Persian language literary texts have always been considered as one of the most important examples and most effective elements of teaching and explaining educational and moral teachings of the society. Now, taking into account the fact that mystical texts inherently and
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Persian language literary texts have always been considered as one of the most important examples and most effective elements of teaching and explaining educational and moral teachings of the society. Now, taking into account the fact that mystical texts inherently and in themselves have the mission of teaching and conveying uplifting teachings, it can be seen that examining and analyzing the educational aspects of these works with different research approaches is a necessity. Molana is one of the most prominent mystical-educational figures of Persian literature, and by examining his speech, we can reveal the efficient ways of connecting mysticism and education. He uses all linguistic and rhetorical techniques to explain and communicate his spiritual teachings. In this context, the science of meanings and its rhetorical tools, especially the secondary purposes of the sentences, due to the fact that it deals more with the subtleties and inner capacities of the words, thoughts, and teachings of the mystic, has been able to serve the guiding mission of this poet. The purpose of the author in the current research is to investigate, understand, and introduce the intersection of education and mysticism by using commands and prohibitions in Molana's sonnets.an Shams's poems, as a romantic-mystical work, be considered as an educational work? And how and to what extent was command and prohibition able to serve the educational aspect of Rumi's words? The research method in this article is analytical-descriptive with a case study of Shams's poetry. The results show that according to Rumi's audience-centered approach in his words, as well as the fact that in the use of commands and prohibitions, the presence of the audience is alive and dynamic, in this work, despite its non-educational and lyrical nature, he was able to express his educational thoughts in both direct and indirect ways with the aim of guidance and education.
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