February 2019
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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. -
Zarathushtra's Vision and the Issues of Our Time
FE SUMMER 2001, TABESTAN 1370 YZ Mah Tir-Amardad-Sherevar 1370 YZ (Fasli) Mah Bahman-Asfandarmad 1370, Fravardin 1371 YZ {Shenshai) Mah Asfandarmad 1370, Fravardin-Ardibehesht 1371 YZ (Kadmi) Zarathushtra's Vision and the Issues of Our Time L\VES I. ?U5_ c~- C . o~ THE FEDERATI ON OF ZOROASTRIAN ASSOCIATIONS OF NORTH AMERICA EDITORIAL --Rights-or-Responsibilities?---- ---'Chtfommon values. Isn't it tmly as they are among the larger commu Hear with your ears the remarkable that in the cradle of civi nity in the USA and Canada. Highest Truths I preach, lization (in the area of modern-day And with illumined minds weigh Above all, Zarathushtra was the first them with care, Iran), our prophet Zarathushtra deliv to emphasize harmony between man ered a message that is as fresh and rel Before you choose which of and nature. This is a major issue of two Paths to tread, evant today, as it was when it was the 21st century. Our prophet pro Deciding man by man, given, 3500 years ago? And it never claimed an almost obsessive respect each one for each - ceases to amaze me how many of the for all creation - the elements, the Before the great New Age values and teachings held dear by sun, the earth, fire and the waters. He is ushered in Zarathushtis are the very same ones taught us how to fit into nature's Wake up, alert to spread cherished by Americans cycle. He taught us how to Ahura's word." and Canadians, in today's conserve and value our [Ys. -
Genealogical Approach to the Role of Zoroastrianism in Ancient Iran's Education System
J. Basic. Appl. Sci. Res., 3(6)699-706, 2013 ISSN 2090-4304 Journal of Basic and Applied © 2013, TextRoad Publication Scientific Research www.textroad.com Genealogical Approach to the Role of Zoroastrianism in Ancient Iran's Education System Homeyra Barzideh Phd Student of Kharazmi University, Tehran, Iran ABSTRACT The aim of this article is to evaluate discoursed and non-discoursed structures about Iran's history and Zoroastrianism and forming rules of educational discourse system by considering more comprehensive system of discourse system or knowledge formation (episteme) in Zoroaster era and after that. Present article has been written to evaluate role of Zoroastrianism in ancient Iran's education according to Michel Foucault's theories and his researches including archeology, genealogy and problem-identification. The processes of identity creation of a Zoroastrian on the basis of Zoroastrianism difference with similar religions, knowledge-based system formation, legal instructions in mentioned era, and the relations between knowledge and power had been reviewed. The results reveal that in spite of the existence of several local power centers, religious education system in ancient era was the only power that formed the truth and created knowledge. KEYWORDS: Iran's history, legal instructions, religious education system. 1. INTRODUCTION Foucault was a recent philosopher and sociologist who had introduced modern methods to evaluate social and historical systems. Power and its' related issues are the main notions of Foucault's thoughts. He used archeology and genealogy concepts to explain power. Every distinct fields of knowledge in any special era has divestive and affirmative rules that determine the question subjects. -
The First Complete Zoroastrian-Parsi
