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Ancient Iran and the Premodern Persianate World, Graduate Specialization 1
Ancient Iran and the Premodern Persianate World, Graduate Specialization 1 Ancient Iran and the Premodern Persianate World, Graduate Specialization Matthew P. Canepa, Director 2000 Humanities Gateway 949-824-3532 [email protected] The graduate specialization in Ancient Iran and the Premodern Persianate World is University of California, Irvine’s interdisciplinary platform for graduate study in premodern Iranian studies. It is designed to provide Ph.D. students with the interdisciplinary training they need to conduct advanced research in the art, archaeology, architecture, history, literatures, and religions of Iran, as well as those peoples, regions, and empires whose destinies were intertwined with Iran, or impacted by its cultures (e.g. ancient Greece and Rome, Armenia, or Islamic Western or South Asia). UCI boasts unparalleled faculty and programmatic resources for the study of ancient Iran and the wider premodern Persianate world, including the highest concentration of endowed chairs in ancient Iranian studies of any North American institution. With especial faculty strengths in ancient Iran, the specialization’s broader historical scope encompasses the Bronze Age cultures of the Iranian Plateau, Mesopotamia, and Central Asia up to the early modern empires of the Mughals, Safavids, and Ottomans (ca. 3500 BCE – ca. 1740 CE). The specialization’s broad conception of premodern Iranian Studies is paralleled in, and supported by, the extensive programming of UCI’s Samuel Jordan Center for Persian Studies and Culture (https:// www.humanities.uci.edu/persianstudies/), which provides the primary focus of the specialization’s graduate workshop. Prospective students who wish to pursue a Ph.D. in Iranian Studies at UCI must first apply (https://www.humanities.uci.edu/persianstudies/program/ grad_admit.php) and be admitted to the doctoral program through which their potential advisor accepts students, for example, the Ph.D. -
MA Iranian Studies Programme Specification 2018/19
Programme Specification I. Programme Details Programme title Iranian Studies Iranian Studies & Intensive Language (Arabic or Persian or Turkish) Final award (exit awards will be made as BA ☐ MA ☒ outlined in the Taught Degree Regulations) BSc ☐ MSc ☐ Other ... ☐ Mode of delivery Distance-learning ☐ On-campus ☒ Professional body accreditation (if applicable) n/a Academic year this specification was created 2016/17 Dates of any subsequent amendments II. Programme Aims: What will the programme allow you to achieve? 1. Critically assess the historical development of Iranian society, economics and culture within the context of the wider west Asian area. 2. Appreciate the complexity of the history and cultural make up of Iran. 3. Analyse Iran in accordance with an interdisciplinary curriculum and a flexible study programme. 4. Enhance their knowledge about the religious and politico-cultural influences affecting contemporary Iran and the region it is embedded in. 5. The programme allows students to cultivate or further develop a basic expertise in particular aspects of Iranian Studies. 6. The programme allows students to choose modules that meet their own needs, with respect to their interest in Iran and future career plans. 7. The programme allows students to develop their abilities to synthesize information, to think critically, to manage a complex research project and to present their results in verbal and written form. 8. In the two-year Intensive Language pathway, the student will also be expected to achieve a certain level of language proficiency, depending on language chosen and entry level (in the case of Arabic). III. Programme Learning Outcomes: What will you learn on the programme? There are four key areas in which you will develop: Learning Outcomes: Knowledge 1. -
British Persian Studies and the Celebrations of the 2500Th Anniversary of the Founding of the Persian Empire in 1971
