INTERNATIONAL CONFERENCE ON LANGUAGE, LITERATURE, HISTORY AND CIVILIZATION | Year:2022 | دوره:8 |Papers Count:12

According to Jung's theory, the collective subconscious of human being is the position of archetypes originating from wishes and desires or the repressed feelings. Archetypes are represented through imagination in the form of dreams and artwork. Achieving individuality is among the instinctive desires of every human beings a process where human can pass thereof the levels of personality perfection through familiarity with the dimensions of his existence. The well-known archetypes related to individual's achieving hierarchy can be referred to Anima, Animus, Spiritual guide, Rebirth, Shadow, Journey etc. Studying and analyzing the contribution of each of these patterns in a literary work will open new dimensions to knowing. Some of the archetypes in Salá, má, n and Absá, l by Jami and Good and Evil by Nizami in Haft Paykar are assessed. The common aspects in both stories are compared and correlated. The results indicate that individuality appears with the arrival of the hero to the kingdom. The Journey archetype has a prominent role in both stories. On the path as to individuality, shadow is a barrier which is symbolized by the character of Absá, l and the character of Evil Good and evil. Domination of self-consciousness on shadow needs the spiritual guide and this is personified by the wise sage of Jami's and the Kurd shepherd of Nizami as archetypes.

One of the issues worth thinking about in the field of education is the study of educational issues in literary books,that these books have conveyed moral and educational concepts to their audience through stories, proverbs and other literary elements. And the book of Kalilah and Demaneh is one of the books in which the educational components are clearly evident throughout. And about the concepts of education and training in books like these, it can be said that: 1-Many teachings of Islamic-Iranian culture are hidden in literary sciences, and these books are considered the best option for education, especially national culture. Future. 2-Human educational growth and excellence and the creation of an ideal city and the spirit of vitality and organizational solidarity and the improvement of human characteristics will be better with the help of literary sciences. 3-Children's education will be easier with dramatic literature and with the help of animal language. 4-Fictional language is actually the best language and an indirect and effective way to convey concepts to teachers. The main foundations of educational theories including 49 concepts with open coding, and in the form of 16 components with axial coding have been completed. This article is one of the interdisciplinary researches in the field of education and training, which was carried out using a qualitative analytical method.

SeyyedZia'eddinTabatabaee’, s name has been thoroughly tied with the Coup of February 22, 1921. Following the 100-day period for which he served as Iranian prime minister, representativeness of Yazd at Fourteenth National Consultative Parliament is recognized as the most important political activity undertaken by SeyyedZia'eddinTabatabaee. The present research aims at evaluating SeyyedZia'eddinTabatabaee’, s performance in the Fourteenth National Consultative Parliament. Used for this purpose were four indices, including absence/presence in the sessions of National Consultative Parliament, questioning the government, commenting on the proposed bills and plans, and delivering opening/closing speeches. The research was performed via library studies based on proceedings of the Fourteenth National Consultative Parliament. Results of the present research indicate that, during the Fourteenth National Consultative Parliament, Seyyed Zia failed to perform acceptably in terms of any of the indices discussed herein. Such that, he was absent in more than 45% of the sessions, with nearly 100% of the absences being unauthorized. Furthermore, he made neither an opening nor a closing speech in none of the 106 sessions in which he was present, but rather solely made comments in two cases where he was, in fact, defending himself. He questioned the then-government only once, and remained silent about all of the proposed bills and plans except for one significant objection against the plans submitted by the then-government prime ministered by Sa’, edMaraghe’, ei.

The purpose of this study was to evaluate the impact of kinesthetic reinforcement and drama on pronunciation of Iranian EFL learners. Administrators and educators are constantly looking for ways to increase student pronunciation achievement, especially since the development of EFL learning. A comparative literature review was conducted as the basis of this study. It showed that regardless of the content area, pronunciation is a tool that can be used in a variety of ways to avoid students from understanding and learning of subject matter. Experiments conducted indicated that both kinesthetic reinforcement and drama culminated in increases in pronunciation of the words they uttered. It was found that the students who were subjected to the kinesthetic reinforcement and drama class scored higher on pronunciation standardized test (OPT) than those students who were taught in the traditional way.

