Arabic Language and Literature
Hedayatollah Taghizadeh
Abstract
Curriculum planners are always looking to revise curriculum content. The "Arabic language teaching" curriculum in 2016 was revised by Farhangian University and replaced the "Arabic language and literature secretary" curriculum. Considering the effect that the curriculum has on improving the level of ...
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Curriculum planners are always looking to revise curriculum content. The "Arabic language teaching" curriculum in 2016 was revised by Farhangian University and replaced the "Arabic language and literature secretary" curriculum. Considering the effect that the curriculum has on improving the level of knowledge, skills and attitudes of students, it is necessary to be scrutinized. Therefore, the present study seeks to address the pathology of the curriculum in this field. The research information was obtained through documentary studies and by using quantitative and descriptive methods and using the researcher-made questionnaire in a statistical population consisting of professors of Farhangian University of Tehran, in a purposeful and comprehensive manner. The results show that the most important quantitative changes have been the reduction of the share of specialized units from 93 units to 54 units and the increase of the share of educational courses. A significant reduction in the units of texts and history from 46 units to 8 units, and the reduction of language skills units from 36 units to 20 units are among the new weaknesses of the new program. Increasing the internship units from 4 units in two semesters to 8 units in four semesters and defining thematic-educational courses and teacher work experience are among the strengths of this program.
Persian Language and Literature
Amir Hossein Zanjanbar; Ayoob Moradi
Abstract
The book Children’s Literature in Iran is a university textbook that covers most of the topics of the Ministry of Science, for two units of “Children’s Literature” course at the undergraduate level. The author of the book is Mohammad Dehrizi, one of the authors of “Writing” ...
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The book Children’s Literature in Iran is a university textbook that covers most of the topics of the Ministry of Science, for two units of “Children’s Literature” course at the undergraduate level. The author of the book is Mohammad Dehrizi, one of the authors of “Writing” book in high school, a graduate of literature and one of the poets and writers of children and adolescents, who has won several national awards. The book was first published in 2009 under the title Iranian Children and Adolescent Literature, and its new edition was published in 2020. The book has many positive aspects, but due to common methodological weaknesses between this book and many books which are written in the realm of children's literature, the present study prefers to critique this book from an approbation point of view, rather than a critical one. A book has a scientific function to the extent that it can present the paradigms of a theory to the reader in a systematic hierarchy. Therefore, the main purpose of this article is to examine the method of systematizing the paradigms introduced in the book. In this regard, the book is reviewed in six areas: education, methodology, content, editing, chaptering, and aesthetics. This research, for the first time in Iran, reviews a book in the field of theoretical literature for children and adolescents.
Persian Language and Literature
zeinab rezapour
Abstract
One of the lessons considered essential for the better understanding of Quranic knowledge in the field of Persian literature is familiarity with Quranic sciences. But, this lesson has some drawbacks in goals, syllabuses, and educational books that have diminished its importance, attractiveness and effectiveness, ...
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One of the lessons considered essential for the better understanding of Quranic knowledge in the field of Persian literature is familiarity with Quranic sciences. But, this lesson has some drawbacks in goals, syllabuses, and educational books that have diminished its importance, attractiveness and effectiveness, which havegreatly influenced this lesson. Three important and widely circulated textbooks are written by the scholars Radmanesh, Halabi, and Rokni. While these textbooks possess some merits such as inclusion of the most significant Quranic Sciences, useful and valuable information in this regard as well as some literary topics proportionate to the subject, they also have some demerits and drawbacks. The critical problem is the lack of a comprehensive and methodological approach to include the literary subjects related to the syllabus designs which are mentioned in the educational books on Introduction to Quranic Sciences, which, along with such factors as comprehensive and non-impediment of teaching lessons, addressing unnecessary material, the lack of prioritization of Qur'anic topics based on its reflection in literature and turmoil. In compiling the content of textbooks, this lesson has been thrown into the fringe of specialized Persian literature courses. In this research, we try to find ways to improve the quality of the lesson and improve its status through a descriptive-analytical method along with pathology and critique of the educational sections and academic courses of the Quranic sciences familiarizing.
