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'Momentary Glimpse' Final Report of the Conference
Persica 23, 123-126. doi: 10.2143/PERS.23.0.2050511 © 2009-2010 by Persica. All rights reserved. ‘MOMENTARY GLIMPSE’ FINAL REPORT OF THE CONFERENCE THE LEGACY OF OMAR KHAYYAM (6-7 JULY 2009, LEIDEN UNIVERSITY) Asghar Seyed-Gohrab Leiden University The conference was intended to highlight not only Khayyam as a mathematician, philoso- pher and astronomer, but also the reception of Khayyam in various literary traditions. It was very successful, in terms of academic achievement and of networking and establishing new projects in the future. The opening in the Music Hall (aan het Ij) in Amsterdam was especially successful, with a peerless performance from Het Nederlands Kamerkoor, singing a wide range of classical Western and Persian compositions based on the quatrains of Omar Khayyam. This impressive opening affected the programme in the following days, especially because of the fruitful cooperation with the musicologist Professor Rokus de Groot (University of Amsterdam). The first day began with the key note address of Dick Davis (Ohio State University, USA) with the intriguing title “Too good a poem to be faithful?” in which he discussed “the notion of ‘fidelity’ implied in Chesterton’s remark, and whether it applies to FitzGerald’s Rubaiyat.” After giving a background of translated literature in English in the nineteenth century, and various English views on literary translations, Davis gave a meticulous exposi- tion of the way the spirit and the sentiments of Khayyam’s poetry were transmitted into English poetry in the nineteenth century through Edward FitzGerald’s adaptations of the quatrains. Presenting the challenging idea that Khayyam as a poet never existed and that the poems attributed to him belong to other poets, Dick Davis opened a very informative and enthusiastic discussion. -
Mah Tir, Mah Bahman & Asfandarmad 1 Mah Asfandarmad 1369
Mah Tir, Mah Bahman & Asfandarmad 1 Mah Asfandarmad 1369, Fravardin & l FEZAN A IN S I D E T HJ S I S S U E Federation of Zoroastrian • Summer 2000, Tabestal1 1369 YZ • Associations of North America http://www.fezana.org PRESIDENT: Framroze K. Patel 3 Editorial - Pallan R. Ichaporia 9 South Circle, Woodbridge, NJ 07095 (732) 634-8585, (732) 636-5957 (F) 4 From the President - Framroze K. Patel president@ fezana. org 5 FEZANA Update 6 On the North American Scene FEZ ANA 10 Coming Events (World Congress 2000) Jr ([]) UJIR<J~ AIL '14 Interfaith PUBLICATION OF THE FEDERATION OF ZOROASTRIAN ASSOCIATIONS OF '15 Around the World NORTH AMERICA 20 A Millennium Gift - Four New Agiaries in Mumbai CHAIRPERSON: Khorshed Jungalwala Rohinton M. Rivetna 53 Firecut Lane, Sudbury, MA 01776 Cover Story: (978) 443-6858, (978) 440-8370 (F) 22 kayj@ ziplink.net Honoring our Past: History of Iran, from Legendary Times EDITOR-IN-CHIEF: Roshan Rivetna 5750 S. Jackson St. Hinsdale, IL 60521 through the Sasanian Empire (630) 325-5383, (630) 734-1579 (F) Guest Editor Pallan R. Ichaporia ri vetna@ lucent. com 23 A Place in World History MILESTONES/ ANNOUNCEMENTS Roshan Rivetna with Pallan R. Ichaporia Mahrukh Motafram 33 Legendary History of the Peshdadians - Pallan R. Ichaporia 2390 Chanticleer, Brookfield, WI 53045 (414) 821-5296, [email protected] 35 Jamshid, History or Myth? - Pen1in J. Mist1y EDITORS 37 The Kayanian Dynasty - Pallan R. Ichaporia Adel Engineer, Dolly Malva, Jamshed Udvadia 40 The Persian Empire of the Achaemenians Pallan R. Ichaporia YOUTHFULLY SPEAKING: Nenshad Bardoliwalla 47 The Parthian Empire - Rashna P. -
A Comparative Analysis of Educational Teaching in Shahnameh and Iliad Elhamshahverdi and Dr.Masoodsepahvandi Abstract
