman’s epigram in its architectonic organisation simultaneously contains the ridiculous and the serious, the personal and the impersonal (‟alien”), the subjective and the objective. The latter, as deposited in the memory of the past, is used as a mnemonic demonstration of the material tested by life experience, which enters into a dialogical relationship with a subjective artistic worldview. In the course of the analysis of Igor Guberman’s author’s epigrams, called ‟gariki” by analogy with the derivative of Garik – the colloquial form of the author’s name, – it turns out that the mnemonic attribute as a permanent property of the genre, inherited from past times, is represented in it in different ways and to a large extent much wider than in the classical epigram. Thus, the mnemonic potential of the author’s epigram contains, in addition to the motifs of famous works, paraphrases and recitations of famous sayings that have become winged, allusions to general literary ‟topos” and reminiscences from the poems of poets, recognisable by the images used, rhythm and verse organisation. It is concluded that the variety of use of Igor Guberman’s rich mnemonic potential by the author’s epigram indicates the voluminous functionality of the genre, involving artistic resources not only in the direction of reproducing the invariant (‟genre memory”), but more focusing efforts on the path of renewal in line with the detached perception of tradition (‟genre memory”), which allows to appear to it in the fullness of aesthetic perfection.