Book of Arda Viraf
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
Proposal to Encode the 'Fravahar' Symbol in Unicode
L2/15-099 2015-03-30 Proposal to Encode the ‘Fravahar’ Symbol in Unicode Anshuman Pandey Department of Linguistics University of Californa, Berkeley Berkeley, California, U.S.A. [email protected] March 30, 2015 1 Introduction This is a proposal to encode a symbol associated with Zoroastrianism and the cultural legacy of Iran in Unicode. The character is proposed for inclusion in the block ‘Miscellaneous Symbols and Pictographs’ (U+1F300). Basic details of the character are as follows: glyph code point character name U+1F9xx FRAVAHAR The representative glyph is derived from an image available on Wikimedia Commons, which was released into the public domain: http://commons.wikimedia.org/wiki/File:Faravahar-Gold.svg. The actual code point will be determined if the proposal is approved. 2 Background In the proposal “Emoji Additions” (L2/14-174), authored by Mark Davis and Peter Edberg, five ‘religious symbols and structures’ among symbols of other categories were proposed for inclusion as part of the Emoji collection in Unicode. Shervin Afshar and Roozbeh Pournader proposed related symbols in “Emoji and Symbol Additions – Religious Symbols and Structures” (L2/14-235). These characters were approved for inclusion in the standard by the UTC in January 2015. No mention was made of symbols associated with Zoroastrianism, but these do exist. This proposal seeks to encode the , one of the most important and recognizable of Zoroastrian symbols. Encoding the in Unicode will enable Zoroastrians worldwide to represent a motif of their religious tradition on digital platforms on par with adherents of other religions. 1 Proposal to Encode the ‘Fravahar’ Symbol in Unicode Anshuman Pandey 3 Description The symbol proposed here is commonly known as fravahar in the Zoroastrian community in Iran and the Parsi community in India (Zoroastrians in India are commonly known as ‘Parsi’). -
On the Good Faith
On the Good Faith Zoroastrianism is ascribed to the teachings of the legendary prophet Zarathustra and originated in ancient times. It was developed within the area populated by the Iranian peoples, and following the Arab conquest, it formed into a diaspora. In modern Russia it has evolved since the end of the Soviet era. It has become an attractive object of cultural produc- tion due to its association with Oriental philosophies and religions and its rearticulation since the modern era in Europe. The lasting appeal of Zoroastrianism evidenced by centuries of book pub- lishing in Russia was enlivened in the 1990s. A new, religious, and even occult dimension was introduced with the appearance of neo-Zoroastrian groups with their own publications and online websites (dedicated to Zoroastrianism). This study focuses on the intersectional relationships and topical analysis of different Zoroastrian themes in modern Russia. On the Good Faith A Fourfold Discursive Construction of Zoroastrianism in Contemporary Russia Anna Tessmann Anna Tessmann Södertörns högskola SE-141 89 Huddinge [email protected] www.sh.se/publications On the Good Faith A Fourfold Discursive Construction of Zoroastrianism in Contemporary Russia Anna Tessmann Södertörns högskola 2012 Södertörns högskola SE-141 89 Huddinge www.sh.se/publications Cover Image: Anna Tessmann Cover Design: Jonathan Robson Layout: Jonathan Robson & Per Lindblom Printed by E-print, Stockholm 2012 Södertörn Doctoral Dissertations 68 ISSN 1652-7399 ISBN 978-91-86069-50-6 Avhandlingar utgivna vid -
Iranian-American's Perceptions of Prejudice and Discrimination
Interpersona | An International Journal on Personal Relationships interpersona.psychopen.eu | 1981-6472 Articles Iranian-American’s Perceptions of Prejudice and Discrimination: Differences Between Muslim, Jewish, and Non-Religious Iranian-Americans Shari Paige* a, Elaine Hatfield a, Lu Liang a [a] University of Hawaii at Manoa, Honolulu, HI, USA. Abstract Recent political events have created a political and social climate in the United States that promotes prejudice against Middle Eastern, Iranian, and Muslim peoples. In this study, we were interested in investigating two major questions: (1) How much ethnic harassment do Iranian-American men and women from various religious backgrounds (Muslim, Jewish, or no religious affiliation at all) perceive in their day-to-day interactions? (2) To what extent does the possession of stereotypical Middle Eastern, Iranian, or Muslim traits (an accent, dark skin, wearing of religious symbols, traditional garb, etc.) spark prejudice and thus the perception of ethnic harassment? Subjects were recruited from two very different sources: (1) shoppers at grocery stores in Iranian-American neighborhoods in Los Angeles, and (2) a survey posted on an online survey site. A total of 338 Iranian-Americans, ages 18 and older, completed an in-person or online questionnaire that included the following: a request for demographic information, an assessment of religious preferences, a survey of how “typically” Iranian-American Muslim or Iranian-American Jewish the respondents’ traits were, and the Ethnic Harassment Experiences Scale. One surprise was that, in general, our participants reported experiencing a great deal of ethnic harassment. As predicted, Iranian-American Muslim men perceived the most discrimination—far more discrimination than did American Muslim women. -
Summer/June 2014
AMORDAD – SHEHREVER- MEHER 1383 AY (SHENSHAI) FEZANA JOURNAL FEZANA TABESTAN 1383 AY 3752 Z VOL. 28, No 2 SUMMER/JUNE 2014 ● SUMMER/JUNE 2014 Tir–Amordad–ShehreverJOUR 1383 AY (Fasli) • Behman–Spendarmad 1383 AY Fravardin 1384 (Shenshai) •N Spendarmad 1383 AY Fravardin–ArdibeheshtAL 1384 AY (Kadimi) Zoroastrians of Central Asia PUBLICATION OF THE FEDERATION OF ZOROASTRIAN ASSOCIATIONS OF NORTH AMERICA Copyright ©2014 Federation of Zoroastrian Associations of North America • • With 'Best Compfiments from rrhe Incorporated fJTustees of the Zoroastrian Charity :Funds of :J{ongl(pnffi Canton & Macao • • PUBLICATION OF THE FEDERATION OF ZOROASTRIAN ASSOCIATIONS OF NORTH AMERICA Vol 28 No 2 June / Summer 2014, Tabestan 1383 AY 3752 Z 92 Zoroastrianism and 90 The Death of Iranian Religions in Yazdegerd III at Merv Ancient Armenia 15 Was Central Asia the Ancient Home of 74 Letters from Sogdian the Aryan Nation & Zoroastrians at the Zoroastrian Religion ? Eastern Crosssroads 02 Editorials 42 Some Reflections on Furniture Of Sogdians And Zoroastrianism in Sogdiana Other Central Asians In 11 FEZANA AGM 2014 - Seattle and Bactria China 13 Zoroastrians of Central 49 Understanding Central 78 Kazakhstan Interfaith Asia Genesis of This Issue Asian Zoroastrianism Activities: Zoroastrian Through Sogdian Art Forms 22 Evidence from Archeology Participation and Art 55 Iranian Themes in the 80 Balkh: The Holy Land Afrasyab Paintings in the 31 Parthian Zoroastrians at Hall of Ambassadors 87 Is There A Zoroastrian Nisa Revival In Present Day 61 The Zoroastrain Bone Tajikistan? 34 "Zoroastrian Traces" In Boxes of Chorasmia and Two Ancient Sites In Sogdiana 98 Treasures of the Silk Road Bactria And Sogdiana: Takhti Sangin And Sarazm 66 Zoroastrian Funerary 102 Personal Profile Beliefs And Practices As Shown On The Tomb 104 Books and Arts Editor in Chief: Dolly Dastoor, editor(@)fezana.org AMORDAD SHEHREVER MEHER 1383 AY (SHENSHAI) FEZANA JOURNAL FEZANA Technical Assistant: Coomi Gazdar TABESTAN 1383 AY 3752 Z VOL. -
Mecusi Geleneğinde Tektanrıcılık Ve Düalizm Ilişkisi
T.C. İSTANBUL ÜN İVERS İTES İ SOSYAL B İLİMLER ENST İTÜSÜ FELSEFE VE D İN B İLİMLER İ ANAB İLİM DALI DİNLER TAR İHİ B İLİM DALI DOKTORA TEZ İ MECUS İ GELENE Ğİ NDE TEKTANRICILIK VE DÜAL İZM İLİŞ KİSİ Mehmet ALICI (2502050181) Tez Danı şmanı: Prof.Dr. Şinasi GÜNDÜZ İstanbul 2011 T.C. İSTANBUL ÜN İVERS İTES İ SOSYAL B İLİMLER ENST İTÜSÜ FELSEFE VE D İN B İLİMLER İ ANAB İLİM DALI DİNLER TAR İHİ B İLİM DALI DOKTORA TEZ İ MECUS İ GELENE Ğİ NDE TEKTANRICILIK VE DÜAL İZM İLİŞ KİSİ Mehmet ALICI (2502050181) Tez Danı şmanı: Prof.Dr. Şinasi GÜNDÜZ (Bu tez İstanbul Üniversitesi Bilimsel Ara ştırma Projeleri Komisyonu tarafından desteklenmi ştir. Proje numarası:4247) İstanbul 2011 ÖZ Bu çalı şma Mecusi gelene ğinde tektanrıcılık ve düalizm ili şkisini ortaya çıkı şından günümüze kadarki tarihsel süreç içerisinde incelemeyi hedef edinir. Bu ba ğlamda Mecusilik üç temel teolojik süreç çerçevesinde ele alınmaktadır. Bu ba ğlamda birinci teolojik süreçte Mecusili ğin kurucusu addedilen Zerdü şt’ün kendisine atfedilen Gatha metninde tanrı Ahura Mazda çerçevesinde ortaya koydu ğu tanrı tasavvuru incelenmektedir. Burada Zerdü şt’ün anahtar kavram olarak belirledi ği tanrı Ahura Mazda ve onunla ili şkilendirilen di ğer ilahi figürlerin ili şkisi esas alınmaktadır. Zerdü şt sonrası Mecusi teolojisinin şekillendi ği Avesta metinleri ikinci teolojik süreci ihtiva etmektedir. Bu dönem Zerdü şt’ten önceki İran’ın tanrı tasavvurlarının yeniden kutsal metne yani Avesta’ya dahil edilme sürecini yansıtmaktadır. Dolayısıyla Avesta edebiyatı Zerdü şt sonrası dönü şen bir teolojiyi sunmaktadır. Bu noktada ba şta Ahura Mazda kavramı olmak üzere, Zerdü şt’ün Gatha’da ortaya koydu ğu mefhumların de ğişti ği görülmektedir. -
