A Study of Social Intelligence and its Components in Primary School Farsi Textbooks
Gholamreza
Pirouz
Mazandaran University
author
Maryam
Faghih Abdollahi
Mazandaran University
author
text
article
2016
per
Pirouz* M. Faghih Abdolahi**
Mazandaran University
Abstract
Edward Thorndike has shown that human beings need a set of skills based on social intelligence in order to be successful and to create good social relationships. Children's minds are ready to gain this intelligence; Persian textbooks are the best tools to convey and reinforce these skills because of the impact that language has. In this study, the contents of six Persian reading text books of primary school are analyzed based on components of social intelligence. The results indicate that despite all theoretical rigor in the selection of these texts, prominent components of social intelligence are not remarkable and those present are not accompanied with social intelligence skills. Eighty components can be seen in 233 short stories under study.
* Associate Prof. of Persian Language and Literature, pirouz_40@yahoo.com
** MA. of Persian Language and Literature, faghihabdollahi32@yahoo.com
Iranian Children's Literature Studies
Shiraz University
2008-8647
7
v.
1
no.
2016
1
24
https://jcls.shirazu.ac.ir/article_3117_4caa169cb70c1685725565717cf32602.pdf
dx.doi.org/10.22099/jcls.2016.3117
Intertextuality in Ahmad Reza Ahmadi's It Was Raining in the Big Garden
Saeid
Hesampour
Shiraz University
author
Samaneh
Asadi
Shiraz University
author
Zahra
Pirsoufi Amlashi
Shiraz University
author
text
article
2016
per
Hesampour* S. Asadi** Z. Pirsoufi***
Shiraz University
Abstract
Intertextuality is a literary approach which allows critics to study the existing connections in works of literature. In this paper the story, It Was Raining in the Big Garden, written by Ahmad Reza Ahmadi, a well-known writer of the children and young adult literature is analyzed based on Genette’s theory of intertextuality. It is argued that there are many links between this story and his other works, especially in the last parts of the story. However, only persistent readers of his stories can figure them out. Therefore, the intertextuality in this story is an example of intertextuality that Genette calls “implicit”.
* Associate Prof. of Persian Language and Literature, shessampour@yahoo.com
** PH.D. student of Persian Language and Literature, samanehassadi@yahoo.com
*** PH.D. student of Persian Language and Literature, mahshidpirsoufi@yahoo.com
Iranian Children's Literature Studies
Shiraz University
2008-8647
7
v.
1
no.
2016
25
48
https://jcls.shirazu.ac.ir/article_3097_27f389a03bd27761fcdbaa378574a94b.pdf
dx.doi.org/10.22099/jcls.2016.3097
Symbolic Violence in I'm not My Dad's Servant by Ahmad Akbarpour
Mohamad Hosein
Dalale Rahmani
Yasuj University
author
Hosein
Ghorbani
Hormozgan University
author
text
article
2016
per
Dallal Rahmani* H. Ghorbani**
Hormozgan University Yasouj University
Abstract
Ahamad Akbarpour's novel, I'm not My Dad's Servant, is a significant work of Iranian children and young adult literature though it has not gained critics' favor. In this paper, we analyze this novel using Bourdieu’s theory of symbolic violence. Symbolic violence is fundamentally the imposition of cultural and social domination upon social agents in order to confirm that individual's placement in a social hierarchy. In this novel, the process of symbolic violence is described as a kind of transformation from childhood to adulthood. The novel demonstrates the failure of “School” in implementation of this transformation. We underline a reading of the novel that contains a critical view about the institution of education.
* PH.D. Student in sociology , mhrd2010@yahoo.com
**MA Student in Children's and Young Adult Literature, hossein-ghorbani@hotmail.com
Iranian Children's Literature Studies
Shiraz University
2008-8647
7
v.
1
no.
2016
49
64
https://jcls.shirazu.ac.ir/article_2980_81e992fd73ac745cc67b6a1772269151.pdf
dx.doi.org/10.22099/jcls.2016.2980
Characterization in Thirty Nine Stories for Young Children
Safoura
Rashidi
Mazandaran University
author
Mohammad
Yahyaei
Mohaghegh Ardebili University
author
text
article
2016
per
Rashidi* M. Yahyaei**
Mazandaran University Mohaghegh Ardebili University
Abstract
Young children occupy a special place due to their mental and cognitive characteristics. Their literature has unique properties, because this group is not usually able to read and they communicate with literature via the narrator or storyteller. Furthermore, their stories and poems are usually short, so that the writer must compensate the shortness by improving the quality of the work. Thus using different techniques of characterization will help greatly. Setting of time and place, appearance of characters and their mode of speech, and even their names help to introduce the characters to the young readers. The present paper examines techniques of characterization and a variety of fictional characters in 39 Iranian stories for the age group "A". The results show that the writers have not been successful in naming and appearance of characters. They are more successful in the areas of action and dialogue.
* PhD student in Persian Language and Literature, s.rashidi@stu.umz.ac.ir
** PhD student in Persian Language and Literature, Mo_yahyaei@yahoo.com
Iranian Children's Literature Studies
Shiraz University
2008-8647
7
v.
1
no.
