پژوهش نامه انتقادی متون و برنامه های علوم انسانی
پیاپی 50 (دی 1396)

This paper examines two Persian translations of McHill’s book entitled The Postmodernist Fiction (1986) mostly from the dominant approach of “Translation Quality Assessment”, especially the one presented by J. House’s model (1996). Firstly, the original book is introduced. Secondly, House’s model is reviewed, and upon which a new, constructed model is introduced for assessing both the original and translated texts. Thirdly, the selected parts of the original book in comparison with its two Persian translations at lexical, syntactic, and semantic levels is studied and analyzed. Finally, it is concluded that one of the Persian translations of McHill’s book has not been truly successful due to some misunderstanding in the process of translation.

Although critique is the basis of personal and social growth and development, this issue has not become a dominant culture and logical process of the scientific community. This situation has many reasons. One of these reasons is the underlying assumptions or paradigms governing the scientific community. Therefore, the purpose of this article was to analyze the culture of critique and explain this culture based on three dominant scientific paradigms: Modernism, Postmodernism, and Chaos-Complexity. Therefore, the deductive reasoning method was used. The statistical population include all the books, articles, studies and researches related to the subject, that the most possible sources were selected by purposive sampling method as samples. The information was collected by a checklist, and was analyzed by verbal and qualitative content analysis method. The findings show that Modernism only allows critique as a theoretical determination, which is a negative and superficial understanding, and incompatible with the nature of criticism. Thus, the culture of critique in this paradigm has not been formed and institutionalized. Postmodernism also does not provide an opportunity for critique. But Chaos-Complexity is a very suitable context for the formation, promotion, and institutionalization of the culture of critique. Because its features and assumptions provide a proper explanation for the concept, characteristics, and all conventions of criticism. Therefore, the formation, promotion and institutionalization of the culture of critique requires a paradigm shift from Modernism and Postmodernism to Chaos-Complexity.

This article introduces, analyzes, and criticizes the book titled: "An Introduction to Sufism, the Inner Path of Islam" written by Eric Geoffroy and translated from French to English by Roger Gaetani. Geoffroy, in this work, explains the inner spirituality of Islam. He has studied Sufism from many aspects and reviewed the origins of the Islamic Mysticism up to present. The author has used Sufism as a magnifier, and he has observed a unique spirituality which is existed in all the inner forms of Islam.
One of the advantages of this book is its wide historical perspective which considers the most important Sufi dervishes from the early days of Sufism formation up to now. Moreover, Geoffroy has studied the discussions, theories, and practices which caused to form Sufism fairly and accurately. In this book, the global and unifying aspects of Sufism which can contrast with radical sectarianisms have been highlighted. Geoffroy has attempted to make a balance between the early Islamic mystics like special treatment of the subject balances the voices of long ago as Ibn Arabi, Rumi, Hallaj, etc. and the contemporary mystics.
In this article, the most important issues of the book have been emphasized, and their positive or negative aspects have been reviewed.

Study and review of textbooks is an essential step in any curriculum. Therefore, the present nationwide study evaluated the strengths and weaknesses of the book "English for 10th Degree of High School Students". So, 400 students and 40 teachers of the 10th degree from Hamedan, Mashhad, Rasht, and Ahvaz participated in this research by completing the questionnaire developed by Abdolvahab (2013). In order to confirm the validity and reliability of the research instrument, first, the mentioned questionnaire in the scale of 100 students and 30 teachers was tested so that the reliability or Cronbach's alpha was equal to 0.86, and its validity was proved by Factor Analysis. According to the results, teachers found the book appropriate regarding the themes and content; however, they regarded the appearance and the social and cultural aspects of the book weak. The students believed that the book is suitable in terms of its content, themes, and appearance. But, they believed the book is to some extent weak considering the listening skill and the social and cultural aspects. It can be concluded that, generally, the book is successful based on the appearance and application, in achieving its goals, content, and language skills, and it has attracted the attention of both teachers and students respectively.

The association between Literature and Music is represented mostly in Vocal Music and the music of poetry. It is notable that the new compiled written works in the literary-musical field of “poetry and vocal music association” has encountered new issues rather than finding equivalence for metric and rhythmic prosodic meters of Persian poetry which literary criticism has remained far from studying them. On the other hand, in recent decades, “Music of Poetry” concept with the formalist theme has suggested aesthetical criteria in studying and criticizing Persian poetry, and it has benefited from musical terms such as musicality, harmony, orchestration, etc. while musical critique has not presented any comment on written works of "music of poetry". Complexity and scarcity of theoretical sources of critique, its psychological and sociological obstacles are the reasons for the literary and musical criticism passivity in these areas. The findings of this article indicate that the term music in "Music of Poetry" is contrary to its definition by musicologists. They also represent that the study of written compiled works of “poetry and vocal music association” can considerably help to develop and extend new prosodical perspectives in the field of literary criticism. The results of this research as an interdisciplinary study include some suggestions for identifying and increasing the mutual interests of literary and musical criticisms that the most important of which is a proposition to form study groups and hold conferences on " Criticism of Poetry and Music".