Avesta Classes
CZC Class Curriculum Kindergarten Class: Students will learn 1- Persian songs such as The Alphabet song. 2- Lessons from stories. 3- Learn about major festivities such as Nowruz, Mehregan, and Yalda. 4- Basic colors, shapes, and numbers in Persian. 5- Students will be introduced to different Persian characters and their sounds. 6- Students will become familiar with writing from right to left. Persian Classes: First, Second, Third, and Fourth: Students will master the Persian Alphabet as well as reading and writing in Persian. Persian Literature and Poetry: Students are taught stories from 3rd, 4th, and 5th grade Persian books. Writing and reading in Persian is required. Children will learn Persian proverbs and Shahnameh stories. Class is taught in Persian. Iran History and Culture: In this class students are taught in 3 segments: • All about Iran (Geography, History, Art, & Culture) taught in both English/Persian. • Teachings of Gathas taught in English. (Persian only for those who can't understand English) • Stories with moral & ethic teachings/Puzzles & Games in Persian and English. Zoroastrian Perspective (Teen): In this class the teaching style is in a way of discussions and projects. Morals and ethics are based on Gathas and is taught through discussions. Projects will bring these teachings into action. The class is taught in English. Avesta classes: Introduction to Avesta: Students will learn the basic Zoroastrian principles such as Good Thoughts, Good Words, Good Deeds, responsibility for their actions, charity, and the Ashem Vohu. Beginner Avesta: The younger students will learn Ashem Vohu, Yatha Ahu, and Hama Zoor Bim. As well as the basics of The Zoroastrian religion such as Ahura Mazda, Faravahar, Ashoo Zartosht, and good virtues that build up character. -
Zoroastrianism from Wikipedia, the Free Encyclopedia
Create account Log in Article Talk Read View source View history Search Zoroastrianism From Wikipedia, the free encyclopedia This article has multiple issues. Please help improve it or discuss Main page these issues on the talk page. Contents The neutrality of this article is disputed. (March 2012) Featured content This article may contain previously unpublished synthesis of Current events published material that conveys ideas not attributable to the Random article original sources. (March 2012) Donate to Wikipedia This article contains weasel words: vague phrasing that often Interaction accompanies biased or unverifiable information. (March 2012) Help Part of a series on About Wikipedia Zoroastrianism /ˌzɒroʊˈæstriənɪzəm/, also called Mazdaism Zoroastrianism Community portal and Magianism, is an ancient Iranian religion and a religious Recent changes philosophy. It was once the state religion of the Achaemenid, Contact page Parthian, and Sasanian empires. Estimates of the current number of Zoroastrians worldwide vary between 145,000 and Toolbox 2.6 million.[1] Print/export In the eastern part of ancient Persia more than a thousand The Faravahar, believed to be a depiction of a fravashi years BCE, a religious philosopher called Zoroaster simplified Languages Primary topics the pantheon of early Iranian gods[2] into two opposing forces: Afrikaans Ahura Mazda Ahura Mazda (Illuminating Wisdom) and Angra Mainyu Alemannisch Zarathustra (Destructive Spirit) which were in conflict. aša (asha) / arta Angels and demons ا open in browser PRO version Are you a developer? Try out the HTML to PDF API pdfcrowd.com Angels and demons ا Aragonés Zoroaster's ideas led to a formal religion bearing his name by Amesha Spentas · Yazatas about the 6th century BCE and have influenced other later Asturianu Ahuras · Daevas Azərbaycanca religions including Judaism, Gnosticism, Christianity and Angra Mainyu [3] Беларуская Islam. -
