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ციფრული ფილოლოგია: კლასიკური საფუძვლები, თანამედროვე განვითრება და მომავლის პერსპექტივები
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The the the evolution of philology from its its current digital article deals with classical beginnings through to incarnation, focusing on the complementarity of traditional methods and technological innovation. With the pioneering work of Renaissance humanists Lorenzo Valla and Richard Bentley as a starting point, the article traces how classical philological techniques have been supplemented rather than replaced by digital technologies.
The paper describes how multispectral imaging, computational linguistics, and Geographic Systems Information have opened up analytical potential in French and classical philology, as well as transform dpedagogical practice through engaging. adaptive learning environments. Ethical concerns around access, intellectual property, and data privacy are raised, underlining the need to maintain humanistic values in digital systems.
The research concludes speculatively concerning possible future changes in which knowledge haptic technologies, and from neuroscience, machine learning technologies may further fuel philological research without sacrificing its fundamen tal interpreti e and cultural dimension. წინამდებარე ნაშრომი წარმოგვიდგენს ფილოლოგიური მეცნიერების განვითარების ტრაექტორიას, იკვლევს მის ტრანსფორმაციას ტრადიციული ეპისტემოლოგიური პარადიგმიდან თანამედროვე დიგიტალურ კონცეფციამდე, განსაკუთრებულ აქცენტს აკეთებს ტრადიციული ფილოლოგიური მეთოდებისა და ტექნოლოგიური ინოვაციების ურთიერთკომპლემენტარულ მიმართებაზე. კვლევა, რომელიც საწყის მეთოდოლოგიურ წერტილად იღებს რენესანსული ჰუმანიზმის წარმომადგენელთა – ლორენცო ვალასა და რიჩარდ ბენტლის – ფუნდამენტურ ნაშრომებს, დეტალურად აანალიზებს, თუ როგორ მოხდა ტრადიციული ტექსტოლოგიური კვლევის მეთოდების გამდიდრება და გაფართოება და არა მათი ჩანაცვლება ციფრული ტექნოლოგიური ინსტრუმენტებით, რაც თავის მხრივ უზრუნველყოფს დისციპლინის კონცეპტუალური მთლიანობის შენარჩუნებას ტექნოლოგიური პროგრესის პირობებში.
ნაშრომში გაანალიზებულია, როგორ განაპირობა მულტისპექტრულმა ვიზუალიზაციამ, კომპიუტერულმა ლინგვისტიკამ და გეოინფორმაციულმა სისტემებმა ანალიტიკური პოტენციალის გაფართოება ფრანგულ და კლასიკურ ფილოლოგიაში, აგრეთვე, როგორ ტრანსფორმირდა პედაგოგიური პრაქტიკა ინტერაქტიული და ადაპტური საგანმანათლებლო გარემოს ინტეგრირებით. კვლევაში განხილულია ეთიკური პრობლემატიკა, დაკავშირებული ხელმისაწვდომობასთან, ინტელექტუალურ საკუთრებასა და მონაცემთა კონფიდენციალურობასთან, რაც ხაზგასმით წარმოაჩენს ციფრულ სისტემებში ჰუმანისტური ღირებულებების შენარჩუნების იმპერატივს.
კვლევა პროგნოზირებს შესაძლო (სამომავლო) ტენდენციებს, რომელთა ფარგლებშიც ნეირომეცნიერების, ჰაპტიკური ტექნოლოგიებისა და მანქანური სწავლების მიღწევებმა შესაძლოა გააღრმავოს ფილოლოგიური კვლევითი პარადიგმა, მისი ფუნდამენტური ინტერპრეტაციული და კულტურული განზომილებების შეუცვლელად.