British Persian Studies and the Celebrations of the 2500th Anniversary of the Founding of the Persian Empire in 1971 A thesis submitted to The University of Manchester for the degree of Master of Philosophy in the Faculty of Humanities. 2014 Robert Steele School of Arts, Languages and Cultures Contents Abstract ........................................................................................................................................................................ 4 Declaration .................................................................................................................................................................. 5 Copyright Statement ................................................................................................................................................ 5 Acknowledgements .................................................................................................................................................. 6 Introduction .......................................................................................................................................................................... 7 Objectives and Structure ............................................................................................................................................. 8 Literature Review .......................................................................................................................................................... 9 Statement on Primary Sources............................................................................................................................... -
Vedanta in the West: Past, Present, and Future
Vedanta in the West: Past, Present, and Future Swami Chetanananda What Is Vedanta? Vedanta is the culmination of all knowledge, the sacred wisdom of the Indian sages, the sum of the transcendental experiences of the seers of Truth. It is the essence, or the conclusion, of the scriptures known as the Vedas. Because the Upanishads come at the end of the Vedas they are collectively referred to as Vedanta. Literally, Veda means "knowledge" and anta means "end." Vedanta is a vast subject. Its scriptures have been evolving for the last five thousand years. The three basic scriptures of Vedanta are the Upanishads (the revealed truths), the Brahma Sutras (the reasoned truths), and the Bhagavad Gita (the practical truths). Some Teachings from Vedanta Here are some teachings from the Upanishads: “Arise! Awake! Approach the great teachers and learn.” “Aham Brahmasmi.” [I am Brahman.] “Tawamasi.” [Thou art That.] “Sarvam khalu idam Brahma.” [Verily, everything is Brahman.] “Whatever exists in this changing universe is enveloped by God.” “If a man knows Atman here, he then aains the true goal of life.” “Om is the bow; the Atman is the arrow; Brahman is said to be the mark. It is to be struck by an undistracted mind.” “He who knows Brahman becomes Brahman.” “His hands and feet are everywhere. His eyes, heads, and mouths are everywhere. His ears are everywhere. He pervades everything in the universe.” “Speak the truth. Practise dharma. Do not neglect your study of the Vedas. Treat your mother as God. Treat your father as God. Treat your teacher as God. -
P. Vasundhara Rao.Cdr
ORIGINAL ARTICLE ISSN:-2231-5063 Golden Research Thoughts P. Vasundhara Rao Abstract:- Literature reflects the thinking and beliefs of the concerned folk. Some German writers came in contact with Ancient Indian Literature. They were influenced by the Indian Philosophy, especially, Buddhism. German Philosopher Arther Schopenhauer, was very much influenced by the Philosophy of Buddhism. He made the ancient Indian Literature accessible to the German people. Many other authors and philosophers were influenced by Schopenhauer. The famous German Indologist, Friedrich Max Muller has also done a great work, as far as the contact between India and Germany is concerned. He has translated “Sacred Books of the East”. INDIAN PHILOSOPHY IN GERMAN WRITINGS Some other German authors were also influenced by Indian Philosophy, the traces of which can be found in their writings. Paul Deussen was a great scholar of Sanskrit. He wrote “Allgemeine Geschichte der Philosophie (General History of the Philosophy). Friedrich Nieztsche studied works of Schopenhauer in detail. He is one of the first existentialist Philosophers. Karl Eugen Neuman was the first who translated texts from Pali into German. Hermann Hesse was also influenced by Buddhism. His famous novel Siddhartha is set in India. It is about the spiritual journey of a man (Siddhartha) during the time of Gautam Buddha. Indology is today a subject in 13 Universities in Germany. Keywords: Indian Philosophy, Germany, Indology, translation, Buddhism, Upanishads.specialization. www.aygrt.isrj.org INDIAN PHILOSOPHY IN GERMAN WRITINGS INTRODUCTION Learning a new language opens the doors of a different culture, of the philosophy and thinking of that particular society. How true it is in case of Indian philosophy having traveled to Germany years ago. -
