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author: Ivan Kunderenko

Relevance of the research. Mary Douglas's theory of group/grid is a valuable tool in religious studies and sociology, as it helps analyse the impact of social structures on human behaviour. It explains the dynamics of community and the number of social roles, which affect interaction within the group and control over the individual. This theory allows us to predict group and individual behaviour and dynamics, and explains how belonging to a given cosmology affects decision-making. Its principles contribute to more effective interaction and communication with different communities.

Problem statement. Analysing religious communities through cultural paradigms is essential for understanding their interaction with the social environment. Mary Douglas's Group/Grid theory helps to explore the behavioural patterns, values, and rituals of groups, adapting these concepts to contemporary realities. Her interdisciplinary approach combines sociology, anthropology, and religious studies, especially for Protestant communities in Ukraine, where a historically marginalised approach needs to be changed. Douglas's theory contributes to assessing social norms, group dynamics, and decision-making, which is vital for creating a just society. Her ideas open up opportunities for practical recommendations and solutions to current problems, helping to predict and strengthen social interaction.

Analysis of recent research and publications. In our previous studies, we have argued for the need to move away from Niebuhr's static religious studies typology, although it remains popular in Ukraine, along with the typologies of M. Weber and E. Trotzsch. The Western tradition of religious studies is increasingly focused on dynamic models. Mary Douglas's cultural model is a dynamic model, but it is hardly studied in Ukraine, except for the English-language publication by N. Kryvda and S. Storozhuk. A number of foreign researchers adapt the Douglas model to different contexts: J. Meschalk uses it to reduce crime in the EU, R. Baskerville uses it for business development in a multicultural environment, J. Spickard analyzes the transformation of the model, and M. Thompson and his group criticize it for certain limitations. At the same time, they try to find correlations between the dynamic Douglas paradigm and static models. None of the researchers adapts these developments to the dialogue with the Protestant community in Ukraine, which makes our approach novel.

Research task. To explore the benefits of Mary Douglas' typology in interacting with Ukrainian Protestants, those advantages come as a gain of a deeper understanding of the social dynamics of the community and improving a dialogue with its members. Douglas's dynamic approach facilitates the analysis of the views and practices of religious groups, allowing for the consideration of their differences to create effective communication strategies. This will help build more constructive engagement and better adapt cultural and social ideas to the needs of the community.

Main material presentation. The author introduces the reader to M. Douglas's typology, which proposes to assess societies using a coordinate system, where the horizontal dimension determines the degree of control over the individual and the boundaries of the groupness, as well as how strongly the group guards its boundaries. The vertical dimension, on the other hand, measures the level of grid and social roles. The main key descriptors considered are: communication, blame, envy, economic growth/change, scarcity, risk, apathy, and conflict resolution. Each of these descriptors is accompanied by an application to Ukrainian Protestants and an explanation of the corresponding cosmology.

Conclusions. The application of Mary Douglas' paradigm to Protestant communities in Ukraine can transform the interaction between society and the religious community, provided that one avoids transferring one's own cosmology to others. Due to its interdisciplinarity, the paradigm effectively supports analysis through an emic approach, taking into account the influence of Durkheim's ideas. A particularly promising area is the study of “problematic” areas, such as missionary work, where communication difficulties are possible due to different cosmologies. This typology serves as a powerful tool for understanding the organization of Protestant communities in Ukraine and their impact on culture, values, and social development.

Keywords: dynamic typology; Protestants of Ukraine; cosmology; Cultural Anthropology of Religion.