Date:12/1/18 A Comparative Analysis of Educational Teaching in Shahnameh and Iliad Elhamshahverdi and dr.Masoodsepahvandi Abstract Ferdowsi's Shahnameh and Homer's Iliad are among the first literary masterpieces of Iran and Greece. These teachings include the educational teachings of Zal and Roudabeh, and Paris and Helen. This paper presents a comparative look at the immortal effect of this Iranian poet with Homer's poem-- the Greek blind poet. In this comparison, using a content analysis method, the effects of the educational teachings of these two stories are extracted and expressed, The results of this study show that the human and universal educational teachings of Shahnameh are far more than that of Homer's Iliad. Keywords: teachings, education,analysis,Shahname,Iliad. Introduction The literature of every nation is a mirror of the entirety of thought, culture and customs of that nation, which can be expressed in elegance and artistic delicacy in many different ways. Shahnameh and Iliad both represent the literature of the two peoples of Iran and Greece, which contain moral values for the happiness of the individual and society. "The most obvious points of Shahnameh are its advice and many examples and moral commands. To do this, Ferdowsi has taken every opportunity and has made every event an excuse. Even kings and warriors are used for this purpose. "Comparative literature is also an important foundation for the exodus of indigenous literature from isolation, and it will be a part of the entire literary heritage of the world, exposed to thoughts and ideas, and is also capable of helping to identify contemplation legacies in the understanding and friendship of the various nations."(Ghanimi, 44: 1994) Epic literature includes poems that have a spiritual aspect, not an individual one. -
From Gastarbeiter to Muslim: Cosmopolitan
FROM GASTARBEITER TO MUSLIM: COSMOPOLITAN LITERARY RESPONSES TO POST-9/11 ISLAMOPHOBIA A thesis submitted to the University of Manchester for the degree of Doctor of Philosophy in the Faculty of Humanities 2015 JOSEPH TWIST SCHOOL OF ARTS, LANGUAGES AND CULTURES Contents List of Abbreviations ............................................................................................................... 4 List of Figures ........................................................................................................................... 4 Abstract ..................................................................................................................................... 5 Declaration................................................................................................................................ 6 Copyright Statement ................................................................................................................ 6 Acknowledgements .................................................................................................................. 7 Introduction: Thinking ‘We’ in Contemporary German Literature Islamophobia and the German Literary Landscape ................................................................... 8 ‘Being-with’: Contemporary Cosmopolitan Theory and the Philosophy of Jean-Luc Nancy. 26 Beyond Monotheism: A Cosmopolitan Understanding of the Divine ..................................... 46 Sufism and Singularity: The Deconstruction of Islam ............................................................ -
Orhan Pamuk UGS 302 Instructor: Brian Doherty Office: Parlin 326 Hours: M, 9:15-10:45/ Th, 1:30-3
Enriched Reading: Orhan Pamuk UGS 302 Instructor: Brian Doherty Office: Parlin 326 Hours: M, 9:15-10:45/ Th, 1:30-3. Ph: 471-8798, [email protected] Course Description: No novel is created in a vacuum—every writer takes a network of influences from other writers, their own history, personal life, tastes, the political climate in which they write, etc., and shapes these elements into their final product. This course proposes to examine a single novel through the multiplicity of artistic and cultural elements that have been instrumental in the composition of the novel, and will be instrumental in the reader’s appreciation of this novel. The Nobel prize winner Orhan Pahmuk’s 1998 novel My Name is Red is a work through which a reader gains a greater understanding of a great many cultural treasures of the Persian World and the Ottoman Empire. Among the visual and literary text we will examine in the course are: • Miniaturist painting (mostly as used for manuscript illustrations). • The “workshop” system of this type of painting. • The epic Shahnama, especially the tragic story of Sohrab and Rostum. • The Story of Layla and Majun, by the Persian poet Nizami. • The career of Pahmuk, with his influences from three continents and the censorship rules he must endure. The novel opens up an antique and Islamic world, but is written with modern styles and themes. It is at its foundation a mystery novel, a sophisticated and elaborate who-done-it. Grading and Requirements: Quizzes on the reading (best 4 of 6 taken for grade) 10% Participation in class discussion 10% Short reaction papers on elements of syllabus with Asterix. -
