DIDACTIC LITERATURE REVIEW (PERSIAN LANGUAGE AND LITERATURE REVIEW)
Year:2016 | Volume:7 | Issue:28|Papers Count:8

The aim of the creation of humans being is the attainment of a perfect status. This requires the achievement of ethical virtues under education. Hence, the prophets have set their goals for the teaching of ethical virtues as well. There are abundant of educational and ethical messages in the Quran verses. The poets and authors have dealt with these topics with an inspiration from the verses of Quran. One of the great poet and author who have the most influential effect on the ethics as an ethics scholar was Sheikh Ajal Saadi, who has been regarded as a model by most people preceding him. Mirza Riaz, the author of the book of Ganj Shayegan, was among his school disciple who was living several centuries after him. Mirza Riaz has made a clear imitation of Golestan in his book. He was not only a master for the literary style of Golestan in form and expression, but also he has quoted his wise words and expressions from Golestan. He has set Golestan as a unique book for the quotations of his spiritual and verbal expressions. Mirza Riaz has followed his teacher in advising moral manners and in avoiding immoral manners. In this way he has coped with this topic as a master. He has counsels which are apt to read. These moral counsels are regarded as admonitions for the social and individual moral purifications. Ethics aims to construct a society with no oppressions, corruption and brutality towards perfection. This paper has applied the ethical values in Ganj Shayegan on the basis of the religious teachings.

Expressing moral and didactic teachings is one of the wildly intends and purposes in the Persian poetry. Poets with regard to this have verified, consolidated and developed moral and didactic teachings by using various backings. The aim of the present article is to study the functions of myth believes in the Mathnavi Manavi. This has been done by using analytic – descriptive method in two areas of Beliefs and mythical creatures. How Molavi has used them, their characteristics and the way of applying them in line with didactic literature have been investigated.in Mathnavi Manavi, the field of myth in the line with didactic and moral goals is very widespread. Behaviors and beliefs concerning magic myth and its variants, banging on drums during a lunar eclipse and ... are put within the field of beliefs. Molavi made use of their characteristics in explaining the propositions such as self-blame, worldliness; avoid deceiving from them and awaking from negligence. In the field of mythical creatures fairy and giant are among the most frequently used creatures in Mathnavi. Molavi has used them in line with didactic goals and expressing moral propositions such as invitation to consciousness and the necessity of strengthen internal insight. Didactic explication of myth not only deepens this piece of literary work but also relieves it from monotonous nature of didactic text types. Molavi’s didactic mentality causes this field of human thought to be used in line with didactic goals creatively.

One of the main literature branches that fundamentally consider ethics is allegorical literature. Generally speaking, in the field of ethics and literature we often see that the direct stating of ethical contents has been reviewed by critics. Most of these criticisms have considered allegorical literature which always includes explicit expression of ethical implications. In other words, in these critical discussions, we face various ideas concerning concepts such as: secret, symbol, fable, which they have close relationship with allegorical literature and stating the ethical implication. Therefore, it needs a decent conclusion to reach a more deep understanding of them and better understand the role of ethical content statement related to them. This research claims that the relation of explicit ethical contents should be seek in the allegorical anecdote structure. Some of the determinant factors of this research are: recognition of the fictional context of allegory and the border of imagination in allegorical anecdotes. In this research, by using library studies and descriptive-analytical method, we’ve studied those factors in detail and explained the structural and conceptual relation of allegorical anecdotes.

Shariyar is an ethic-oriented poet who benefited from ethical and educational content in his poetry and then expressed them artistically. In this article we are not going to present the literary aspect of Shahriar’s work, on the other hand we want to show both educational and artistic aspect of his work. The study of Shahriar’s poetry shows that he has put great emphasis on the education of his readers. The most important educational contents that have received great attention are as followings "Soul, world, love and leave hostility, shame, patience, courtesy, generosity, contentment, leaving greed, humility, altruism and ...." that expressed his attitude toward these elements that they mainly constitute individual and social ethics. In this article the writer has made an attempt to study and analyze educational content used in Shahriar’s poetry and explain its distinguishing features.

A text is a coherent totality that consists of signs tension based on some relationships. The relationships include conflict and similarity which have become substituted and collocated. Among the texts that have been written to teach and imposed a certain meaning, some have significant form and prominent tensions. Poetic educational anecdotes are texts that the author of this article has tried to get the most semantic use from tension between form signs namely, rhythm, poetry and narrative. In this study attempts are made to analyze Boostan, as one of the most influential educational texts, through descriptive analytical method and with formalistic approach. using narrative descriptions, time cycles and internalized time, use of hyper-narrative, reader orientation etc… are the most important meaning making techniques that has led to changes of this text into a didactic text type and other similar texts.

Parvin Etesami is one of neo-traditional, wisdom-oriented, idealist, moralist poets of the constitutional era. She has contributed to the introduction of Classism and Neo-classism in the contemporary Persian literature and was the greatest figure in this regard. She is a social poet with humanistic view who praises the struggle of contemporary human being and invites people to be reflective, intellectual and to make correct decisions. Although this classic poet seeks no particular ideology, she praises the individual, social, intellectual morality. She wishes the happiness for every human being. This study has examined classism and Neo-classism manifestations in Parvin Etesami’s Poems in the descriptive-analytical method by relying on comparative literature. Studies have shown that this contemporary poet has tended to morality, wisdom, realism, as well as avoiding ignorance and abnormality for saving people nationally. She makes relation between traditions and modernism; namely, she eludes the traditional instructions. Besides, she accepts the innovative concepts with open arms, which is important in neo-classism. Therefore, wisdom-orienting and intellectuality are main themes of poems in the constitutional era. She also advocates human’s authority and uses the new, up-date methods in he debates of debate.

The technical prose of the Kelile ve Dimne and Maghamat-e Hamidi that comprised of implicit and explicit implications indicated a different style of education. Decrypting the connotations of these works revealed that contrary to the researchers' hypothesis that argued about the high number of words comparing to meanings in the sixth century prose texts, more meanings developed because of approaching of these works to poetry and increment of secondary implications of word. By mental movement from a reference to another area, the reader gets new concepts. By educating and implicitly using of mental concepts in the narrative structure, the author of Kelile ve Dimne put more sustainable impact on the reader’s thoughts. Since the analysis of educational works revealed significant functionality due to the implicit and explicit implications, in this research we tried to study the contextual framework of these texts and investigate the statements and verbs to explain the author’s approach in terms of education. This article is derived from a research project that investigated the verb stylistic in six century prose texts and verbs had been assessed in basic and compound forms and also prepositions and then had been considered in the form of propositions because of the direct effect of context on the construction of verbs and creating meanings. Their functionality had also been analyzed with implementation of implicit and explicit meanings in these two works.