კლასიკური ფილოლოგია კი წარმოადგენს იმ უმთავრეს ეპისტემოლოგიურ საფუძველს, რომელზეც ყველა შემდგომი ფილოლოგიური კვლევა აღმოცენდა. იგი ღრმად არის დაფუძნებული ბერძნულ-რომაული ლიტერატურული კანონის სკრუპულოზურ ტექსტოლოგიურ კვლევაზე. ამ დისციპლინის ინტელექტუალური ფორმირება განხორციელდა რენესანსის პერიოდის ჰუმანისტთა, კერძოდ, ლორენცო ვალასა და რიჩარდ ბენტლის, ნოვატორული მეცნიერული მოღვაწეობის შედეგად, რამაც ტექსტოლოგიური კვლევა სისტემურ და მეცნიერულ დისციპლინად ჩამოაყალიბა. მათ მიერ შემუშავებულმა კრიტიკულმა მეთოდოლოგიებმა არა მხოლოდ განაპირობა ტექსტოლოგიური კრიტიკის უპრეცედენტო განვითარება, არამედ საფუძველი ჩაუყარა მანუსკრიპტული ტრადიციების კომპლექსურ ანალიზსა და ლინგვისტური რეკონსტრუქციის მრავალასპექტიან პროცესს
ნივთიერებათა სახელები ქართულ ჟესტურ ენაში
No full textMaterial nouns in GESL repeat the system of spoken languages. These signs do not accept the plural forms, since they are uncountable nouns. It is clear that GESL does not have the terms of the all system of Mendeleev, as there is no request for such signs in this language. As we can see form the examples in the presented paper, in GESL the nouns of material are partly iconic
კილოს, დროისა და მოდალობის მიმართებისთვის იტალიურ ენაში
No full textMood is a morphological category. In the Italian language, traditionally, the indicative, subjunctive, conditional, and imperative moods are distinguished. It is precisely the subjunctive mood that is one of the main morphological expressions of modality. However, modality, as a semantic category, is much broader and implies the "status of the proposition," the speaker’s attitude toward what is said and toward the act of utterance itself. Since the subjunctive is the mood form most closely related to modality, we have examined in detail the nature of the subjunctive mood, its characteristics, and the conditions under which it is used in a construction, primarily in a subordinate clause.
Instances of emphasizing modal meaning in the Italian language are evident both in the past and the future; as the future is not fully known it necessarily includes elements of prediction, assumption, or something similar. Accordingly, the future tense is frequently used without any temporal meaning, in the so-called epistemic sense of assumption or possibility. For example, the verb in the future tense in this sentence acquires a meaning of assumption:
Hanno bussato alla porta, sarà Marco.
Modal meaning is also emphasized in the past imperfect tense, and accordingly, the following types are distinguished:
Conative imperfect (imperfetto conativo)
This verb tense expresses actions that remained at the level of intent, desire, or risk of execution:
Per poco, sabato, non avevo un conflitto con quelli del terzo.
The situation with them from the third group almost turned into a conflict on Saturday.
Polite imperfect (imperfetto di modestia, attenuativo)
Desiderava? What would you like?
Irreal imperfect tense (irreale)
Through the imperfect tense in such sentences, an unrealized assumption (irrealità del passato) is almost always conveyed:
Se lo sapevo, non venivo. If I had known that, I wouldn’t have come.
Prospective imperfect tense (imperfetto prospettivo)
Used with a future meaning in the context of the past:
L’ospite giunse nel pomeriggio del 15 giugno. Ripartiva due giorni dopo.
The guest arrived on June 15 in the afternoon. He was leaving two days later.
The same can be said about the pluperfect tense (trapassato prossimo), which acquires modal meaning when, in spoken language, it is used instead of a conditional form in the result clause of a hypothetical construction:
Se non mi fossi ammalato a quest’ora avevo già terminato gli esami.
If I hadn’t gotten sick, I would have already finished the exams by now.
In other cases, it carries a “softening” meaning:
Buongiorno, ero venuto per chiederle una cortesia.
Good morning, I came to ask you for a favor.კილო მორფოლოგიური კატეგორიაა, იტალიურ ენაში ტრადიციულად გამოიყოფა თხრობითი, კავშირებითი, პირობითი და ბრძანებითი კილო. სწორედ კავშირებითი კილოა მოდალობის ერთ-ერთი ძირითადი, მორფოლოგიური, გამომხატველი, მაგრამ მოდალობა, როგორც სემანტიკური კატეგორია, ბევრად უფრო ფართოა და გულისხმობს „პროპოზიციის სტატუსს“, მოლაპარაკის დამოკიდებულებას თავისი ნათქვამისა და თავად წარმოთქმის აქტის მიმართ. ვინაიდან კავშირებითი კილოა ის კილოური ფორმა, რომელიც ყველაზე მეტად უკავშირდება მოდალობას, დეტალურად განვიხილეთ კავშირებითი კილოს რაობა, მისი მახასიათებლები და ის პირობები, როდესაც კონსტრუქციაში, ძირითადად დამოკიდებულ წინადადებაში, ხდება მისი გამოყენება.