Abnormality is a characteristic of literary language. The literary work is a means of expressing the existing reality of the world and defamiliarizes the familiar field of the text. The genre of "Vazhaneh" has also benefited from this method to add secondary meaning or meanings to the primary linguistic unit. "Vazhaneh" is one of the genres of the Fara-structuralist school of linguistics in the School of Word Originality which, in creating the text, has paid attention to the form of writing and making the text more visual and its connection with the meaning and emotion of the text. The use of different layouts, the writing of words in pieces, the repetition of words in a specific geometry, and the use of all kinds of iconic, indexical and symbolic signs etc., are among the most important methods used in "Vazhaneh" in order to be able to show the reader a secondary meaning in addition to the conventional and usual meaning of words and their metaphorical meaning, images, sounds, natural form of speech and action between words. The different use of the form of writing and the arrangement of words in a writing that is accompanied by the floating meditation of the structure and considers a form of nature to correspond to a specific feeling to induce a double meaning will increase the emotional impact and understanding of the text. In addition to the hearing perception, the reader must use the visual perception and beyond that to understand the relationship between words in an image, using a higher level of awareness, so that he/she can participate in the creation of the text with the writer and poet. In this article, an attempt is made to investigate the types of abnormality in the "Vazhaneh" texts based on the Niloufer Masih’, s works.

The famous elders (Sheikhs) of Islamic mysticism are prominent masters of spiritual journey and each of them has raised many students and approached to the highest levels of knowledge. In most mystical texts, there are anecdotes that show mystics knew the spirits of their students and nurtured them with great insight. Analysis their education system can answer two basic questions,First, what are the outstanding features in the educational methods of elders of mysticism who have guided tens or even hundreds of eager disciples and seekers in the path of spiritual journey? And second, how the educational characteristics of the elders (Sheikhs) of mysticism are reflected in the anecdotes of mystical texts. The achievements of the research show that the observance of good temper, maintaining the sanctity of the ancient masters and current students, simplicity and humility, acting on his words, accepting criticism and most importantly, having effective methods of verbal and nonverbal communication,especially the question and answer method has had a great impact on the education of students in the path of spiritual journey. According to the anecdotes and sayings quoted in mystical texts, there are several ways for question and answer method, and the mystics used these methods to express mystical teachings.

One of the most important events in the history of Islam is the peace treaty between Imam Hassan (a. s. ) and Muawiyah, which undoubtedly played a strategic role in the life of Shiism. The peace of Hazrat (PBUH) with Muawiya is one of the ambiguous and controversial historical cases and it is necessary to deal with it from different aspects. The purpose of this article is to investigate and analyze the protest positions of some Shiites and non-Shiites on the issue that while proposing the main reason for the peace of Imam Hassan (a. s. ) with Muawiya, the main question in the research is to investigate and analyze which people, in which groups And with what motives did they object to the Imam's peace? In this article, descriptive-analytical method and electronic and library tools and archival studies have been used. It seems that the two main groups were opposed and opposed to peace in several sub-branches. On the one hand, some uninformed disciples or religious fanatics and on the other hand, profit-seeking and biased people, or apostates, with fabricated narratives, with the intention of distorting and destroying the personality of Imam Hasan (AS) and questioning the necessity of realizing this peace or interpreting it according to his opinion. have had and have had that enlightenment on this matter has an important effect on the correct understanding of the history of Shiism and the authority of Imam Masoom's guardianship.

In 1978 Edward Said published his book and added a pejorative meaning to Orientalism. He argued that Western scholarship on East projected the notion of an inferior ‘, other’,of Europe and thus reflected the new relationships of power generated by imperialism. He saw this concept as a style of “, thought”,based on an ontological and epistemological distinction between the Orient and the Occident. In postcolonial world, this view has found its way to the field of media and movies. So all the power relations of colonial era and analog world can be regenerated in the post-colonial, digital world with the help of different contents like animations and movies. In this study, the American comic and TV series Moon Knight (2022) was chosen and contrasts of the East and the West were analyzed. In this story London and Cairo are symbols of Occident and Other and elements of characters, music, costumes and settings were considered. It is obvious that Orientalism does exist in the digital world and now the dichotomy of subject/object is reproducing by western heroes.

Many poets of the Khorasani style considered happiness as a necessity in their poetry, and this is tangible in the poetry of this period. They breathed new life into the spirit of Persian literature by using different arts in their poetry. Due to the simplicity of the poems, they expressed fundamental and deep concepts. The most important element from which they were inspired was nature, and they were able to use all natural phenomena in their poems, and the reason for that was the inseparable relationship between man and his living environment. One of the most important factors that influenced the development of poetry and poetry in the Khorasani style There were many friendly Iranian dynasties like the Samani, who had achieved cultural and civilizational prosperity and supported writers and poets with tolerance and avoiding bigotry and narrow-mindedness and because of their great interest in Persian language and literature. They encouraged them to take great steps to revive Persian literature, for this reason, Nafisi works were written in this period by these writers with the support of these emirs and ministers of culture.