References:

1. Vseukrainskyi Soiuz Tserkov yevanhelskykh khrystyian-baptystiv (All-Ukrainian Union of Churches of Evangelical Christians-Baptists) ( d.). Vseukrainskyi Soiuz Tserkov Yevanhelskykh Khrystyian-Baptystiv. Dostupno : <https://baptyst.com/>. [13 Kviten 2025].
2. Kunderenko, I 2021. ‘Protestantske seredovyshche Ukrainy: u poshukakh relihiieznavchykh typolohii (na prykladi VSTs YeKhB) (The Protestant Environment of Ukraine: in Search of Religious Typologies (on the Example of the WCC of the Baptist Church)’, Osvitnii dyskurs: zbirnyk naukovykh prats, № 30(1), s. 92–105. Dostupno : <https://www.journal-discourse.com/uk/kataloh-statei/2021/2021-r-301/protestantske-seredovyshche-ukrainy-u-poshukakh-relihiieznavchykh-typolohii-na-prykladi-vsts-yekhb>. [13 Kviten 2025].
3. Kunderenko, IV 2020. ‘Dukhovna osvita u protestantskomu seredovyshchi ta relihiieznavchi typolohii (Spiritual Education in the Protestant Environment and Religious Typologies)’, Dukhovnist osobystosti: metodolohiia, teoriia i praktyka, № 98(5), s. 126–139. Dostupno : https://www.researchgate.net/publication/349541470_DUHOVNA_OSVITA_U_PROTESTANTSKOMU_SEREDOVISI_TA_RELIGIEZNAVCI_TIPOLOGII>. [13 Kviten 2025].
4. Ukrainska Tserkva Khrystyian Viry Yevanhelskoi (Ukrainian Church of Christians of the Evangelical Faith) ( d.). Ukrainska Tserkva Khrystyian Viry Yevanhelskoi. Dostupno : <https://www.chve.org.ua/>. [13 Kviten 2025].
5. Baskerville, RF 2017. ‘Does the douglas cultural framework measure up? A review of its utility in business research’. SSRN Electronic Journal. Available from : <DOI: 10.2139/ssrn.3162921>. [11April 2025].
6. Bourdieu, P Distinction: a social critique of the judgement of taste. Journal of Economic Sociology, № 6 (3), pp. 25–48. Available from : <DOI: 10.17323/1726-3247-2005-3-25-48>. [11April 2025].
7. Carson, DA 2012. Christ and culture revisited. Eerdmans Publishing Company, William
8. Crouch, A, McLaren, B D, Horton, M, Sweet, LI & McManus, ER 2003. Church in emerging culture: five perspectives. Zondervan/Youth Specialties.
9. Dobbin, F 1991. Cultural theory. by michael thompson, richard ellis, and aaron wildavsky. westview, 1990. Social Forces,70 (2), 549–551. Available from : <DOI: 10.1093/sf/70.2.549>. [11April 2025].
10. Douglas, M 2012. In the active voice (routledge revivals),Taylor & Francis Group.
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13. Douglas, M & Douglas, PM Risk and blame. Taylor & Francis Group.
14. Douglas, PM & Douglas, MM 2002. Implicit meanings. Taylor & Francis Group.
15. God, religious extremism and violence Cambridge University Press.
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19. Kryvda, N & Storozhuk, S Socio-cultural definition of intercultural dialogue in the concept of Mary Douglas. Idei, (1(19)-2(20), pp. 40–50. Available from : <DOI: 10.34017/1313-9703-2022-1(19)-2(20)-40-50>. [11April 2025].
20. Maesschalck, J 2021. Using grid-group cultural theory to assess approaches to the prevention of corporate and occupational crime: the EU as a natural experiment. У: European White-Collar Crime. Bristol University Press. pp. 17–38. Available from : <DOI: 10.56687/9781529212358-004>. [11April 2025].
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23. Oyakawa, M Racial reconciliation as a suppressive frame in evangelical multiracial churches. Sociology of Religion, 80(4), pp. 496–517. Available from : <DOI: 10.1093/socrel/srz003>. [11April 2025].
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28. Verweij, M, Alexandrova, P, Jacobsen, H, Béziat, P, Branduse, D, Dege, Y, Hensing, J, Hollway, J, Kliem, L, Ponce, G, Reichelt, I & Wiegmann, M Four galore? The overlap between mary douglas’s grid-group typology and other highly cited social science classifications. Sociological Theory. 38(3), pp. 263–294. Available from : <DOI: 10.1177/0735275120946085>. [11April 2025].
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30. Yuzva, LL 2009. Envy: sociological indicators of exposure and study, Ukrainian society, 28(1), 80–86. Available from : <DOI: 10.15407/socium2009.01.080>. [12April 2025].
31. Zinn, J 2010. Risk as discourse: interdisciplinary perspectives,Critical Approaches to Discourse Analysis across Disciplines, 4(2), 106–124.