მოდალური მნიშვნელობის წინ წამოწევის შემთხვევები იტალიურ ენაში დასტურდება როგორც წარსულში, ისე მომავალში; მომავალი არ არის სრულად ცნობილი, ის აუცილებლად მოიცავს წინასწარი პროგნოზის, ვარაუდის ან რაიმე მსგავს ელემენტს, შესაბამისად, ხშირია მომავლის გამოყენება რაიმე ტემპორალური მნიშვნელობის გარეშე, ე.წ. ვარაუდის, შესაძლებლობის – ეპისტემური მნიშვნელობით. მაგალითად, მომავალ დროში მდგარი ზმნა, ამ წინადადებაში იღებს ვარაუდის მნიშვნელობას:
Hanno bussato alla porta, sarà Marco – კარზე დააკაკუნეს, მარკო იქნება.
მოდალური მნიშვნელობის წინ წამოწევა დასტურდება ასევე წარსულის იმპერფექტულ დროში და, შესაბამისად, გამოიყოფა:
კონატიური იმპერფექტი (imperfetto conativo)
ზმნის ეს დრო გამოხატავს მოქმედებას, რომელიც დარჩა ჩანაფიქრის, სურვილის, განხორციელების რისკის დონეზე:
Per poco, sabato, non avevo un conflitto con quelli del terzo.
მათთან, მესამედან, შაბათს საქმე თითქმის კონფლიქტამდე მივიდა.
თავაზიანობის იმპერფექტი (imperfetto di modestia, attenuativo)
Desiderava?
რას ინებებთ?
ირეალური იმპერფექტული დრო (irreale)
იმპერფექტული დროის საშუალებით ამგვარ წინადადებებში თითქმის ყოველთვის გადმოცემულია არარეალიზებული ვარაუდი (irrealità del passato):
Se lo sapevo, non venivo. ეს რომ მცოდნოდა, არ მოვიდოდი.
პერსპექტივის იმპერფექტული დრო (imperfetto prospettivo)
გამოიყენება წარსულისთვის მომავლის მნიშვნელობით
L’ospite giunse nel pomeriggio del 15 giugno. Ripartiva due giorni dopo.
სტუმარი 15 ივნისს, დღისით მოვიდა. ორი დღის შემდეგ მიდიოდა.
იგივე შეიძლება ითქვას პლუსკვამპერფექტსაც (trapassato prossimo), რომელიც მოდალურ მნიშვნელობას იძენს, როდესაც სასაუბრო მეტყველებაში წარმოდგენილია ჰიპოთეზური კონსტრუქციის - პირობითი წინადადების შედეგობით ნაწილში შედგენილი პირობითის ფორმის ნაცვლად:
Se non mi fossi ammalato a quest’ora avevo già terminato gli esami – ავად რომ არ გავმხდარიყავი, გამოცდებს დავამთავრებდი.
სხვა შემთხვევაში კი აქვს „შემარბილებელი“ მნიშვნელობა:
Buongiorno, ero venuto per chiederle una cortesia – გამარჯობა, მოვედი, რომ რაღაც გთხოვოთ
XX საუკუნის ათიანი წლების ქუთაისის ლიტერატურული ცხოვრების ქრონიკა
No full textThe literary life of Kutaisi at the beginning of the 20th century, particularly in the 1900s and 1910s, was rich and diverse. In many ways, it can be considered a unique phenomenon in the history of Georgian culture. During this period, Kutaisi played a pivotal role in the early careers of prominent Georgian poets, writers, and theater artists, influencing the development of their artistic beliefs and the formation of their distinct styles. A large portion of Kutaisi\u27s society followed the latest trends in literature and culture with great interest and actively participated in their evaluation.
The creative life of Kutaisi in the 1910s was largely shaped by literary evenings and public lectures held at the city theater and other institutions. The Public University also played an active role in this cultural movement. As evidenced by reports in the periodicals of the time, a significant portion of the city’s population attended these events. It is noteworthy that the written accounts of these lectures, evenings, and published works were often not dry or impersonal; instead, they clearly reflected the responses of the audience, sometimes with irony or even sarcasm.
The cultural life of Kutaisi during this period was largely defined by the Kutaisi Georgian Gymnasium. The performances and literary evenings staged at the Georgian Theater were central to the city\u27s artistic landscape. Additionally, Kutaisi in the 1910s was spoiled by the diversity of its press.