Sapkota 1 Chapter I: Critique of Western Modernity Through Liminal
Sapkota 1 Chapter I: Critique of Western Modernity through Liminal Space: An Introduction Ferit Orhan Pamuk, a Turkish writer, presents the critique of western hegemonic modernity through his in-between space in his prize winning novels The New Life and My Name is Red. Orhan Pamuk's novels are philosophical thrillers constructed around the clash between the modern western and Turkish traditional views of artistic meanings, which create a chasm between two world civilizations. The mainstay of the Turkish modernization project in the twentieth century has been relegating religion to the private sphere. To this end, traditions associated with Islamic civilization were banned from Turkish public life. Women gained a degree of public presence and the semblance of equality. Western style clothing became the only acceptable mode in public life. Traditional laws with religious character gave way to modern legal codes and above all, the Arabic script was replaced by its European counterpart. With all due respect to modern Turkey’s founder Kemal Ataturk, especially his vision for a new Turkey and statesman like tact in laying its grounds, the political and intellectual climate of the 1920s was more suitable for carrying out such a radical program of cultural change. Pamuk finds Ataturk’s imposition of modernization in Turkey, the reflection of western hegemonic modernity, which has already relegated the traditional Islamic culture. Turkey has neither come out from the traditional Islamic culture nor has it been fully able to adopt the western idea of modernity. Orhan Pamuk has presented this juncture of the country and liminal identity of his own in his novels The New Life and My Name is Red. -
The Mughal Emperor As Solomon, Majnun, and Orpheus 277
the mughal emperor as solomon, majnun, and orpheus 277 EBBA KOCH THE MUGHAL EMPEROR AS SOLOMON, MAJNUN, AND ORPHEUS, OR THE ALBUM AS A THINK TANK FOR ALLEGORY By the early seventeenth century, symbolic repre- While the concept of Mughal symbolic representa- sentation and allegory had emerged as a new genre in tion and, to a certain extent, its composition and style imperial Mughal painting. The themes were guided are indebted to European works, its iconography and by imperial interest and the main agenda was to give iconology were fed by sources of an astonishing hetero- abstract concepts or performed gestures of ideal king- geneity. The Mughal emperors and their theorists ship a pictorial expression. Mughal symbolic represen- (mardum-i ā ib-i vuqūf, men of superior knowledge, tation was inspired by Europe, as we learn from Abu ’l as Jahangir [r. 1605–27] calls them in one of the rare Fazl (d. 1602), the chief historian of Emperor Akbar instances where their input is acknowledged2) had not (r. 1556–1605) and, as Richard Eaton has famously the slightest problem with selectively taking from Cen- termed him, his chief ideologue. In his Āʾīn-i Akbarī tral Asian, Indian, Persian, ancient Near Eastern, and (Institutes of Akbar), written in the 1590s, Abu ’l Fazl European ideas whatever served their purpose. On the presents us with an intriguing argument, in which he contrary, the Mughals drew inspiration from the diver- weighs the value of writing against that of painting. sity of their sources in order to develop a symbolic and He begins in almost postmodern philosophical terms, allegorical “multilingualism” as a means to address the anticipating Saussure’s notions of “sign,” “signifier,” widest possible audience in a cosmopolitan discourse and “signified,” and continues on a neo-Platonic, post- in its own terms and, as a consequence, to legitimate Tri dentine note when he states that painting may themselves in the widest possible context as ideal and become a means to recognize a higher truth, especially universal kings. -
Pamuk and World Literature