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authors: Volodymyr Zuikov, Hennadii Tselkovsky

Relevance of the research. The full-scale war in Ukraine, ongoing since 2022, has caused profound changes in the religious landscape, particularly in the theological consciousness of Ukrainian Baptism. Under these circumstances, chaplaincy has acquired new forms and meanings, combining spiritual, moral, and social support for the military. This phenomenon requires theological reflection and analysis in the context of the church’s mission transformation, its involvement in national recovery, and shifts in public consciousness.

Problem statement. Pacifist tradition has long dominated the theology of Ukrainian Baptism, but it is now being reconsidered in the face of war. Currently, there is a lack of systematic analysis of how chaplaincy affects the transformation of ecclesiological, moral, and pastoral approaches within Baptist theology. The problem lies in the insufficient study of the theoretical foundations and practical dimensions of chaplaincy in the context of war-induced changes.

Analysis of recent research and publications. Certain aspects of chaplaincy in Ukrainian Protestant churches have been addressed by contemporary scholars, yet these works are mostly descriptive or socio-political in nature. The theological dimension—particularly in the context of Baptism—remains underexplored. Existing publications do not fully capture the depth of the transformational processes triggered by the war.

Research task. The purpose of this article is to explore the essence of chaplaincy within the All-Ukrainian Union of Churches of Evangelical Christians-Baptists as a form of spiritual and psychosocial support for military personnel, and to examine the theological transformations of Ukrainian Baptism caused by the wartime experience. The main objective is to analyze new ecclesiological orientations, the rethinking of pacifism, the theology of suffering, and the church’s social responsibility.

Main material presentation. The article outlines the historical prerequisites for the development of chaplaincy in the Baptist context and analyzes its current practices, which integrate pastoral care, psychological support, and social responsibility. It demonstrates that the war has become a catalyst for rethinking church identity, the role of the faith community in society, and for changing understandings of the theology of suffering, sacrifice, and participation in the struggle for national dignity. The crisis of pacifist ideals, growing support for active Christian engagement, and emerging educational and institutional needs for the advancement of chaplaincy are described.

Conclusions. Chaplaincy has become a significant factor in the spiritual mobilization of Ukrainian Baptism during wartime, contributing to theological renewal and the expansion of the church’s ecclesiological vision. It forms a new paradigm of Christian presence in critical social processes and highlights the need for deep theological analysis of war experience and the practical training of ministers. The effective development of this ministry requires institutional support, an interdisciplinary educational approach, and active participation of religious communities in the nation’s recovery.

Keywords: chaplaincy, Ukrainian Baptism, theological transformations, military chaplaincy.

References:

1. “Buty poruch”: u veresni proishov forum kapelaniv VSTs YeKhB (“To be near”: in September, a forum of chaplains of the WCC EHB took place) 2024, Vseukrainskyi Soiuz Tserkov Yevanhelskykh Khrystyian-Baptystiv. Available from: <https://www.baptyst.com/buty-poruch-u-veresni-projshov-forum-kapelaniv-vsts-yehb/>. [16 April 2025].

2. Dolhanova, M 2022. ‘Osoblyvosti diialnosti instytutu viiskovykh kapelaniv v krainakh Tsentralno-Skhidnoi Yevropy (Features of the activities of the Institute of Military Chaplains in the countries of Central and Eastern Europe)’. Vcheni zapysky TNU imeni V.I. Vernadskoho. Seriia: Publichne upravlinnia ta administruvannia, t. 33 (72), № 6, s. 7–15. Available from: <https://doi.org/10.32782/TNU-2663-6468/2022.6/02>. [16 April 2025].