The literary community eagerly awaited the publication of new books, and this is confirmed by the numerous reviews and responses written about Galaktion Tabidze\u27s works. In 1914, Tabidze\u27s name became widely recognized, both in the literary world and among broader circles of readers. It was universally acknowledged that Galaktion was a promising new voice in Georgian poetry.
 
ხელოვნური ინტელექტის ინოვაციური ტექნოლოგიების გამოყენებით წერის სწავლების თანამედროვე მეთოდების კვლევა
No full textThe paper describes an experimental study aimed at determining the effectiveness of a Natural Language Processing (NLP) model based on ChatGPT to improve the writing skills of students learning English as a second foreign language. The research demonstrates how such an approach can be integrated into the educational process to enhance writing skill quality. The paper presents an overview of writing teaching methods according to specific criteria for assessing writing skills. The model\u27s effectiveness is evaluated in comparison to traditional teaching methods. Recommendations are provided on how to utilize NLP technologies for optimizing the learning process. The conclusion emphasizes the significance of the technology to improve writing skills and discusses the prospects of using the ChatGPT model for developing students\u27 writing abilities.
In foreign language teaching, it is essential to simultaneously develop four skills: listening, reading, speaking, and writing. In the modern digital era, effective writing skills undoubtedly play a crucial role in daily communication and are considered a prerequisite for success. Their development is essential for students. Competent written communication helps avoid misunderstandings in both personal and business contexts, which can generally have a positive impact on students\u27 future. Moreover, regular writing practice significantly improves oral communication skills.
One of the main issues regarding the integration of ChatGPT in language learning processes relates to the potential for improving students\u27 writing skills through ChatGPT usage. Scientists consider ChatGPT a valuable learning resource capable of assisting in the analysis of written works. The combination of artificial intelligence and human interaction represents a promising approach to improving the language learning experience.
Our research aims to describe the integration of ChatGPT and its instructional application in the educational process directed toward improving writing skills. The areas of ChatGPT application for developing writing skills may include activities such as vocabulary enrichment, grammar improvement, analysis of written works, writing texts in various styles, supporting students\u27 independent work for self-assessment and skill development, and finally, facilitating teachers\u27 checking of students\u27 essays for spelling and grammar.
ChatGPT is a new phenomenon, and despite the novelty of this educational tool, it is already being actively used in foreign language teaching processes. As the experiment has shown, the use of ChatGPT in writing instruction practices yields positive results. The potential of the artificial intelligence model in education requires empirical research of all its capabilities. At the same time, we note that ChatGPT should be considered only as a modern high-tech tool for English language teaching, which cannot fully replace interaction with a real teacher
Post-Realist Tendencies in Contemprorary Russian Prose
No full textContemprorary Russian prose is undergoing a complex transformation, where realism as a literary tradition is evolving to meet the challenges of modern era. This literary movement maintains a connection with the realist tradition but renews it by incorporating elements of postmodernism, metaphysics, and linguistic and structural experimentation. The focus of post-realism shifts from an objective depiction of the world to exploring subjective perception, deconstructing conventional narratives, and rethinking the concept of truth.
Post-realist tendencies in contemporary Russian prose are characterized by an effort to go beyond traditional realism while preserving its fundamental features, such as an interest in everyday life, social issues, and the inner world of individuals. However, these tendencies are complemented by elements of postmodernism, magical realism, experiments with form and language, as well as an appeal to metaphysical and philosophical questions. Contemporary authors actively employ references to classical literature, cultural, and historical phenomena. This creates a dialogue with tradition, while often turning the text into a field for playful interaction with the reader. Post-realist prose emphasizes the inner world of the protagonist and their perception of reality. At times, reality is presented as fragmented or distorted through the prism of the character\u27s consciousness.
The leading position in the post-realist artistic paradigm of the 1980–1990 (A. Kim, A. Kurchatkin, R. Kireev, F. Gorenshtein, S. Dovlatov, L. Ulitskaya, and others) is held by Vladimir Makanin. Having entered the literary scene back in the 1970, this writer reached the peak of his creative achievements only in his later novels.
