درنگی بر ارتباط ادبیات و اعتقادات «مطالعة موردی کتاب¬های درسی فارسی دورة متوسطة دوم»

علی بازوند; محمد  حیدری سورشجانی

doi:10.61838/jtpll.468

Authors

Ali Bazund Assistant Professor, Department of Persian Language and Literature, Farhangian University, Tehran, Iran https://orcid.org/0000-0002-4836-0633
Mohammad Heydari Sureshjani Persian Literature Teacher at High Schools in Shahrekord County, Shahrekord, Iran Author https://orcid.org/0009-0003-1522-4672

DOI:

https://doi.org/10.61838/jtpll.468

Keywords:

Literature, beliefs, communications, books, Persian

Abstract

The present study aimed to explain and analyze the intertextual relationships between the fundamental components of religion and literature in Persian-language textbooks used in the second cycle of secondary education. This article is based on the premise that religious and literary texts should not be regarded as two entirely separate domains; rather, because of their shared linguistic, symbolic, and meaning-making functions, they have consistently interacted with and influenced one another. Accordingly, the relationship between religion and literature in Persian textbooks for the second cycle of secondary education was analyzed with particular emphasis on doctrinal components. The study employed a descriptive-analytical research method, based on the assumption that every literary work is, in some way, connected to and indebted to sacred and religious texts. The data-collection instrument was developed according to standardized content-analysis components. Following a review of the theoretical foundations, the instrument was organized around three principal categories: the principles of religion, the subsidiary duties of religion, and ethics. Based on the importance coefficient index, attention to religious components and their relationship with literature was found to be uneven. In Grade 10, the greatest emphasis was placed on the principles of religion, while the subsidiary duties of religion received the least attention. In Grades 11 and 12, the principles of religion similarly received the greatest attention, whereas ethics received the least. Within the category of the principles of religion, monotheism received the greatest emphasis in Grades 10 and 12, while prophethood was mentioned most frequently in Grade 11. In the Grade 10 Persian textbook, the greatest emphasis was placed on enjoining what is right; in Grade 11, on jihad; and in Grade 12, on forbidding what is wrong. Within the ethical category, the greatest emphasis was placed on honesty in Grade 10, integrity in Grade 11, and courage in Grade 12.

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