3. Dolhanova, MV & Chobit, IR 2022. ‘Osoblyvosti diialnosti viiskovykh kapelaniv pid chas rosiisko-ukrainskoi viiny (2014-2022 rr.) (Peculiarities of the activities of military chaplains during the Russian-Ukrainian war (2014-2022))’. Viiskovo-naukovyi visnyk, № 38, s. 167–81. Available from: <https://doi.org/10.33577/2313-5603.38.2022.167-181>. [16 April 2025].

4. Zuikov, V, Povorozniuk, V & Korenevych, V 2025. ‘Vzaiemni oboviazky derzhavy, pravyteliv i hromadian u khrystyianskomu konteksti (Mutual Responsibilities of the State, Rulers, and Citizens in a Christian Context)’. Visnyk Lvivskoho universytetu. Seriia: filosofsko-politolohichni studii, № 58, s. 71–7. Available from: <https://doi.org/10.30970/PPS.2025.58.8>. [16 April 2025].

5. Zuikov, VO, Korenevych, VM & Tereshchuk, OA 2025. ‘Derzhavotvorennia ta Zbroini syly u svitli Sviatoho Pysma (State-building and the Armed Forces in the Light of Holy Scripture)’. Kulturolohichnyi almanakh, № 1 (13), s. 40–7. Available from: <https://doi.org/10.31392/cult.alm.2025.1.5>. [16 April 2025].

6. Zuikov, VO, Kushnirchuk, AIu & Tereshchuk, OA 2025. ‘Osnovni napriamky diialnosti viiskovoho kapelana Zbroinykh Syl Ukrainy (Main areas of activity of a military chaplain of the Armed Forces of Ukraine)’. Aktualni pytannia u suchasnii nautsi. Seriia: istoriia ta arkheolohiia, derzhavne upravlinnia, ekonomika, pedahohika, tekhnika, pravo, № 4 (34), s. 1049–64. Available from: <https://doi.org/10.52058/2786-6300-2025-4(34)-1049-1064>. [16 April 2025].

7. Korenevych, VM, Kushnirchuk, AIu & Povorozniuk, VV 2025. ‘Dosvid dushpastyrskoi opiky v ukrainskomu dukhovenstvi v kozatsku dobu (The experience of pastoral care in the Ukrainian clergy during the Cossack era)’. Suspilstvo ta natsionalni interesy, № 4 (12), s. 295–308. Available from: <https://doi.org/10.52058/3041-1572-2025-4(12)-295-308>. [16 April 2025].

8. Korenevych, VM, Povorozniuk, VV & Tereshchuk, OA 2025. ‘Teolohichni zasady vzaiemovidnosyn mizh tserkvoiu i derzhavoiu v konteksti Sviatoho Pysma (Theological foundations of church-state relations in the context of Holy Scripture)’. Aktualni pytannia humanitarnykh nauk, t. 3, № 83, s. 24–9. Available from: <https://doi.org/10.24919/2308-4863/83-3-4>. [16 April 2025].

9. PASTORY. Pavlo Protopopov 2023. Vasyl Povorozniuk. Yakshcho ty ne vmiiesh striliaty, pidnos patrony (Vasyl Povoroznyuk. If you don't know how to shoot, bring me the cartridges), onlain-video, YouTube. Available from: <https://www.youtube.com/watch?v=trmwedVBrbY>. [01 April 2025].

10. Stupa, AV 2021. Instytut kapelanstva: ukrainskyi dosvid (1991-2021 st.) (Institute of Chaplaincy: Ukrainian Experience (1991-2021)), ZNU, Zaporizhzhia. Available from: <https://dspace.znu.edu.ua/jspui/handle/12345/6349>. [01 April 2025].