Persian Language and Literature
Seyed Mahdi Zarghani
Volume 18, Issue 2 , June 2018, , Pages 141-154
Abstract
For a while I wanted to write a note about the state of literary criticism in our beloved country, and I must thank Mr. Emmarati Moghaddam for providing me with the opportunity to do this by writing "Review and Critique of Muslim Philosophers' Poetic Treatises using Aristotle's Poetry Technique: Translation ...
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For a while I wanted to write a note about the state of literary criticism in our beloved country, and I must thank Mr. Emmarati Moghaddam for providing me with the opportunity to do this by writing "Review and Critique of Muslim Philosophers' Poetic Treatises using Aristotle's Poetry Technique: Translation in Times of Want". But first of all, let me say that this article is not a "response to the criticism of a young and talented scholar", rather a discussion of the "style of criticism" which has become popular in critical writing these days and seems to me to be detrimental to literary criticism; a way part of which is probably related to our generation, and as a teacher of that generation I hold myself responsible and partly to blame for that. Sometimes most critics are middle-aged, sometimes the work of critique is given to the elderly and sometimes younger critics are active. Each of these three situations has its own requirements, benefits, and drawbacks that can be addressed in turn. It seems that in the current situation there are more young, talented and aspiring critics who fortunately enter the field of criticism and theorizing one after another. This situation gives us a clear perspective on literary criticism, provided we are all careful neither to involve into "stagnation and compliment and complacency" nor to fall into the trap of "being uncritical." In the other hand, unlike the masters of the generation before us who often adopting a "strategy of silence" against the criticism of their work, found themselves practically as superior than critics or to be criticized, I think the time of so sacred self-concept and knowing ourselves superior to criticism is over, and by responding to criticism from critics, we can accomplish our task of advancing the process of criticism and possibly directing it. Our response to the criticisms written on our works is, first and foremost, the respect for criticism and, second, for the personality of critic, both of which are useful and have good results. I will try to address some of the objections raised in Mr. Emmarati Moghaddam's article, while criticizing the state of literary criticism in our country.
Foreign Languages
Maziar Mohaymeni
Volume 16, Issue 38 , June 2016, , Pages 179-216
Abstract
Rather than a review of similarities between two books according to the usual descriptive and pre-analytical method, the purpose of this comparative study is an introduction to a pathological approach to the translations which have been done of postmodern works in Iran during recent quarter century. ...
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Rather than a review of similarities between two books according to the usual descriptive and pre-analytical method, the purpose of this comparative study is an introduction to a pathological approach to the translations which have been done of postmodern works in Iran during recent quarter century. The research is not based on an ignorance of modern reception theories, nor on the oblivion of architect like role of reader in the construction of the text; it does not ignore the Walter Benjamin’s idea about the sterility of the reference to reader in the study of place and value of the literary work, nor literary-philosophical theories concerning silence of the writing, which have been accentuated by European thought, from Plato to Maurice Blanchot, and which lead to an anti-Barthes viewpoint, resulting in the death of the reader whose birth depends, said Barthes, on author’s death. Confirming all mentioned approaches, the present study binds itself to the principle that, in given conditions, the best ideas can appear insufficient and even inefficient, and must be reviewed according to daily needs or at least being temporarily suspended. So are the German translational theories, with important thinkers like Goethe, Schleiermacher, Pannwitz and Benjamin: representing the element of the strange language in one’s language, as a common ground for these theories and a principle which announces French theories concerning silence of literature, always requires correct interpretations according to the translation conditions. The present critical text desires achievement of these interpretations. Whereas, in view of its topic, quantity and method, it cannot claim anything but a hint to necessity of some historical and statistical studies about the reception of postmodern works in Iran and presenting hypothesis which should be confirmed by the same studies.A meditationbased on unproved hypothesis is always sentenced to a kind of suspension, oscillation, between present and future; to an eternal uncertainty of its value and utility. But that oscillation and this uncertainty seem to be two meanings of numerous meanings of crisis: a crisis which is inscribed in the nature of criticism and results not only from its ambition for designing truth land borders, but also from a suspicion which targets itself.