Criticism is a natural and humane phenomenon, and it originates from his willing to freedom. Thought is the mental moving from the base to the result and visa e versa. And this action is subject to evaluation and criticism. In the past, all the scholars have tried to criticize and it caused knowledge to develop and promote. Self-criticism in religious and mystic domains has had a high position. Anyway, Critical Thinking is a new phenomenon which appeared after Dogmatism in the West, especially after Marxism. What is important in criticism is that the critic must be familiar with the thinking principles of the writer, and also, he should discover the thinking domains of the society where the author lives so that he can be a good critic. Frankfurt School is well-known in the field of Critical Thinking, and most of the authors in this field were belonged to this school. In Critical Thinking, the most emphasis is on the internal criticism based on the objectives of the text or the institute. Presupposition is also very important. As a result, the criticism of standard and standard of criticism are two main criteria for critique.

Historical and literary texts, pass various stages from the moment of collecting manuscripts to publishing. In this process, the most important and influential step is textual criticism. In this criticism, first, the concerning manuscript or manuscripts are evaluated. This evaluation is the basic foundation of textual criticism and to what extent this takes place scientific methods and more accuracy, the result will be presented more accurately and primarily. In this article, the criteria for evaluation the reliability of Persian manuscripts have been recognized and according to scribes, corroborants, date of calligraphy, Genealogy, and Stylistics have been divided to five main groups, and each one of these criteria has been studied, recognized, and reviewed. After reviewing the criteria, it has been shown that none of these criteria can be the only criterion for evaluation the reliability, and the best way for evaluating the manuscripts is using a combination of two or more criteria based on the quantity and quality of manuscripts.

This article analyzed critical papers related to the political-social issues of Iran. The purpose of the research was to identify the observance level of the fundamentals of criticism and scientific evaluation in critical papers. The method was content analysis, and the statistical population consisted of 123 articles, all critical texts published in various sources over the past three decades and available to researchers. Findings of the research showed that in 56.7% of the critical papers both the strengths and weaknesses of the works have been considered, and in the rest of the papers, only strengths or weaknesses have been considered. Also, in 65.8 percent of the papers, it is focused on the author's critique (positive or negative). In addition, only 14.2% of the papers have been provided with suggestions and solutions to address the shortcomings of the studies. Accordingly, it should be argued that there is still a long way to follow the rules of scientific critique and impartiality and avoidance of biased judgments in the criticism of books related to the political-social changes in Iran and the criticism of other works.

Narratology is a new approach to study fiction, and it tries to find out the structure of the story, discover the narrative language, the system governing narrative types and their structures. In the recent decade, the Narration Theory has received a considerable attention in studying different kinds of literary genres. The present research is a case study with the suggested model in the form of 31 functions and 7 characters presented in the book named "Morphology of Fairy Tales" by Vladimir Propp; the conducted researches such as theses and articles with an analytic approach have been studied and those damages which have caused by using this theory to the conducted researches have been investigated considering the compatibility or incompatibility of the theory with the text, misunderstanding of narration, and so on. The result of the research indicates that although Propp's theory in the field of narrative texts holding Folkloric infrastructure has been one of the main attempts to understand the usage of functions in fiction, it is necessary to make some changes in the suggested model regarding the text and the requirements of studied society. It can be concluded that customizing this theory and other similar theories in Narratology is a necessity for doing researches on narrative fiction texts, and without taking these considerations into accounts, most of the conducted researches are ambiguous regarding the validity of their results.

Many texts on Iranian identities with an emphasis on the correlation between dictatorial structure and the mood characteristics of the Iranian society argue that despotisms through the history of this country have caused the governance of egocentric values and the non-formation of appraising features of development such as accountability, participation, morale, and altruism. This research attempts to criticize the existing viewpoint in the field of texts related to Iranian identities. Based on the results of the research, it seems that we should hesitate upon the functions of the mentioned theories suggesting the correlation between the ruler's autocracy and the identities of nations. The achieved results can be used as a wealth for the studies in the field of Development and Culture.

Textbooks have different features and dimensions that reviewing their quality requires study, criticism and evaluation from different perspectives. Therefore, this study aimed to provide some criteria for critical assessment of academic textbooks based on principles of educational messages. This is a qualitative library research in which the scientific resources such as books and articles have been studied inductively, and then, the topics were categorized and new criteria for critical assessment of textbooks presented. The research population of this study include all information resources, books, and indexed articles in the accredited domestic and foreign journals which published through 2001 to 2017. Moreover, the sampling method of this research is purposive non-random sampling. The results indicated that in the criticism of academic textbooks, other than regarding the formal, structural, content, and writing dimensions, there also exist two more dimensions of a high importance, i.e., the educational and research dimensions. Finally, it can be concluded that in the criticism of academic textbooks, in which the first purpose is the transmission of an educational message, if the educational and research dimensions ignored, the critique of the book would stay inapplicable and would not satisfy its goals.

Critical assessment, as an active and organized process, has become an essential activity for a better understanding of scientific texts and clarifications of goals, highlights, and outcomes, as well as the dynamics of studies over the last few decades. This activity, however, is often accompanied by objection, and sometimes abrupt bias, which greatly reduces its effects. Critical assessment is one of the components or functions of Critical Thinking. Critical Thinking means something more than just looking for the problems; rather, it is tried to consider a subject from different aspects. Unfortunately, one of the common problems of critical assessment is the excessive focus on rational critique processes, and the separation of the logic from emotions. In this paper, we try to examine the possibility of presenting a Cognitive-emotional approach to critique and to answer the question of how much emotional components can be considered in this cognitive and maybe unpleasant activity. What is the requirement of paying attention to the value and emotional components during this process? And how can we relate Critical Thinking to Caring Thinking? In response to these questions, we will present the concept of Critical Care, while describing Critical Thinking and Caring Thinking and its components