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author: Mariana Drobotenko

 Relevance of the research.  In the context of the current transformation of the educational system, the issue of integrity as a component of the professional competence of future teachers is gaining particular significance. The formation of ethical foundations for pedagogical activity is critically important for ensuring quality education, especially in light of the moral challenges of a post-industrial society.

Problem statement.  Integrity is not only an ethical ideal but also a functional component of teacher professionalism. Its integration into the structure of professional competence requires a rethinking of educational approaches to teacher training.

Analysis of recent research and publications. The issue of integrity in teacher education is addressed in numerous scholarly studies that encompass philosophical, ethical, and educational dimensions. In Ukrainian academic discourse, the moral and ethical competence of teachers is explored from the perspective of educational axiology and the philosophy of upbringing (V. Andrushchenko, M. Kultaeva, O. Suk). In the international context, significant contributions have been made by researchers who interpret integrity through the lens of virtue ethics (A. MacIntyre, R. Hursthouse, H. Sockett, J. Stern). Special attention is paid to the development of the teacher’s character, moral judgment, and the impact of professional virtues on the quality of the educational process. There is a broad consensus on the need to integrate an ethical dimension into teacher preparation, particularly through the development of practical wisdom, reflective ability, and epistemic virtues.

Research task. The aim of the study is to reveal the essence of integrity as a key component of a teacher’s professional competence through the perspective of virtue ethics and contemporary philosophical approaches.

Main material presentation. The study focuses on revealing the content of integrity as a fundamental element of professional teacher competence. It analyzes philosophical and ethical approaches to understanding virtues, particularly in the context of the Aristotelian tradition (phronesis, episteme, techne) and its contemporary interpretations. Practical wisdom, epistemic curiosity, academic integrity, and reflective capacity are identified as essential traits of an effective teacher. Emphasis is placed on the importance of developing the ability to make moral judgments in professional activity, as well as on the role of pedagogical virtues in responding to the challenges of today’s multicultural and institutionally constrained educational environment. Special attention is paid to the communicative nature of virtues as elements of professional practice that emerge through interaction within the educational community.

Conclusions. The professional competence of a teacher goes beyond technical skills and includes moral and ethical qualities. Virtue ethics, combined with social constructivist approaches, provides a methodological foundation for shaping a morally responsible educator capable of acting ethically in complex situations.

Keywords: integrity, professional competence, virtue ethics, teacher, phronesis, episteme, teacher education. 

References:

1. Annas, J 2011. Intelligent Virtue. Oxford: Oxford University Press.
2. Aristotle, 2009. Nicomachean Ethics. Translated by D. Ross. Oxford : Oxford University Press. (Original work published ca. 350 BCE)
3. Arthur, J 2020. Education, Ethics and Practical Wisdom: Philosophy in Classrooms. London : Routledge.
4. Bullough, RVJr 2011. ‘Ethical and moral matters in teaching and teacher education’. Teaching and Teacher Education, 27 (1), pp.21–28.
5. Campbell, E 2008. ‘Ethical teaching as a moral condition of professionalism’. In: L.P. Nucci and D. Narvaez, eds. Handbook of Moral and Character Education, New York : Routledge, pp.601–617.
6. Carr, D 2007. ‘Character in teaching’. British Journal of Educational Studies, 55 (4), pp. 369–389. Available from : <https://doi.org/10.1111/j.1467-8527.2007.00386.x>. [10 May 2025].
7. Dann, R 1997. Techne, a virtue to be thickened: Re-thinking technical problems in teaching and teacher education. Journal of Philosophy of Education, 31 (2), pp. 235–247. Available from : <https://doi.org/10.1111/1467-9752.00028>. [10 May 2025].
8. Glas, G 2019. The crisis in professionalism and the need for a normative practice approach. In: M.J. de Vries and H. Jochemsen, eds. The Normative Nature of Social Practices and Ethics in Professional Environments. Hershey, PA: IGI Global, pp.1–14.
9. Jowett, G 2012. ‘Becoming ethically responsible in teacher education’. Ethics and Education, 7 (1), pp. 1–14. Available from : <https://doi.org/10.1080/17449642.2012.657717>. [10 May 2025].
10. Lingard, B & Sellar, S 2013. ‘Globalisation, edu-business and network governance: the policy sociology of Stephen J. Ball’. The Sociological Review, 61 (3), pp. 534–553.
11. Ma, I 2020. ‘Revisiting techne: Dialogue between universals and particulars in teacher judgement’. Educational Philosophy and Theory, 52 (4), pp. 390–401. Available from : <https://doi.org/10.1080/00131857.2019.1638105>. [10 May 2025].
12. MacIntyre, A 2007. After Virtue: A Study in Moral Theory. 3rd ed. Notre Dame, IN: University of Notre Dame Press.
13. MacIntyre, A 1990. Three Rival Versions of Moral Enquiry: Encyclopaedia, Genealogy, and Tradition. Notre Dame, IN: University of Notre Dame Press.
14. Schön, DA 1983. The Reflective Practitioner: How Professionals Think in Action. New York : Basic Books.
15. Sockett, H 2012. Knowledge and Virtue in Teaching. London: Routledge.
16. Stern, J 2019. ‘Curiosity killed the SAT: The role of inquiry in redirecting performative practices in elementary teacher education’. Journal of Education and Culture, 25(3), pp.45–60.

