Female Writers and the Millennial Myths of Shāhnāmeh in Iranian Children’s Literature 1990-2000
Issue:
Volume 4, Issue 1-1, January 2015
Pages:
1-5
Received:
13 September 2014
Accepted:
27 September 2014
Published:
7 October 2014
DOI:
10.11648/j.edu.s.2015040101.11
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Abstract: Iranian myths in children’s literature are the reflection of believers and principles of different groups and they are used as literary and artistic treasure house within the framework of children’s books. By using this method, a child cannot be taught directly while communication with the previous world acquaints with cultural history of epic literature and national myth. Nowadays most of the myths and mythical creatures are with adopting of Ferdowsi’s Shāhnāmeh (940-1020) and these are entered in children’s stories. This article uses 10 years of children’s literature that was written by women and which adopts mythical stories.
Abstract: Iranian myths in children’s literature are the reflection of believers and principles of different groups and they are used as literary and artistic treasure house within the framework of children’s books. By using this method, a child cannot be taught directly while communication with the previous world acquaints with cultural history of epic lite...
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Peace Education in a Broader Perspective
Issue:
Volume 4, Issue 1-1, January 2015
Pages:
6-9
Received:
31 October 2014
Accepted:
6 November 2014
Published:
11 November 2014
DOI:
10.11648/j.edu.s.2015040101.12
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Abstract: The study aims to introduce those who are unaware about the field of peace education and provide an overview of the history, central concepts, scholarship, and practices within the field. We will survey the human and social dimensions of peace education, such as gender perspectives in peace education and human rights education. Significant time will be spent on profiling key thinkers, theories, and movements in the field, with a particular focus on case -studies of peace education in practice worldwide. Throughout this study, we will distinguish between two core concepts in peace education, namely “negative peace” and “positive peace.” Negative peace is defined as the absence of direct, organized, physical violence; efforts to promote negative peace include disarmament and peacekeeping initiatives. Positive peace requires the absence of structural violence and emphasizes the promotion of human rights to ensure a comprehensive notion of social justice. Human rights education and attempts to reduce social inequality are examples of efforts to promote positive peace.
Abstract: The study aims to introduce those who are unaware about the field of peace education and provide an overview of the history, central concepts, scholarship, and practices within the field. We will survey the human and social dimensions of peace education, such as gender perspectives in peace education and human rights education. Significant time wil...
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Mahatma Gandhi’s Views on Peace Education
Issue:
Volume 4, Issue 1-1, January 2015
Pages:
10-12
Received:
3 January 2015
Accepted:
8 January 2015
Published:
14 January 2015
DOI:
10.11648/j.edu.s.2015040101.13
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Abstract: Mahatma Gandhi treated his individual life in accordance with his ideas. He said "my life is my message". Therefore Gandhism is a mixture of Gandhi's concepts and practices. The basic groundship happens to be "Non-violence". He practiced and prescribed non-violence as a remedy against all social evils. It is the most ancient eternal values and culture of India. He said on this account, "I have nothing new to teach you .Truth and non-violence are as old as hill." Non- violence and Truth are two sides of a same coin. The ultimate ideal of 'Non-violence and Truth' is unrealized and unrealizable; its value consists in pointing out the direction, not in their realization. Striving after the ideal is the very essence of practicing Gandhi's philosophy. This consciousness should make one strive to overcome the imperfection. Mahatma Gandhi did not have a shadow of doubt that the world of tomorrow will be, must be, a society based on non-violence.
Abstract: Mahatma Gandhi treated his individual life in accordance with his ideas. He said "my life is my message". Therefore Gandhism is a mixture of Gandhi's concepts and practices. The basic groundship happens to be "Non-violence". He practiced and prescribed non-violence as a remedy against all social evils. It is the most ancient eternal values and cult...
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