ORHAN PAMUK & WORLD LITERATURE LIT 276/TURKISH 345-645/SES 345/AMES 382 Spring 2013 Prof. Erdağ Göknar T/Th, 1:25-2:40, 106 Carr Turkish & Middle Eastern Studies Office hrs: T/Th 4:30 (TBD) [email protected] Nobel laureate Orhan Pamuk has gained international recognition for his innovative novels and his status as a dissident author. As such, he and his work have become symbols of intense cultural and political change as Istanbul and Turkey emerge into – and become legible in – the global arena. In tracing Pamuk’s transformation from national to global author, this course undertakes a journey of cultural translation from one national tradition to a “world republic of letters.” We will be reading the novels of the Nobel laureate as an introduction into the politics of world literature, and examining Pamuk's role as an author who mediates between the Ottoman past, the Turkish national tradition and an international canon represented by the work of (and some film adaptations from) Borges, Kafka, Dostoevsky, Faulkner, Nabokov, Eco, and Rushdie. In the process, we will be asking larger questions about secularism, Islam, collective memory, and cultural practice. This is not a traditional literature class, but an interdisciplinary seminar that turns to literature to examine transformations in Turkish history, identity, and culture. Class time will be spent in a combination of discussion and short lecture. Secondary discussions will address key concepts such as historiography, intertextuality, orientalism, Sufism, modernism, metafiction, and postcolonialism. Readings, written responses, journal entries and comparative analyses will provide the context for students to select and develop a final research project. -
Jalal Al-Din Rumi's Poetic Presence and Past
“He Has Come, Visible and Hidden” Jalal al-Din Rumi’s Poetic Presence and Past Matthew B. Lynch The University of the South, USA Jalal al-Din Rumi (Jalal¯ al-Dın¯ Muh.ammad Rum¯ ı)¯ is best known as a mystic poet and promulgator of the Suftradition of Islam. During his lifetime, Jalal al-Din Rumi was a teacher in Islamic religious sciences, a prolifc author, and the fgurehead of a religious community that would come to be known as the Mevlevi Suforder. His followers called him “Khodavandgar” (an honorifc meaning “Lord”) or “Hazrat-e Mawlana” (meaning the “Majesty of Our Master,” often shortened to “Mawlana,” in Turkish rendered as “Mevlana”) (Saf 1999, 55–58). As with his appellations, the legacy and import of Rumi and his poetry have been understood in a variety of forms. Jalal al-Din Rumi’s renown places him amongst the pantheon of great Persian-language poets of the classical Islamicate literary tradition that includes Hafez (see Hafez of Shi- raz, Constantinople, and Weltliteratur), Sadi, Attar, Nezami (see Nizami’s Resonances in Persianate Literary Cultures and Beyond), and Ferdowsi (see The Shahnameh of Ferdowsi). While all of these poets produced large bodies of literature, Rumi’s writing differs some- what in the circumstances of its production. His poetry was composed in front of, and for the sake of, a community of murids (murıds¯ ), or pupils, who relied on Rumi for his mystical teachings related to the articulation of Islam through the lens of love of the divine. At times, he delivered his ghazal (see The Shahnameh of Ferdowsi) poetry in fts of ecstatic rapture. -
The Edgar Bowers Conference and Exhibition April 11, 2003
UCLA How Shall a Generation Know Its Story: The Edgar Bowers Conference and Exhibition April 11, 2003 Title Edgar Bowers and England Permalink https://escholarship.org/uc/item/43d7q8h6 Author Davis, Dick Publication Date 2003-04-11 eScholarship.org Powered by the California Digital Library University of California How Shall a Generation Know Its Story: The Edgar Bowers Conference and Exhibition April 11, 2003, UCLA Edgar Bowers and England by Dick Davis Anyone familiar with Edgar’s poetry is aware that there is a recognizable break between the publication of Living Together, (1973), and For Louis Pasteur, (1989). We are not only talking about quite a considerable period of time (sixteen years) in which Edgar published no new collection, but there is also to some extent a break in style and subject matter between these two volumes. The relatively prolonged silence before