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authors: Uliana Zhornokui, Natalya Kovalenko, Lidiia Pokotylo

 Relevance of the research. The article explores the category of blindness from historical, cultural, philosophical, and literary perspectives, using the example of Eleanor Porter’s lesser-known novel “Dawn”, which has not yet been widely studied in Ukrainian literary scholarship. The relevance of this topic lies in the urgent need to reconsider the receptive experience of readers, which has historically been shaped by the dominance of Western ocularcentrism. This dominance has contributed to the dehumanization of blind figures in cultural discourse – an effect further exacerbated by the lack of in-depth analysis in both disability studies and the examination of blindness as a literary category in specific prose texts.

Problem statement. The key research problem addressed in this article is the identification of dominant representational models used to depict blind characters in literature. These models typically reduce blindness to a compensatory mechanism, marginalize the blind subject, and metaphorize the experience of blindness rather than treat it as an embodied and autonomous reality.

Analysis of recent research and publications. The article draws upon previous research that conceptualizes blindness as a cultural phenomenon, particularly within the frameworks of disability studies, narrative anthropology, and queer theory. This review of literature reveals a significant scholarly gap in the study of Dawn and underscores the need for novel critical approaches. Among the scholars who have contributed to the cultural analysis of blindness are J. Kleege, K. Lang, J. Vijayan, D. Mitchell, and S. Snyder – figures whose work is foundational in the field of disability studies. However, it is the writings of K. Jernigan that remain central to the conceptual reception of blindness in the humanities.

Research task. Given the lacunar status of blindness within receptive research paradigms, the primary objective of this study is to develop new interpretative strategies for understanding blindness not merely as a metaphor, but as a distinct mode of otherness. The article proposes to examine this category through anthropological, sociocultural, emotional, and moral lenses.

Main material presentation.  At the core of the study is the conceptual field of blindness as an interdisciplinary category that functions not only as an aesthetic image but also as a socio-cultural, ethical, and philosophical marker of its time. In this context, blindness is interpreted as a unique epistemological modality that challenges the dominant visuality of Western thought. Through narrative, historical-comparative, psychological, and hermeneutic analysis, the study examines prevailing models for representing blindness in literature, focusing specifically on Eleanor Porter’s novel “Dawn”. In analyzing the novel, the author highlights the symbolic function of the protagonist’s vision loss as an existential turning point. This loss is not portrayed merely as a physical impairment, but as the beginning of a transformative process through which the character gains a new mode of perceiving the self, others, and the world. In “Dawn”, blindness is not framed solely as a tragedy; rather, it becomes a medium for self-reflection, inner growth, and the reconfiguration of personal and social vision. Key motifs in the novel include escapism (manifested as retreat into the self, isolation, or withdrawal from the public gaze), the overcoming of social marginalization, and the internal struggle for identity reconstruction. These thematic elements allow us to view the blind character not simply as “the other,” but as a bearer of an alternative form of experience – an individual cast into a space of misunderstanding, who ultimately overcomes alienation through the acceptance of a new identity.

