Gavar State University

Magnanimity and nobility represent a fundamental moral quality that defines human conduct in accordance with humanistic values. This quality encompasses virtues such as self-sacrifice, loyalty, courage, mercy, and generosity. Throughout history, the concept of nobility has carried different meanings across various epochs. This article presents the first typological examination of magnanimity in European epics, including Homer’s “Iliad”, “The Song of the Cid”, “The Song of the Nibelungs” etc. Departing from traditional motifs such as conflict with monsters or enemies, father-son duels, and generational strife, the study highlights magnanimity as a previously underexplored yet essential characteristic of the epic hero. This theme is prominently featured both in the “Iliad”and in the Armenian epic. The analysis focuses on original texts and different recorded versions of the “Sasna Tsrer”. The theme of magnanimity in “Sasna Tsrer” has not previously received separate scholarly attention. In this article, it occupies a central position, as it organically emerges from the epic’s content. Notably, the hero’s magnanimity consistently appears after his heroic deeds. The study argues that the ultimate goal of the epic hero is not merely martial valour but forgiveness and nobility, which elevate him above ordinary warriors. Similarly, Homer’s “Iliad” culminates in Achilles’ magnanimity overcoming his wrath, affirming empathy and humanity as the highest ideals. Although the theme of forgiveness is closely linked to Christian ideology and has profoundly shaped the epic, it must be acknowledged that magnanimity and mercy constitute organic elements of Armenian national psychology. This is confirmed in Armenian historiography and in the works of prominent European historians. This interdisciplinary study, employing comparative, psychological, mythological, and synthetic methods, opens new perspectives in epic studies. It shifts the focus from purely heroic narratives toward the profound humanistic significance of magnanimity, clemency, and empathy, deepening our understanding of epics as expressions of national psychology and universal human values.

The article explores the collecting of folklore intangible heritage of the Shirak region. The authors have studied the historical processes of traditionality, mutual influences, formation and application of orally transmitted folklore genres among the present-day population of Shirak. According to Alan Dundes's approach of viewing folklore as a mirror of culture, the folkloric materials from Shirak are not only artistic expressions but also symbols of cultural identity (Dundes & Bronner 2007). Over the course of more than a century, diverse folklore materials have been recorded, published and studied in the Shirak region, with a significant portion of the original works being preserved in the archives of the Institute of Archaeology and Ethnography of NAS RA. The folklore heritage of Shirak encompasses the centuries-old history of the region, the movements of the local population, traditional practices, original ideas and accumulated knowledge. It reflects the process of formation of human society, and within this folklore heritage one can find remnants of forgotten fragments of mythology, customs and beliefs, providing an opportunity to observe the historical and cultural journey of the present-day population of the Shirak region, along with their spiritual and material achievements and losses in various expressions of the epic folklore. The analysis of the study was primarily carried out by historical-comparative, historical-geographical, and anthropological methods.

In modern pedagogy, using both traditional and modern teaching methods is important. Traditional teaching methods are complemented by active learning methods. These methods not only provide apportunities for the teacher to present, memorize and reproduce knowledge, but also enable students to acquire knowledge and skills independently through practical learning activities. The primary place in the educational process is occupied by the transfer of knowledge and at the same time the active involvement of students in learning. There are various methods, such as the KIK system of teaching, the case method, working with the model of moving learning centers, the 5E system, etc. In this article, we have touched upon one of the methodological possibilities that makes learning interesting - the 5E system, which is also known as the Baybi educational cycle model. The use of the 5E model system of teaching during the teaching of the Armenian language provides a modern approach to teaching, where the primary thing is the active involvement of the student and independent cognitive activity. The phased structure of the model allows for the combination of knowledge acquisition, its practical application and the development of analytical thinking. The 5E model system acts as an effective educational and methodological tool, contributing to making the Armenian language lessons interactive, student-centered and effective.

This article examines the role and application of historical images in the process of teaching history. The purpose of the study is to reveal their cognitive, educational, and instructional value, demonstrating that historical images are not limited to the illustrative function of textbooks but serve as independent historical sources and carriers of collective memory. The subject of the research is historical images as visual didactic tools that contribute to the formation of students‘ historical knowledge, the perception of historical phenomena, and the development of critical thinking. The article classifies historical images according to their characteristics: eventbased, typological, historical-cultural, documentary, portraits, landscapes, and caricatures. It discusses the methodology of their application, their effectiveness in analyzing historical facts, events, processes, and cultural values, as well as their role in developing students‘ emotional and creative potential. The article also addresses the possibilities and methodological features of using historical images in the modern educational environment, including online platforms. The research emphasizes that the use of historical images not only increases the effectiveness of teaching history but also fosters students‘ independent analytical, logical, and creative thinking, as well as enhances their historical consciousness.