Contents 2 EDITORIAL ◆ From ‘Caterpillar’ To ‘Butterfly’ 91 THE SHORT STORY CONTEST Consciousness To Achieve The Sustainable DOLLY DASTOOR Development Goals Of The United Nations Through Education MESSAGE FROM THE PRESIDENT 3 ◆ Fezana Participates In High Level Political ARZAN SAM WADIA Forum On The Sustainable Development Goals Of The United Nations 4 FEZANA UPDATES ◆ Zoroastrianism And The Environment ◆ Progress Of Faith Based Organizations In 28 75th Anniversary of UN & SDG Support Of The United Nations Sustainable FEZANA Journal Development Goals Vol 34, No 3 - ISBN 1068-2376 ◆ Crash Not Accident: Un Sustainable Development Goals On My Street FALL/ September 2020 ◆ Slow And Steady: Achieving Sustainability PERSONAL PROFILE One Drop Of Yogurt At A Time 77 Editor in Chief: ◆ Jehaan Kotwal Is The Ceo Of Jfk 98 MILESTONES Dolly Dastoor Transporters Pvt. Ltd. edItor(@)fezana.org ◆ Creating A Gender-Balanced Workplace 101 OBITUARY In Pakistan Cover Design: Feroza Fitch ◆ Empowering Women To Stay In The ffitch(@)lexicongraphics.com Workforce: Maternity Leave And Supporting Return To Workplace Graphic & Layout: Shahrokh Khanizadeh www.khanizadeh.info 80 IN THE NEWS Technical Assistant: Coomie Gazdar Consultant Editor: ◆ An Ancient Bill Of Rights And Its Progeny Lylah M. Alphonse lmalphonse(@)gmail.com ◆ Celebrating The 75th Anniversary Of The United Nations, And The Importance Of Language Editor: Faith Based Organizations In Supporting Its Douglas Lange Global Agenda Deenaz Coachbuilder ◆ The World Bank And The International Monetary Fund -
Discovering the Zoroastrian E-Diaspora
Discovering the Zoroastrian e-diaspora David Knaute April 2012 Projections show there will be virtually no more Zoroastrians in Pakistan in a few decades, and figures in India may drop to 20,000 individuals by 2050. For such a scattered community, the Internet represents a unique platform to discuss community matters and bring together far-flung groups. Zoroastrians use the Web and other digital media to organize themselves and remain connected to their homeland. e-Diasporas Atlas Fondation Maison des sciences de l’homme Programme de recherche TIC-Migrations 190 avenue de France - 75013 Paris - France Projet e-Diasporas Atlas : http://e-diasporas.fr Discovering the Zoroastrian e-diaspora 2/17 Discovering the Zoroastrian e-diaspora David Knaute april 2012 The author David Knaute is writing his PhD thesis on Zoroastrianism for the Ecole des Hautes Etudes en Sciences Sociales, Paris. More specifically, his research concerns the outmigration of Zoroastrians from Pakistan and contemporary diaspora communities in the UK and USA. David spent ten months in Karachi, Pakistan, in 2009–2010. During this time, he was also introduced to Zoroastrian communities in Guja- rat, and has met Zoroastrians in Paris, London, Manchester and Boston. Reference to this document David Knaute, Discovering the Zoroastrian e-diaspora, e-Diasporas Atlas, April 2012. Plateforme e-Diasporas http://maps.e-diasporas.fr/index.php?focus=section§ion=28 © Fondation Maison des Sciences de Les Working Papers «TIC-Migrations - «TIC-Migrations - e-Diasporas Atlas» Wor- l’Homme - Programme de recherche TIC- e-Diasporas Atlas» ont pour objectif la diffu- king Papers are produced in the course of the Migrations - projet e-Diasporas Atlas - 2012 sion ouverte des travaux menés dans le cadre scientific activities conducted in the ANR du projet de recherche ANR e-Diasporas research project e-Diasporas Atlas. -
The Symbol of Zoroastrian Religion
THE SYMBOL OF ZOROASTRIAN RELIGION - Was designed during the reign of Achaemenian Dynasty, 600-500 B.C. Cyrus and Darius the Great were the two well-known kings of that dynasty. - The head represents wisdom which is emphasized in Zoroastrian religion. Ahura Mazda (The Supreme Creator) means The Wise Lord. - The raised index finger indicates one God. - The ring in the other hand means honoring contracts. Mithra which was the god of light with his seat being the sun, also was the supporter of sanctity of treaties. - Wings with 3 layer of feathers symbolize Good Thoughts, Good Words and Good Deeds. - The large circle represents this world of matter. - The two supports are the two natures of man (angelic and animal.) - The skirt is the worldly attachment. The message of this symbol