The main aim of this descriptive correlation research was to determine if Iranian EFL learners’,Islamic Spiritual Intelligence correlated with their Instrumental and Integrative motivations to learn English. The study also investigated if any significant differences existed in the relationships among these variables across different proficiency levels. In order to collect the pertinent data, the Islamic Spiritual Intelligence, Instrumental and Integrative Motivation questionnaires were sent to EFL learners through various online language learning platforms. A total number of 359 EFL participants (Intermediate, n = 132, Upper intermediate, n = 88, Advanced, n = 139) filled all three questionnaires. The Spearman rank order coefficient of correlation was first applied to analyze the data collected. The results indicated that the relationships between Islamic Spiritual Intelligence, Instrumental Motivation and Integrative Motivation were statistically positive, large and significant. Then, the correlation coefficients of the three constructs within each proficiency level and their observed z values were calculated. The subsequent results revealed no significant differences in the relationships between Islamic Spiritual Intelligence, Instrumental and Integrative Motivations across different proficiency levels. Therefore, it was concluded that higher Islamic Spiritual Intelligence (ISI) correlates with higher Instrumental Motivation as well as higher Integrative Motivation to learn English among Iranian EFL learners and this phenomenon is the same across all three proficiency levels. Thus, this study not only provides statistical evidence of the relationship among these variables, but it also suggests that Islamic Spiritual Intelligence may play an important role in instrumental and integrative motivations to learn English among Iranian EFL learners.

Salaman and Absal is a symbolic story that is reputed with several narrating. The reason of vogue the different narratives of this story is the critical of Fakhr Razi on the expression of Sheikh Al-Rayis Abu Ali Sina has been entered in Al-Isharat Namat nine. The criticism is busied the mind of Khaje Nasir Toosi and compeled him to searching the narrative and other authors now have been expressed the various perspectives about different narratives of Salamn and Aabsal and and description of its codes from Khaje Nasir up to now. All of these works are founded upon Khaje Nasir comment that is achieved to two narratives of Salaman and Absal after several years of searching. One of the two narratives is the story that Hunayn Ibn Ishaq had been translated from Greek into Arbic a century ago but Khaje Nasir that has been interpreted symbols of both stories with philosophical manner, doesn’, t know the Hunayn ibn Ishaq narrative accepted on Ibn Sina. In this paper we want to cash the Salaman and Absal commentaries of Hunayn ibn Ishaq according to Arabic text of Al-Isharat, Al-Tanbihat" Namat nine and show contrary to the belief that is affected on to Khaje Nasir comment since the seventh century AD, the accepted Salaman and Aabsal of Ibn Sina is Hunayn Ibn Ishaq narrative and perhaps in compared with other commentaries that is written on this story, Sheikh Al-Rayis remarks in Al-Isharat Namat nine is the best mystical interpretation of this story.

This article deals with the lived experiences of Farhangian University students from US economic sanctions against the Islamic Republic of Iran. For more than four decades, the US government has imposed heavy economic and political sanctions on Iran. One of the issues that are considered in the issue of sanctions is the impact of these sanctions on different social groups. Social groups in Iran have different experiences of these sanctions. The lived experiences of Farhangian University students as one of the reference groups in the education system can be very important and effective. Students' experiences of US sanctions in the coming years will affect their professional performance in teaching and learning. Students' experiences of US sanctions in the coming years will affect their professional performance in teaching and learning. These lived experiences will be passed on to school students in the coming years through education and teaching in the classroom. The research method in this article is qualitative methods. The statistical population is students of Alborz Farhangian University. Statistical samples were selected based on available samples from 15 students of history education. The data collection method was the narrative interview method and the data analysis method was the Theme analysis method. After collecting the interviews, the students' narratives were categorized based on four themes: the economic dimension of the sanctions, the political dimension of the sanctions, the social dimension of the sanctions, and the human dimension of the sanctions. The results of the analysis of the narratives show that the attitudes and tendencies of the students towards the US economic sanctions are largely in line with the general policies of the Islamic Republic of Iran.