“Underground, or A Hero of Our Time” (1990) is rightfully considered the artistic pinnacle of Vladimir Makanin\u27s work. The meaning of the novel unfolds through references to precedent texts, such as Dostoevsky\u27s “Notes from Underground” and Lermontov\u27s “A Hero of Our Time”. These texts set the vectors for the novel’s central themes: the historical metamorphoses of the "Russian majority" and the fate of the heroic-individual principle in culture. The novel also contains numerous allusions to the literary neo-myths of Pushkin, Gogol, Chekhov, Bulgakov, and others, enriching its intertextual depth and cultural resonance.
Working within the post-realist framework, Lyudmila Ulitskaya poses a fundamental question in her novel “The Kukotsky Case” (2001): is the independence of the human personality possible in the post-humanist era? Through the entirety of her narrative, she offers a definitive negative answer. The protagonist, Pavel Kukotsky—a remarkable man and an outstanding doctor who bases his actions solely on human notions of good and evil, justice—ultimately loses everything he holds dear. He succumbs to alcoholism, deteriorates, and is left in profound emotional isolation. The novel is deeply interwoven with a dialogue with Russian classics, notably A. Chekhov (“A Dreary Story”) and F. Dostoevsky (“Notes from Underground”), further enriching its philosophical and cultural dimensions.
Post-realism in contemporary Russian prose reflects literature\u27s attempt to adapt to a changing world, where reality becomes increasingly multilayered and fragmented. Post-realism does not reject traditions but reinterprets them, making Russian prose relevant and multifaceted
მეტყველების კულტურის პრობლემა და სკოლა
No full textA thorough study of the native language learner umdidrdeba mind, umushadeba certain view of things, events, and actions necessary for developing human life habits, is being developed as an educated person. Speech Development orderly manner requires knowledge of the psychophysiological nature. Native language teachers not only to resolve these issues, but also to teachers of all subjects, as the speech not only contributes to the development of the mother tongue, but in general, the knowledge of different skills. Mastered in elementary science issues will depend on how the student will have learned how perfectly the mother tongue, the language you are thinking
სამეტყველო ეტიკეტის სოციალ-ფსიქოლოგიური ასპექტი
No full textWithout social communication, people\u27s daily lives and any of their activities are entirely unimaginable. A specific form of social communication is verbal interaction, despite modern psychological data indicating that 65% of information in communication is conveyed through nonverbal means.
Every specific act of verbal communication carries a pragmatic orientation toward the partner involved in the interaction.
Verbal communication inherently involves the execution of speech acts, which also includes the use of speech etiquette. In reality, it is a valuable component of any human behavior, significantly influencing the effectiveness of its completion.
People need shared knowledge of etiquette, including speech etiquette norms, in the communication process to successfully establish effective communication.
Etiquette is primarily a social phenomenon, but it is also a cultural, historical, and psychological one. It inevitably has a linguistic aspect—more specifically, linguistic etiquette, which refers to the set of linguistic norms characteristic of communication in various situations.
In specialized literature, there is an opinion that insufficient attention is given to the psychological nature of speech as a specific type of activity. However, it has long been a subject of special study in psycholinguistics (e.g., Austin\u27s theory of speech acts, 1955).
According to D. Uznadze’s model of set structure, known as the static model, speech activity is considered an independent behavior, defined by its own autonomous set. It does not matter whether it arises from a necessity within another ongoing behavior or is directly driven by the need for verbal communication. In contrast, the dynamic model of speech activity and, consequently, speech etiquette, allows us to view it as an activity shaped by the need for linguistic communication, i.e., linguistic set. This activity constitutes a significant component of behavior, adapting dynamically to the primary attitude of that behavior. In this model, the tendency for permanent modification is embedded from the outset, eliminating the need for the destruction or reconstruction of sets. It considers both practical and theoretical activities directed toward a common goal as actions integrated into the same behavior, operating based on its fundamental set
როგორ ვასწავლოთ მოსწავლეს აზროვნება?
No full textEducation is the basic part of living country and power for it developing. Education is the way which will take us to the temple.
When we speak about education we first mean thinking which is individual. This is property for human and it is the great for human.
The ability of thinking or its existence is in individual but it needs developing. This begin in family which we called family environment.
Georgian people have traditional families, where live some generations, where they were reading stories, poems, tales and then begin how to understand these materials in warm environment.
Old generation teaches child how to express their emotions, the culture of listening. And today?