is that with recognition of one God, with use of wisdom and trustworthiness and wings of Good Thoughts, Good Words and Good Deeds the angelic side of man could free him from the world of matter and lift him towards God. ZOROASTER - BAHA'U'LLAH'S ANCESTOR A transcript of audio-cassette from series WINDOWS TO THE PAST by Darius K. Shahrokh, M.D. ZOROASTER - BAHA'U'LLAH'S ANCESTOR A transcript of audio-cassette from series WINDOWS TO THE PAST by Darius K. Shahrokh, M.D. This presentation, which is a window from my heart, is dedicated to the memory of my father, Arbab Kaykhosrow Shahrokh, whose over thirty years of dedicated service as the leader and representative of the Zoroastrian Community of Iran elevated the status of that persecuted and impoverished minority from ignominy of being called infidel fire-worshippers and untouchables to the height of being considered the honorable descendants of original Persians, the noble ones. -
Performing the Sedreh Pushi Ceremony Dasturji Mehraban Firouzgary, Tehran, Iran
Performing the Sedreh Pushi Ceremony Dasturji Mehraban Firouzgary, Tehran, Iran The youth initiate must at least know the "Avestaye Koshti" and "Soroosh Vaj" prayers by heart. Also they should know the purpose and reason for the "Sedreh" and "Koshti" and how to tie the "Koshti" around the waist while reciting the "Yatha Ahu" and "Ashem Vohu" prayers. In addition, the youth should know the following prayers and their meanings from Khordeh Avesta book such that at least he/she can recite them from the book and pass the Mobed's standards set for testing the candidate, well in time, before the Ceremony : 1) Peymane Din (Din no Kalmo) 2) Beressad 3) Tan Dorosti 4) 101 Attributes (names) of God. (Sado Yak Name Khoda) 5) Vispe Setayesh (A short Prayer meant to dedicate all the (Vispa) currently prayed to Ahura Mazda, the Amesha Spentas, Yazatas etc. A short Berasad, in itself ) 6) Setayeshe Yekta Khoda (Doaa Naam Setayeshne) (After the ceremony, one may request in writing for a certificate from the Kankashe Mobedan of Tehran or Yazd which can then be proudly displayed. ) Before the ceremony, one must take a bath and wear brand new white clothes including a new Sedreh. (Any haircuts must be given before) No visits to hair/ beauty salon is allowed after the bath and the youth must be of sound mind and body and be fully prepared and willing to accept the religion and to embrace it full-heartedly. Of course it is expected that the parents, teachers and Mobed would assist the initiate in a diligent manner in this respect. -
The Contribution of Leisure to Religious Continuity Among the Zoroastrians
Abdolhossein Daneshvarinasab, Melasutra Md Dali, Mohd Fauzi Yaacob: The contribution of leisure to religious continuity among the Zoroastrians The contribution of leisure to religious continuity among the Zoroastrians Abdolhossein Daneshvarinasab University of Malaya, [email protected] Melasutra Md Dali University of Malaya, [email protected] Mohd Fauzi Yaacob University of Malaya, [email protected] Abstract The aim of this anthropological study is to understand how Iranian Zoroastrians maintain their religion through the process of sanctification and desanctification due to the threat of identity extinction. Zoroastrianism, which exists in Iran, is the oldest surviving religion in the world. Although the population of Iranian Zoroastrians has been reduced over time, it has only been since the 1980s that this decline has been significant due to low birth rate and migration. The issue of this decline persists and has become a challenge to the community. In their efforts to respond to religious challenges, the Zoroastrian religious minority has frequently modified the features that form their ethnic identity and their religious rituals, ceremonies and feasts through the processes of sanctifying and desanctifying them. The purpose for these modifications has been to cope with new challenges of identity that, on one hand, posed a threat that could lead to their cultural fading away through their population decline and, on the other hand, which could regenerate their identity. Through these processes, their religious rituals, ceremonies, and feasts have become increasingly leisurely so that hybrid forms that are neither religious nor leisurely have been appearing. By using these processes, the continuity of their religion has been guaranteed. -