Persian Studies at the University of Cambridge
Persian Studies at the University of Cambridge • 4 year course including a year abroad in a Persian-speaking country • Intensive language training and a wide range of content courses • Combine with Arabic, Hebrew or a modern European language UCAS Course Typical A Persian Studies Code duration Level offer: Studying Persian will give you access to one of the TT46 BA/ Four years A*AA world's great languages and literary traditions in the AMES (Year 3 spent IB: 40-41 points, context of the culture and history of its region of origin. abroad) with 776 at Knowing Persian enables you to read the poetry of Higher Level Rumi, Hafez, Saʿdi, and Ferdowsi, along with modern writers like Forugh Farrokhzad, Simin Behbahani, and Required subjects for entry Sohrab Sepehri. Persian is one of the main languages of No previous knowledge of Persian is required to study the Middle East and variations of the language are with us. If you want to combine with a modern spoken today in Iran, Afghanistan, and parts of Central European language you need to be taking the Asia. Historically, it was a lingua franca of the eastern European language at A-Level/IB Higher Level or Islamic world, second in importance only to Arabic. equivalent. Our course is not suitable for native speakers of At Cambridge you will learn Persian in a way that Persian. mirrors its use across this varied world: • Persian is spoken in contemporary Iran, Afghanistan, Subject combinations and parts of Central Asia Arabic, Hebrew and Persian can be combined with each other or with modern European language which • Learning modern Persian is an excellent entry into you have studied to A Level/IB Higher Level or both classical and modern Persian literature, one of equivalent*. -
Hilary Gopnik Facebook: Naxarchaeology
[email protected] Hilary Gopnik http://oglanqala.net/ facebook: NaxArchaeology Current Position: Co-Director, Naxçivan Archaeological Project Senior Lecturer/Principal Scientist, Department of Middle Eastern and South Asian Studies, Emory University EDUCATION Ph.D., University of Toronto, 2000 Major: West Asian Archaeology Minor: Archaeology of the Levant Thesis: The Ceramics of Godin II (Supervised by T. Cuyler Young Jr.) Awards: Social Sciences and Humanities Research Council of Canada Doctoral Fellowship; Ontario Graduate Fellowship; Graduate Studies Travel Grants; Junior Scholar Stipend, Achaemenid History Workshop VIII, Ann Arbor, Michigan M.A., University of Toronto, 1985 Major: Near Eastern Archaeology Awards: Ontario Graduate Fellowship; Graduate Studies Travel Grants B.A., First Class Honours, McGill University, 1982 Major: Anthropology Minor: Classics Honours Thesis: Systems Theory in Archaeology (Supervised by Prof. Bruce Trigger) Awards: James McGill Award; University Scholar; Faculty Scholar; Award for highest achievement in Prof. Bruce Trigger's "History of Archaeological Theory" Foreign languages: Modern: French (fluent), Italian, German, Azerbaijani (reading, spoken) Ancient: Akkadian, Greek PROFESSIONAL DEVELOPMENT MIT Summer Institute in Materials Science and Material Culture, 2004. Intensive post-doctoral seminar in the scientific study of material culture. ARCHAEOLOGICAL FIELDWORK 2016–2017, Ceramicist, Pasargadae Research Project, Pasargadae, Iran, directed by Sébastien Gondet, CNRS 2014–2015 (ongoing), Co-Director, -
Persian, Farsi, Dari, Tajiki: Language Names and Language Policies