Oral Character of Middle Persian Literature – New Perspective
ROCZNIK ORIENTALISTYCZNY, T. LXVII, Z. 1, 2014, (s. 151–168) MATEUSZ MIKOŁAJ KŁAGISZ Oral Character of Middle Persian Literature – New Perspective Abstract From the very beginning oral transmission of texts played a significant role in the Iranian world. It became a main topic of several works by Bailey (1943), Boyce (1957, 1968), de Menasce (1973), Skjærvø (1384hš), Smurzyński (2006) and Tafazzoli (1378hš). In my paper I try to depict the problem of orality in Middle Persian literature once again, but this time using some tools developed by Ong. On the other hand, it is highly likely that at least the “obscurity” is addressed to works of the 9th century that also contain material which at one time was transmitted orally, but which themselves were products of a written culture. Their style is difficult because the authors wrote in long, complicated sentences. Most of these sentences are in no way adopted to be transmitted by heart. Key words Middle Persian, literature, orality, influence In this article I would like to deal with the problem of orality and its influence on the formal structure of written Middle Persian texts. I use the adjective ‘written’ deliberately because most of Middle Persian texts, that we have at our disposal now, existed originally as unwritten and only later were written down. Paradoxically, it means that we are able to gain some information about orality literature only from some printed sources. The question of orality (and literacy) was elaborated by different Orientalists, but in my paper I am using Walter Jackson Ong’s method of analysis of texts existing first of all as acoustic waves.1 From this point of view, my paper is situated within the framework of today’s research on pre-Islamic literature in Iran but offers a new perspective. -
Sona Grigoryan Supervisor: Aziz Al-Azmeh
Doctoral Dissertation POETICS OF AMBIVALENCE IN AL-MA‘ARRĪ’S LUZŪMĪYĀT AND THE QUESTION OF FREETHINKING by Sona Grigoryan Supervisor: Aziz Al-Azmeh Submitted to the Medieval Studies Department, Central European University, Budapest In partial fulfillment of the requirements for the degree of Doctor of Philosophy in Medieval Studies CEU eTD Collection Budapest 2018 TABLE OF CONTENT Acknowledgements .................................................................................................................................. iv List of Abbreviations................................................................................................................................. v Some Matters of Usage ............................................................................................................................ vi INTRODUCTION ...................................................................................................................................... 1 1. Al-Ma‘arrī-an Intriguing Figure ........................................................................................................ 1 2. The Aim and Focus of the Thesis ....................................................................................................... 4 3. Working Material ............................................................................................................................ 13 CHAPTER 1. AL-MA‘ARRĪ AND HIS CONTEXT ............................................................................... 15 1.1. Historical Setting -
The Good Religion of Zarathustra
CHAPTER 1 INTRODUCTION: THE GOOD RELIGION OF ZARATHUSTRA oroastrianism is one of the oldest world religions—it arose Zin ancient Persia (present-day Iran) around 3,500 years ago. At that time the prophet Zarathustra—Zoroaster, as the Greeks called him—began preaching his message. Zarathustra, thought to be a priest of the existing Iranian religion of his time, was a highly original thinker and a bold reformer. His teachings may seem straightforward today, but in his time they were truly revolutionary. Zarathustra rejected many of the beliefs and practices of the existing religion. In a time of many gods he preached about one great and supreme God, Ahura Mazda. In a time when most peo- ple believed that worship consisted mainly of elaborate rituals to satisfy angry deities, he preached a religion of personal ethics in which people’s actions in life were more important than ritual and sacrifice. Zarathustra’s preaching formed the basis of one of the most influential and long-lasting religions the world has ever known. His message is preserved in the Avesta, the Zoroastrian scripture. A Zoroastrian priest inside a fire temple in Isfahan, Iran. The fire room, where the sacred fire continually burns, is at the center of the building. 