Conclusions. The study emphasizes the necessity of rethinking receptive approaches to blindness in literature. It calls for a revision of traditional representational canons and advocates for scholarly attention to works that have been historically excluded from academic discourse, such as “Dawn”. The article demonstrates the potential of blindness to function as a conceptually rich category, capable of opening new semantic horizons within the humanities.

Keywords: dehumanization, escapism, ocularcentrism, category of blindness, compensatory principle, interdisciplinary studies, motif, representation of the blind, receptive research experience, Eleanor Porter’s novel “Dawn”.

References:

1. Ivanyshyn, P 2021. Literaturna hermenevtyka: osvoiennia i rozshyrennia semantyky termina (Literary hermeneutics: mastering and expanding the semantics of the term). Available from: <http://dontsov-nic.com.ua/literaturna-hermenevtyka-osvoiennia-i-rozshyrennia-semantyky-termina/>. [29 April 2025].
2. Kozubenko, L 2019. ‘Yavyshche psykholohizmu v khudozhnii literature (The phenomenon of psychologism in fiction)’. Teoretychna i dydaktychna filolohiia. Seriia “Filolohiia”, vyp. 29, s. 23-30.
3. Piterska, OV 2020. ‘Motyv slipoty v romani Eleanor Porter “Svitanok” (The motif of blindness in Eleanor Porter's novel “Dawn”)’. Naukovi zapysky Mizhnarodnoho humanitarnoho universytetu: zbirnyk. 33, s. 77-80.
4. Saramago, Zh 2013. Slipota: roman (Blindness: novel). Per. z portuh. V. Y. Shovkuna. Kharkiv: Folio.
5. Chepelieva, N 2015., Tekst i chytach: posibnyk (Text and reader: manual). Zhytomyr: Vyd-vo ZhDU im. I. Franka, 124 s.
6. Barasch, M 2001. Blindness: The history of a mental image in Western thought. London, New York: Routledge, 288 p.
7. Dandapath, D 2019. Blindness in English Literature. Available from : <https://bpa.org.in/blindness-in-english-literature/> [29 April 2025].
8. Hall, A 2016. Literature and Disability. New-York: Routledge, 185 p.
9. Hammer, G 2019. Blindness through the looking glass: the performance of blindness, gender, and the sensory body. Michigan: University of Michigan Press, 220 p.
10. Jernigan, K 1974. Blindness: Is Literature Against Us?: An Address Delivered at the Banquet of the Annual Convention. Chicago, July 3. Available from : <https://nfb.org/images/nfb/publications/convent/banque74.htm> [29 May 2025].
11. Kleege, G 2018. More than meets the eye: what blindness brings to art. London : Oxford University Press, 176 p.
12. Leng, K 2019. ‘Historicising “Compulsory Able-bodiedness”: The history of sexology meets Queer Disability Studies...’. Gender & History, 31 (2), 319–333. doi:10.1111/1468-0424.12428.
13. Mitchell, DT & Snyder, SL 1997. The Body and Physical Difference: Discourses of Disability in the Humanities. University of Michigan Press.
14. Porter, EH 1919. Dawn. Available from: <https://www.gutenberg.org/ebooks/5874> [29 May 2025].
15. Vijayan, G 2021. ‘Disability Studies: A Path Breaking Approach in Literature’. The Creative launcher, no. 6 (vol. 5), 15-19. Available from: <https://www.redalyc.org/journal/7038/703873514003/703873514003.pdf>. [29 May 2025].