It is not family. Child is far from parents and himself or herself and fight for surviving themselves. School? Pupils do not interested lessons, do not listening teachers. Why? The learning process is misunderstanding. They do not know where is the right way which will take them to the temple. Teenagers do not know what is respect not themselves and also others.
Unfortunately school lost their charm and students do not love school.
For all of these we have society full of massive human and not individ
ქართული იდენტობის წრთობა მეცხრამეტე საუკუნეში: ილიას ღვაწლი
No full textGeorgians have many very outstanding writers and public figures, but all point to the exceptional merit of Ilia Chavchavadze to the Georgian nation. The question arises: did Ilia do something superior to others? Why is he the only one called the "Father of the Georgian nation"?
The answer to this question requires an explanation of the concept of a nation and the essence of the nation-building process. During the Soviet period, Georgian historians based their representation of the nation-building process exclusively on the Stalinist definition. This definition is essentialist: it excludes the role of the subjectivist factor in the formation of the national we-group; the importance of the activity of the we-group members in the formation of the nation is not implied. In Western scientific discourse, the essentialist approach to groups has been largely rejected and it is believed that the subjectivist factor is of great importance in the process of nation-building, in particular, the involvement of the cultural elite in this process is considered crucial: the cultural elite of the we-group creates the ideology/identity narrative of nationalism necessary for national consolidation and, through the media of the modern era, ensures the circulation of this narrative in the we-group standing on the path of national consolidation.
The national idea leads to the mobilization of a group and, therefore, the formation of a nation. Nationalism is an ideology of solidarity, it is a phenomenon of modern times, despite the fact that ideologies of solidarity (in the form of ideologies of ethnic choseness or missionism) existed in the pre-modern era, their social impulse was weaker than the ideology of nationalism due to the social heterogeneity of pre-modern ethnic units. When discussing the characteristics of the ideology of nationalism // national identity narrative as a discourse, it is worth noting a fact that was found out by the prominent researcher of the nation phenomenon, A.D. Smith. He showed that, despite variations in different environments, the ideology of nationalism has stable and unchanging universal characteristics.Therefore, nation-building everywhere proceeds according to approximately the same scenario, and the actions of the leaders of the national movement are determined by these universal canons. The structure of identity narratives is also uniform: in all cases, this is a discourse on topics of existential importance for the nation. These topics can be grouped around three main questions: “Who are we?”, “Who were we?”, “What is our destiny?” All three questions are closely related to the fundamental ideals of nationalism.
All the texts created by Ilia and all his actions as a leader are interconnected and serve to implement the fundamental ideals of nationalism. For example, Ilia\u27s interest in the issues of abolishing serfdom and ensuring harmonious coexistence of ranks, and bringing women into the public arena was conditioned by the desire to erase the internal group divisions of the Georgian we-group and strengthen social bonds. This should ultimately lead to the homogenization of Georgian unity and, accordingly, the formation of a national identity. The same purpose was served by Ilia’s conceptualization of “others,” for example, the West. Ilia’s attitude towards the West was ambivalent: on the one hand, it aroused his admiration, but on the other hand, Ilia also pointed out the shortcomings of the West. The West played the role of a model in the process of national consolidation of Georgians, but the superiority of the model should not be suppressed by national self-esteem. Ilia conceptualized the “West” with completely different themes, for example, even with such a seemingly distant issue as the rules for setting wine in Georgian.
With the discourse on wine, Ilia was showing that at that stage, despite the obvious cultural superiority of the West, there was something important that no one could compare to the Georgians in doing. It was also a way to highlight the cultural autonomy and uniqueness of the Georgians. Ilia\u27s great interest in the historical past of Georgians is connected with the ideal of self-reliance of the ideology of nationalism.. He believed that the memory of living together was more important than anything else, even clan or ethnic origin. An analysis of Ilia\u27s work shows that he created a very detailed Georgian national identity narrative. He was certainly not alone, and the entire Georgian cultural elite was involved in this great creative act, but Ilia was the mastermind in this matter. Taking into account the entire Georgian historical experience, he made the greatest contribution to the formation of the idea of the Georgian nation and helped to imbue Georgian unity with this idea.
The intensive circulation of the national idea within the Georgian we- group was served for three decades by the main Georgian print media of the nineteenth century, “Iveria,” which was published through Ilia’s efforts and ultimately united Georgian society into a single entity. Considering this unprecedented merit, it can truly be said that Ilia Chavchavadze is the Father of the Georgian nation