DIDACTIC LITERATURE REVIEW (PERSIAN LANGUAGE AND LITERATURE REVIEW)
Year:2014 | Volume:6 | Issue:22|Papers Count:8

Observing ethical guidelines is sometimes in contrast with immediate pleasures and people’s personal interests; it weakens adherence to these guidelines. This research was carried out to seek a solution used by Naser Khosrow, for his advice, to solve this problem. What was found out was that by expressing ethical performance in meeting human needs, he created necessary executive guarantee for ethical recall. This idea has made transcendental morality more terrestrial and applicable and has created a strong incentive to move towards it. His method will be effective and efficient forever, because of inseparable links of morality and man`s innate needs. This library research was carried out by taking notes of different evidence from Naser Khosrow Diwan and by classifying them based on “Maslow’s hierarchy”, which is one of the most famous and applicable theories in psychology. This research proved the above issue and revealed logic, reasoning, and impact of his poetry in this regard.

The education of people in Shahnameh as a valid document gets a valuable place in the history of fictions among Iranians longstanding culture. The most important thing in Shahnameh is the fact that the didactic issues have been stressed in its stories both directly and indirectly especially in the story Zal and Roodabeh. In this paper the authors try to give examples of signs of education in the fields of emotion, wisdom, society, ethics and religion. After that, based on views of sign language of Barthes –Claude Lévi-Strauss, de Saussure and Echo they have been analyzed. Therefore global human teachings could be extracted from these stores. The present research paper with the help of table and figure method shows that a story has a higher frequency in the emotional education and the least frequency in social education. In other stories there is a balance of 1407 couplets. Surprisingly, the science of semiotics from perspective of marked and unmarked couplets are the same.

We know Parvin Etesami (1907-1941) as an iranian greatest female poet; she also was the poet who was skillful at ethics and morality. Apart from her political and social poems, she has left some worthwhile moral advice poetry that arisen from his feelings about her surrounding world, and they were written in a simple and expressive language. To understand the effect of Parvin’s mental impressions on her moral advice and recommendations, we should search for the dominant themes of her poems because the poems generally reflect the thoughts and feelings of the poets. Parvin’s sense of anti-cruelty, her consideration to the status of the deprived and oppressed, the decadence and transitivity of the world, death and transitory nature of life, and her sense of insecurity are all what one can infer from the meanings and themes of her poems and enter to her mentalities. under influence of these emotions, Parvin invites herself and others to seizing the opportunity, goodness, giving assistance to the needy, avoiding negligence, vigilance and awareness, freedom from world and worldly attachments, avoiding pride and arrogance, etc. The present article examines four themes observed in the most of Parvin’s poems, namely, the idea of decadence and transitivity of the world, the idea of death, transitory nature of life, sense of insecurity, and their influences on her moral advice.

Moral and didactic themes are so mixed with Persian literature and its genres that it is hard to find literary works that have not moral and didactic themes. Ferdousie’s Shahnameh is an epic work filled with moral and didactic themes. It invited us to goodness, emphasis on wisdom and defending the oppressed. Shahnameh denounces injustice, greed, lying or anything that connected to the obscenity and evil. This article tries to analyze the adapted moral and didactic themes of Shahnameh’s stories and the ways they have been adapted in the animations based on it. It tries to answer a number of basic questions related to this issue such as: How are the moral and didactic themes in the animations are employed to transmit these themes to image? And how cinematic techniques have been used? Does director remain loyal to the original and main text? Does he add some parts to the film? How does director make influence on the addressee? Finally, the article reached to the fact that moral and didactic themes are basic considerations of the animations. Although the serial remains loyal to the text, some parts are added to the film and some parts have been emphasized more. Animations have used all the cinematic techniques and possibilities to demonstrate didactic themes. Moreover, it makes influence on addressee with employing visual sign system instead of verbal sign system because of its addressees are children and teenagers.

The aim of the present paper is to study the ethical and didactic themes in the odes of Sanai Therefore, this paper tries to investigate this subject matter; which is very predominant in the works of Sanai. These odes that have been investigated include both virtual and villain features. In so doing, the odes of Sanai have been analyzed based on descriptive method. The important thing in the present research is that the common subjects in other works of Sanai especiallyHadighat al – Haghighat have been emphasized.

The book of Altavassol elal Tarassol is a collection of letters by Bahaoddin Mohammad Ibne Moayyad Baqdadi. The main content of this book is Soltaniat (rulers) and Exvaniat (brotherhoods). It includes philosophical and moral pieces of advices. Since the book addresses rulers and employers, the civil politics part of the book is more prominent than practical philosophy. Explaining and clarifying moral themes in the book, to a large extent, places the book among political advice books. These types of political advice books can be examines within the framework of moral governmental political system. The main pivot of philosophical and moral discussions is equity and justice. Other moral features and characteristics of rulers that have been addressed in the book include stopping tyranny and cruelty, kindness to peasant, kindness to subordinates, graciousness, beneficence, charity, contingency, piety and virtue, gaining knowledge and science. For expressing moral themes, the writer has employed all the possibilities of technical prose in an appropriate way. Using Qurans verses and Hadiths makes the book to be similar to moral narration.

Logo therapy is an expression that means meaning therapy. It theorized by Victor Frankl , an Austrian psychiatrist. He experienced the Second World War and saw a lot of violence in it. This deadly experience cause him to think very deeply about the human, suffering, life and other factors that affects these concepts which finally led to the creation of a new school in the psychology ;namely, the school of meaning therapy. Hafez, the lyrical poet of Persian literature, also had experienced the destructive invasion of Mongol in Iran as well as the tyrant government in Shiraz. He was also in the search of finding the meaning of life and the philosophy of human existing. Both Hafez and Frakl have had the same unpleasant experience in their lives. In this article first of all the school of logo therapy and its meaning is explained and then the similarities of Hafez and Frankl in this regard are examined.