Darbe Mehr, 3590 Bayview Avenue Categories: 1) Age Under 15 Singles (Boys and Girls Mixed) 2) Mens Singles 3) Womens Singles 4) Mixed Doubles
April 2017 . Volume. 43, Number 10 Zoroastrian Society of Ontario Saturday, April 1 11:00am ZSO Members Town Hall (Members Only) Saturday, April 1 6:00pm Sports Night Sunday, April 2 10:00am Sizdebedar Monday, April 3 7:00pm WZCC Meeting Friday, April 7 11:00am Seniors Event Friday, April 7 6:30pm Adult Avesta Classes Saturday, April 8 5:00pm Jashn-e-Fraverdegan (F) Sunday, April 9 10:00am Children’s Religion Class (Joint Session) Friday, April 21 11:00am Seniors Event Saturday, April 22 10:30am Atash-nu-Parab (S) * Saturday, April 22 6:00pm Jashn-e-Ardibeshtegan (F) Sunday, April 23 12:30pm Scout’s Meeting Sunday, April 23 2:45pm Children’s Religion Class Friday, April 28 6:00pm Scout’s Link Camp Sunday, April 30 11:00am Maidyozarem Gahambar (F) Friday, May 5 11:00am Seniors Event Friday, May 5 6:00pm Adult Avesta Class Sunday, May 7 12:30pm Scout’s Meeting Sunday, May 7 2:45pm Children’s Religious Classes Saturday, May 13 6:00pm Movie Night Wednesday, May 24 7:00pm Zarthost-no-diso (S)* Thursday, May 25 6:00pm Jashn-e-Khordadgan (F) Saturday, May 27 11:00am Scout’s Annual Food Fair Sunday, May 28 10:00am Children’s Religion Class – Annual Event Note: All events will be held at Mehraban Guiv Darbe Mehr unless otherwise specified. ZSO, as publisher, is not responsible for content and support of any flyers not issued by them. *Please provide names for lunch to Ervad Hoshang Udvadia at 416-499-4957. Mehraban Guiv Darbe Mehr Hours Mon, Wed 4:30-8:30pm Tues, Fri, Sat, Sun 9:00am to 12:00pm; 4:30pm to 8:30pm Thurs Closed MEHRABAN GUIV DARBE MEHR Telephone: (416) 225-7771 Address: 3590 Bayview Avenue North York, Ontario M2M 3S6 www.zso.org “Zoroastrian Society of Ontario – ZSO” April 2017 Page 1 of 8 President’s Message Spring is in the air, and it seems that everyone has been busy during March celebrating events at our Darbe Mehr, as well as at home with family and friends. -
Yatha Ahu Vairyo
GOD Teacher: Mitra, do you know who God is? Mitra: Whenever I look at the sun, the moon and the stars, I wonder who made all these beautiful things. Whenever I look at the trees and flowers, at animals, mountains and lakes, I wish to know who created them all. When I ask my parents, they tell me that God created them all. But still I do not know who God is and where did He come from. Teacher: I am glad to see you so curious. Well, I am going to talk about God today. Listen carefully. Dear children, nothing has come into being just by itself. Everything has a creator. Most things you see here in this classroom are made by man, but there are many many things man is unable to make. For instance, if you look at the sky so high and at the earth so wide, you will agree that man could not have made them. So, there must be a maker who is wiser and more powerful than man. This maker of everything is the one we call God. We are also created by God. God has given us eyes to see, ears to hear, a tongue to speak, a brain to think, rather every part of our body to do something good. God has granted us life. And whatever God has created, is useful and beautiful. We ought to be thankful to God for having created us and for giving us everything we need. 1 PROPHET Homa: Who is a prophet?" Teacher: We are all created with a power to choose right and wrong.