نشریه پژوهش های ادبی
پیاپی 76 (تابستان 1401)

one of these ceremonies, hardly mentioned by historians and scholars, is Shadgoli, which was popular in the Abbasid era in Iran, Iraq and Syria (Sham). Applying the descriptive analytical approach, the aricle incorporates reports containing Shadgoli. The details of this ceremony according to the available historical-literary data are then explained. The information obtained shows that Shadgoli has been a royal celebration dedicated to the rich and little participation of  common people is vividly seen. This ceremony is mentioned in Arabic sources as Shazkoli, Shazkola, Shazkolah, Eide Nathr-Alward and Eid Al-Jolessan. It seems that it has been held in spring, in the time of the abundance of flowers and blossoms. Considering the available Persian texts it can be said that Golestanjashn, Golrizgan, Golafshani and Ordibeheshtgan are other names for this ceremony.

This research has examined ten Turkmen fairy tales. The conclusions of the study show that the contrast between good and evil is the most important mythical component of  Turkmen magical tales. The teenage son and daughter of the family represent the forces of good who confront the forces of evil to save a family member or to seek what is desirable on a tumultuous journey. Travel is the enriching element that brings the immature hero to maturity. In most of the stories, the demon represents the evil and demonic force that disrupts the hero's work and the hero fights him in several stages and finally wins. In addition to demons, human anti-heroes such as stepmothers, siblings, and the evil old woman play the role of evil forces alone or as an auxiliary force. Both the forces of good and evil resort to magic as supernatural in advancing their goals.

This research aimed to demonstrate that Ali, a Muslim Volga Bulgar poet, drew inspiration from Bahr al-Mahabbah fi Asrar al-Mavaddah and al-Settin al-Jame' le-Lataif al-Basatin (or Qissa-I Yusuf) in composing Qissa’i Yusuf (The Story of Joseph). Then, the author's writing style and method of adaptation of the two works were analyzed. In so doing, the French School of Comparative Literature, which is based on direct effect, was utilized. This study asserts that Ali's Qissa’i Yusuf has many similarities with and few differences from Bahr al-Mahabbah and al-Settin al-Jame' in the plot narrative (and even sub-narratives). Moreover, some parts are entirely similar to the two said works in expression and the arrangement of story details. In some non-fictional aspects, he has also adapted the two works. In some instances, in addition to similarity with al-Settin al-Jame' in expression, Ali has used its Persian words in his book. Ali has also pointed out that he was proficient in Persian and Arabic. In general, it seems that Ali has considered the two works and, in disagreements, has gathered and versified the narratives of the two works together, and at times has selected a more detailed narrative, and wherever appropriate, he has elaborated on emotional dialogues and descriptions.

In this study, the authors have tried to identify the types of exaggeration and study and analyze it in ritual poetry, the reasons for its entry and expansion in this literary genre in order to save poets and orators from falling into such a trap. Our target population in this study is a selection of ritual poets whose poems have had such damage more prominent; Attributing the special attributes and names of God to the Imams (as) and fabricating mythical stories and exaggerating in making people hope for the intercession of those great people are examples of content harms that in this research have been tried to deal with analytical-descriptive method.

The purpose of present study is to investigate and compare elementary school teachers' awareness of national curriculum in Tehran and Khuzestan and to investigate their opinions about national curriculum content, the effects of Persian instructional resources in Arab zones on education, and elementary school teachers' issues and challenges respect to it and their classroom practices. Data are gathered by researcher-made and research-derived questionnaires. The sample included 160 teachers from first grade of elementary school in Tehran and Khuzestan. Comparison of the mean scores of the questions about the curriculum information in teachers in Tehran and Khuzestan showed that although teachers in Tehran and Khuzestan do not have enough information and knowledge about the national curriculum document and its content, but comparing the two groups shows that teachers in Tehran are more familiar with the national curriculum document and its content than teachers in Khuzestan province. The results of comparing teachers' opinions on the content of the National Curriculum Document were also presented in detail. Khuzestan primary school teachers assessed the effect of Persian language content on education as unfavorable and inefficient. They considered the Persian language skill level of teachers and students to be insufficient for knowledge transfer and teaching. They found the effect of Persian language on education and problems in Khuzestan teachers above average. Moreover, according to teachers of Khuzestan, Persian language book are not only effective, but they also increase instructional problems and they do various practices in class in order to solve these problems.

A deep understanding of literary texts strongly depends on understanding the factors that contributed to their creation. One of these factors is how an author is inspired by the intellectual poetics of other literary figures. The present study seeks to use a functional linguistic framework to investigate the influence of Shahriar’s language and mind on Hooshang Ebtehaj’s ghazals and closely analyze the latter’s tendency towards Shahriar’s poetic style. These influences can be divided into three types: imitative (based on repetition), combined (based on repetition and intra-process change), and interpretative (based on repetition and extra-process change). Our findings suggest that Ebtehaj tends towards change and creativity instead of mere imitation. The factors contributing to Ebtehaj’s inspiration from Shahriar’s poetics include his love of Shahriar and his works, the popularity of Shahriar’s works, and the role of audience as well as the historical context.