the appearance of For Louis Pasteur can in fact be extended backwards for a few years, as Living Together is basically his first two volumes bound as one, with a handful of poems omitted, and it contains only six new poems, only one of which is of a substantial length. It seems then generally true to say that after the publication of The Astronomers (1965) Edgar entered on a relatively barren period as a poet, the end of which was signaled by the appearance of For Louis Pasteur over twenty years later. What enabled him to emerge from this barren patch, and to produce a volume that was startlingly more relaxed and personal in tone than his often lapidary and Parnassian earlier work? There cannot be a simple answer to the complicated question of why a poet writes as he does when he does, or of why he falls silent when he does. -
Plagiat Merupakan Tindakan Tidak Terpuji Plagiat
PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI THE RISE OF SPIRITUAL ISLAM IN TURKEY’S IDENTITY QUEST: UNDERSTANDING ORHAN PAMUK’S OEUVRES THROUGH SUFI FRAMEWORK A THESIS Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum) Degree in English Language Studies by Sri Hariyatmi Student Number: 126332037 THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2014 i PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI A THESIS THE RISE OF SPIRITUAL ISLAM IN TURKEY’S IDENTITY QUEST: UNDERSTANDING ORHAN PAMUK’S OEUVRES THROUGH SUFI FRAMEWORK by Sri Hariyatmi Student Number: 126332037 Approved by Alb. Bagus Laksana, SJ., Ph.D. Yogyakarta, May 12, 2014 Advisor ii PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI A THESIS THE RISE OF SPIRITUAL ISLAM IN TURKEY’S IDENTITY QUEST: UNDERSTANDING ORHAN PAMUK’S OEUVRES THROUGH SUFI FRAMEWORK Presented by Sri Hariyatmi Student Number: 126332037 Defended before the Thesis Committee and Declared Acceptable Chairperson : __________________ Secretary : __________________ Members : 1. __________________ 2. __________________ Yogyakarta, , 2014 The Graduate Program Director Sanata Dharma University Prof. Dr. Augustinus Supratiknya iii PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI STATEMENT OF ORIGINALITY This is to certify that all ideas, phrases, sentences, unless otherwise stated, are the ideas, phrases, and sentences -
Firdawsi: a Scholium
Firdawsi: A Scholium by Burzine Waghmar and Sunil Sharma Hakim Abu’l-Qasim Mansur b. al-Hasan al-Firdawsi al-Tusi (ca. 940/41-ca. 1020/25), a middle- ranking aristocrat recognised by his nom de plume, Firdawsi (‘paradisiacal’), was a central figure in the history of classical Persian literature.1 His monumental epic poem, Shahnama (‘Book of Kings’), conjures Homeric as well as Miltonic associations to the Iranian mind thus ensuring him a niche in the universal literary canon.2 This mytho-poetic masterpiece, dealing with Persian legendary and recorded history from the first man to the Arab conquest in AD 652, has been continuously read, recited, remembered, and re-enacted across the Iranian-speaking oecumene straddling West, Central and South Asia for over a millennium.3 Starting from the nineteenth century, a virtual school of Shahnama studies has flourished as successive generations of scholars interpreted and contextualised the text in published abridgements, translations and new editions. Animated productions of Rustam’s adventures, as those of Hercules, are keenly enjoyed by adults and children in contemporary Iran and the diaspora.4 Although Firdawsi dedicated his work to Sultan Mahmud of Ghazni (r. 998-1030), his life was spent in the town of Tus, Khurasan, away from the courts of princes and paladins. For almost a generation, about thirty years, he quietly worked on his magnum opus and interspersed it with brief vignettes of his personal life for the reader. As Shahpur Shahbazi has noted: Much has been written on Ferdowsī and his work, but even learned studies have given inharmonious results for the simple reasons that our sources are late, uncritical and contradictory, and that … [t]he best authority is the Šāhnāma itself as the poet frequently breaks his narrative to insert a few lines about his age, work and thoughts.5 Firdawsi belonged to the traditional squirearchy or dihqan class emotively tied to its land and ancient Persian culture.