University of Pennsylvania ScholarlyCommons Department of Anthropology Papers Department of Anthropology 2012 Persian, Farsi, Dari, Tajiki: Language Names and Language Policies Brian Spooner University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/anthro_papers Part of the Anthropological Linguistics and Sociolinguistics Commons, and the Anthropology Commons Recommended Citation (OVERRIDE) Spooner, B. (2012). Persian, Farsi, Dari, Tajiki: Language Names and Language Policies. In H. Schiffman (Ed.), Language Policy and Language Conflict in Afghanistan and Its Neighbors: The Changing Politics of Language Choice (pp. 89-117). Leiden, Boston: Brill. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/anthro_papers/91 For more information, please contact [email protected]. Persian, Farsi, Dari, Tajiki: Language Names and Language Policies Abstract Persian is an important language today in a number of countries of west, south and central Asia. But its status in each is different. In Iran its unique status as the only official or national language continueso t be jealously guarded, even though half—probably more—of the population use a different language (mainly Azari/Azeri Turkish) at home, and on the streets, though not in formal public situations, and not in writing. Attempts to broach this exclusive status of Persian in Iran have increased in recent decades, but are still relatively minor. Persian (called tajiki) is also the official language ofajikistan, T but here it shares that status informally with Russian, while in the west of the country Uzbek is also widely used and in the more isolated eastern part of the country other local Iranian languages are now dominant. -
"Das Tier, Das Dujetzttötest, Bist Du Selbst Arthurschopenhauer Und
"Das Tier, das du jetzt tötest, bist du selbst Arthur Schopenhauer 4 und Indien Begleitbuch zur Ausstellung anlässlich der Buchmesse 2006 Zusammengestellt und "Das Thier, das Carica p 80 Tat-twam-asi herausgegeben von Du jetzt tödtest bist Du selbst, bist Wer das Tatgumes es - Jochen Stollberg jetzt." Die Seelenwanderung begreift, hat auch die ist die bildliche Einkleidung des Idealität des Raumes (Tat twam asi) u. der Zeit begriffen Tatoumes d. h. "Dies bist Du", für - u. umgekehrt. diejenigen, denen obiger Kantischer Satz oder sein Aequivalent, das Tat twam asi fasslich zu machen Tatoumes nicht beizubringen war. Arthur Schopenhauer, Foliant 2, Bi. 193r [Manuskriptbuchl Berlin 1826 VITTORIO KLOSTERMANN FRANKFURT AM MAIN Inhalt Klaus Ring Zum Geleit Matthias Koßler Grußwort Jochen Stollberg Arthur Schopenhauers Annäherung an die indische Welt 5 Urs App OUM - das erste Wort von Schopenhauers Lieblingsbuch 37 Urs App NICHTS - das letzte Wort von Schopenhauers Hauptwerk 51 Douglas L. Berger Erbschaften einer philosophischen Begegnung 61 Stephan Atzert Nirvana und Maya bei Schopenhauer 79 Heiner Feldhoff Und dann und wann ein weiser Elefant - Über Paul Deussens "Erinnerungen Indien" 85 Michael Gerhard Paul Deussen - Eine deutsch-indische Geistesbeziehung 101 Bibliographische Information der Deutschen Nationalbibliothek Arati Barua verzeichnet diese Publikation in der Die Deutsche Nationalbibliothek of in India - Deutschen detaillierte bibliographische Daten Re-discovery Schopenhauer Nationalbibliographie; of the work and of sind im Internet über http://dnb.d-nb.de abrufbar. Founding membership Indian branch of Schopenhauer Society 119 Thomas Frankfurter Bibliotheksschriften Regehly Schopenhauer und Siddharta 135 Herausgegeben von der Gesellschaft der Freunde der Stadt- und Universitätsbibliothek Frankfurt am Main e. -
Iranian Leadership Ideals: a Culturally-Based Leadership Approach Azadeh Davari University of San Diego
University of San Diego Digital USD Dissertations Theses and Dissertations 2018-05-20 Iranian Leadership Ideals: A Culturally-based Leadership Approach Azadeh Davari University of San Diego Follow this and additional works at: https://digital.sandiego.edu/dissertations Part of the Arts and Humanities Commons, Business Commons, Education Commons, and the Social and Behavioral Sciences Commons Digital USD Citation Davari, Azadeh, "Iranian Leadership Ideals: A Culturally-based Leadership Approach" (2018). Dissertations. 113. https://digital.sandiego.edu/dissertations/113 This Dissertation: Open Access is brought to you for free and open access by the Theses and Dissertations at Digital USD. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital USD. For more information, please contact [email protected]. IRANIAN LEADERSHIP IDEALS: A CULTURALLY-BASED LEADERSHIP APPROACH by Azadeh Davari A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy May 2018 Dissertation Committee Afsaneh Nahavandi, Ph.D. Zachary Gabriel Green, Ph.D. Touraj Daryaee, Ph.D. Kaveh Abhari, Ph.D. University of San Diego © Copyright by Azadeh Davari All Rights Reserved 2018 University of San Diego School of Leadership and Education Sciences CANDIDATE’S NAME: Azadeh Davari TITLE OF DISSERTATION: IRANIAN LEADERSHIP IDEALS: A CULTURALLY-BASED LEADERSHIP APPROACH APPROVAL: _____________________________________, Cha ir Afsaneh Nahavandi, PhD- _____________________________________, M -
How Cultural Differences Beyond Language Affect Dialog Between the US and Iran
The Lens Inverts the Image: How Cultural Differences beyond Language Affect Dialog between the US and Iran. A PROJECT SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Cynthia Suzanne DeKay IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF LIBERAL STUDIES May 2012 © Cynthia Suzanne DeKay, 2012 For Adam, my best friend, husband and hamrāh. i CONTENTS Illustrations………………………………………………………………..…...…..…………iii Acknowledgments………………………………………...……………………...…….……iv Pronunciation Guide………………………………………....…………………….....……..v Definitions…………………………………………………...……………………...….…….vi Chapter 1 - First Impressions.....................................................................................................1 2 - A Brief history of US/Iran relations..........................................................................7 3 - Theoretical Framework.........................................................................................12 4 – A Comparison of Iranian and American Cultural Lenses ....................................16 5 - The Need for Corrective Lenses...........................................................................37 6 - Envisioning a Way to Detente...............................................................................40 Works Cited................................................................................................................45 ii ILLUSTRATIONS Figure 1: US Embassy Staff held hostage..............................................................1 Figure 2: -
Elamo-Hittitica I: an Elamite Goddess in Hittite Court 07 3
Samuel Jordan Center for Persian Studies and Culture www.dabirjournal.org Digital Archive of Brief notes & Iran Review ISSN: 2470-4040 Vol.01 No.03.2017 1 xšnaoθrahe ahurahe mazdå Detail from above the entrance of Tehran’s fire temple, 1286š/1917–18. Photo by © Shervin Farridnejad The Digital Archive of Brief notes & Iran Review (DABIR) ISSN: 2470-4040 www.dabirjournal.org Samuel Jordan Center for Persian Studies and Culture University of California, Irvine 1st Floor Humanities Gateway Irvine, CA 92697-3370 Editor-in-Chief Touraj Daryaee (University of California, Irvine) Editors Parsa Daneshmand (Oxford University) Arash Zeini (Freie Universität Berlin) Shervin Farridnejad (Freie Universität Berlin) Book Review Editor Shervin Farridnejad (Freie Universität Berlin) Editorial Assistants Ani Honarchian (UCLA) Sara Mashayekh (UCI) Advisory Board Samra Azarnouche (École pratique des hautes études); Dominic P. Brookshaw (Oxford University); Matthew Canepa (University of Minnesota); Ashk Dahlén (Uppsala University) Peyvand Firouzeh (Cambridge University); Leonardo Gregoratti (Durham University); Frantz Grenet (Collège de France); Wouter F.M. Henkelman (École Pratique des Hautes Études); Rasoul Jafarian (Tehran University); Nasir al-Ka‘abi (University of Kufa); Andromache Karanika (UC Irvine); Agnes Korn (Goethe Universität Frankfurt am Main); Lloyd Llewellyn-Jones (University of Edinburgh); Jason Mokhtarain (University of Indiana); Ali Mousavi (UC Irvine); Mahmoud Omidsalar (CSU Los Angeles); Antonio Panaino (University of Bologna); Alka Patel (UC Irvine); Richard Payne (University of Chicago); Khoda- dad Rezakhani (Princeton University); Vesta Sarkhosh Curtis (British Museum); M. Rahim Shayegan (UCLA); Rolf Strootman (Utrecht University); Giusto Traina (University of Paris-Sorbonne); Mohsen Zakeri (University of Göttingen) Logo design by Charles Li Layout and typesetting by Kourosh Beighpour Contents Notes 1.