8 ZOROASTRIANISM Introduction: The Good Religion of Zarathustra 9 THE ZOROASTRIAN COMMUNITY Zoroastrianism is the smallest of today’s world religions. There are an estimated 200,000 followers. This is a tiny minority com- pared with world religions such as Christianity and Islam, both of which have more than one billion followers. Yet Zoroastrians or, as many of them prefer to be called, Zarathushtis, are a proud and active group working hard to keep their religion alive and strong. -
A History of Persian Literature Volume XVII Volumes of a History of Persian Literature
A History of Persian Literature Volume XVII Volumes of A History of Persian Literature I General Introduction to Persian Literature II Persian Poetry in the Classical Era, 800–1500 Panegyrics (qaside), Short Lyrics (ghazal); Quatrains (robâ’i) III Persian Poetry in the Classical Era, 800–1500 Narrative Poems in Couplet form (mathnavis); Strophic Poems; Occasional Poems (qat’e); Satirical and Invective poetry; shahrâshub IV Heroic Epic The Shahnameh and its Legacy V Persian Prose VI Religious and Mystical Literature VII Persian Poetry, 1500–1900 From the Safavids to the Dawn of the Constitutional Movement VIII Persian Poetry from outside Iran The Indian Subcontinent, Anatolia, Central Asia after Timur IX Persian Prose from outside Iran The Indian Subcontinent, Anatolia, Central Asia after Timur X Persian Historiography XI Literature of the early Twentieth Century From the Constitutional Period to Reza Shah XII Modern Persian Poetry, 1940 to the Present Iran, Afghanistan, Tajikistan XIII Modern Fiction and Drama XIV Biographies of the Poets and Writers of the Classical Period XV Biographies of the Poets and Writers of the Modern Period; Literary Terms XVI General Index Companion Volumes to A History of Persian Literature: XVII Companion Volume I: The Literature of Pre- Islamic Iran XVIII Companion Volume II: Literature in Iranian Languages other than Persian Kurdish, Pashto, Balochi, Ossetic; Persian and Tajik Oral Literatures A HistorY of Persian LiteratUre General Editor – Ehsan Yarshater Volume XVII The Literature of Pre-Islamic Iran Companion Volume I to A History of Persian Literature Edited by Ronald E. Emmerick & Maria Macuch Sponsored by Persian Heritage Foundation (New York) & Center for Iranian Studies, Columbia University Published in 2009 by I. -
Learning from Zarathustra
Learning from Masters: Ethics and Cosmology in Zarathustra and Hazrat Inayat Khan by Bill Meacham, Ph.D. Copyright © 2016 Bill Meacham. Permission to reproduce is granted provided the work is reproduced in its entirety, including this notice.. Contact the author at http://bmeacham.com. Contents Introduction........................................................................................................................1 Two Teachers......................................................................................................................1 The First Prophet................................................................................................................2 Persian Religion After Zarathustra.....................................................................................4 Cosmic Order......................................................................................................................4 Virtue Ethics........................................................................................................................6 Cosmology...........................................................................................................................7 Mystical Unity.....................................................................................................................9 References.........................................................................................................................11 Introduction An examination of the teachings of the ancient prophet Zarathustra,