2016
65
86
https://jcls.shirazu.ac.ir/article_2967_96a7a02064e7b9dd36047a9d2eb5fe2a.pdf
dx.doi.org/10.22099/jcls.2016.2967
The Implications of Decentration Theory for Gender Ideologies: A Case Study of the folktale of “Stubborn Husband, Stubborn Wife”
Soudabeh
Shokrolahzadeh
Shiraz University
author
text
article
2016
per
Shokrolahzade*
Shiraz University
Abstract
This aim of this paper is to explore the implications of decentration theory (vacillation between centration decentration) for gender ideologies in the folktale of “Stubborn Husband, Stubborn Wife” selected from Sobhi’s collected folktales. Using a descriptive analytic approach and critical discourse analysis method (CDA) the implications of this theory for gender ideologies are investigated demonstrating how the character’s cognioemotion interacts with cognioemotional and social dimensions of ideology. Finally it examines the ways the character empathizes with the narrative. It is argued that cognitive mechanism of vacillation between centration decentration is subject to simultaneous induction and neutralizing of ideologies. It also indicated that in the light of the cognitive process of vacillation between centration and decentration, cognition and emotion are so inseparable, interwoven, integrated and interdependent that the coined term “cognioemotion” is preferable. The interactions of “cognioemotion” and ideology are in such a way that being keenly aware of underlying motivational assumptions of gender ideologies elicit the emotion appropriate to the situation, and decentralization of both as a holistic phenomenon achieves the goals with manipulations of ideology. Finally, there is not a fixed pre-assigned reader, but a flowing reader who is in vacillation between empathy with ideological characteristics of discourse and distancing from it. Such vacillating movements are subject to ambiguity of empathy in reader’s mind leading to critical reading. So, vacillation between centration decentration can be deemed as a consciousness-raising method in critical reading.
* MA in Philosophy of Education, shokrollahzadehs@yahoo.com
Iranian Children's Literature Studies
Shiraz University
2008-8647
7
v.
1
no.
2016
87
106
https://jcls.shirazu.ac.ir/article_3184_370db3d93a3f3824ad535b643ac0826b.pdf
dx.doi.org/10.22099/jcls.2016.3184
Criticism and Theory of Children's Literature in Ketab-e Mah Kudak va Nojavan (Monthly Journal of Children and Young Adults) 1376-1380
Mostafa
Sedighi
Hormozgan University
author
Atefeh
Jamali
Hormozgan University
author
Zahra
Kohan solokolouei
Hormozgan University
author
text
article
2016
per
Sedighi* A. Jamali** Z. Kohan***
Hormozgan University
Abstract
Studying criticism and theories published in theoretical and specialized journals of children's literature can have an important role in highlighting the current of children’s literature finding the ups and downs of criticism and theorizing. In this study the papers and critical writings published in Monthly Journal of Children and Young Adults (from 1376 to 1380) are analyzed in order to find the general schema of children's literature and its theories and criticism in those years. According to the results, the most frequent subjects in these articles deal with re-writing, re-creating and folklore that emphasize the influence of oral and classical literature on children and young adult literature. Popular literature and child-like literature, criticizing the writer instead of his work and sharp and inappropriate tones are noticed in the poetry. Traditional criticism of children and young adult literature is dominant. Structuralist, sociological and archetypal criticism are usually used for fiction. Writing stories and criticism of fiction in this era is changing from known traditional patterns into more modern approaches. Satire and humor are neglected by critics and writers.
* Associat Prof. of Persian Language and Literature, navisa_man@yahoo.com
** Assistant Prof. of Persian Language and Literature, at_lit_jamali@yahoo.com
*** MA in Persian Language and Literature, hasty19z@yahoo.com
Iranian Children's Literature Studies
Shiraz University
2008-8647
7
v.
1
no.
2016
107
132
https://jcls.shirazu.ac.ir/article_3108_2d3a5076cb770e9bf0c38fb2c69249fe.pdf
dx.doi.org/10.22099/jcls.2016.3108
A Comparative Study of Rumi's tale of "the Grammarian and the Sailor" with its Recreated Version, "The Story of Man and the Sea"
Samaneh
Gholami
Arak University
author
جلیل
مشیدی
دانشیار دانشگاه اراک
author
text
article
2016
per
Moshayedi* S. Gholami**
Arak University
Abstract
Rewriting and recreating of ancient texts play an important role in transmitting ideas which are found in ancient texts to the new generations. One of the texts which is considered in this field is Rumi's Masnavi Ma‘navi .This paper is a study of recreation of one of the most significant stories from Masnavi in order to see if important elements of the story (plot, theme, character, etc) are properly and successfully transferred from a mystical-didactic and ancient text to a re-created, modern and only didactic text and what changes have been added in the course of transmission. Mystical themes in the ancient text have been deleted in the re-created text due to the fact that they might not be appropriate for the young adult. Plot in re-created story, unlike the original text, is closed (with certain denouement) and extensive (with several sequences). Unlike the original text, the main character in the re-created text is dynamic. In general, elements of story in re-creation are stronger than elements of story in the original text since the purpose of re-creator is storytelling of an classic text, not expression of a mystical text.
* Associate Prof. of Persian Language and Literature, j-moshayedi@arak u.ac.ir
** MA Student in Persian Language and Literature, gholami_sama@yahoo.com
Iranian Children's Literature Studies
Shiraz University
2008-8647
7
v.
1
no.
2016
133
146
https://jcls.shirazu.ac.ir/article_3029_cd613c3b7baeef238c6e11bc790a3818.pdf
dx.doi.org/10.22099/jcls.2016.3029