Document Type : Research Paper
Author
- Assistant Professor of Persian Language and Literature, Faculty of Literature and Humanities, University of Sistan and Baluchestan, Zahedan. Iran.
Abstract
Children are not taught directly, they learn everything indirectly. One of the indirect ways of teaching children is through narrative and non-narrative imagination. This indirect representation can be narrative-based, such as telling a story to a child, or it can be non-narrative and rhetorical, such as ordering or prohibiting them to do or not do something. In this way, commands and prohibitions can be presented indirectly; in the sense that the reward or punishment for violating the prohibition can be learned indirectly and based on a structure rooted in mythology. Accordingly, throughout history, mothers have created half-human, half-animal monsters, influenced by the sacred beliefs that were desecrated during the creation period. In creating such creatures, regardless of educational issues, geography, culture, and the age of the children have been taken into account. In the following article, an attempt is made to examine the way monsters are made and their impact on children's thoughts, behavior, and speech, using a combined method of library and field documents. The results show that the way these monsters are made has its roots in forgotten folk myths and mothers' imaginations, with respect to the place of residence, educational needs, and the time of creation and re-creation. This structure finds meaning in a discourse context, and its central figures are the "victim" and the "victimizer" and the structure of "violating the prohibition." Mothers, as creators, reconstruct it in the form of a type of virtual reality in order to fear forbidden things, which is a practice to prevent possible dangers in adulthood.
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