بازتاب آموزه های تربیتی اجتماعی اشعار پسامشروطه: مطالعه موردی ملک الشعرای بهار و احمد شاملو (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
شرایط سیاسی و اجتماعی مشروطه باعث تشویق و تشدیدِ نگاه انتقادی، تربیتی شاعران این دوره و دوره پسامشروطه بوده است. به خاطر جایگاهِ جریان ساز ملک الشعرای بهار و احمد شاملو _به عنوان منتقدان وضیعت اجتماعی، اخلاقی زمان_ اشعار ایشان برای پژوهش پیش ِرو انتخاب شده است. در این مقاله گردآوری داده ها به صورت «کتابخانه ای» و روش انتخاب ابیات به شیوه «هدفمند» صورت پذیرفته است. هدف از این پژوهش، بررسی اشتراکات و افتراقاتِ آموزه های تربیت_ اجتماعی در اشعار ایشان است. در همین راستا، پژوهش حاضر به شیوه «تحلیلی تطبیقی» در پیِ پاسخ به چگونگی نگرش این دو شاعر در خصوص شالوده های اخلاق اجتماعی: (ازجمله عدالت اجتماعی، حقوق زن، جهل عمومی، آزادی، فقر، خودآگاهی اجتماعی و ستم ستیزی) است. نوآوری پژوهش در این است که برای نخستین بار، دو شاعر از دو گونه و مکتب متفاوت شعری _یکی در مکتب بازگشت و دیگری در سپیدسرایی_ به لحاظ نگرشِ تربیت اجتماعی مقایسه می شوند. از آنجا که غلبه وجه سیاسی اشعار شعرای این دوران، باعث در سایه ماندن وجوه دیگر (به ویژه وجه تربیتی) آن شده است؛ از این روی، ضروت توجه پژوهشگران به وجوه دیده نشده این گونه اشعار، انکارناپذیر می نماید.Reflection of Socio-educational Teachings in Iran’s Post-constitutional poems: A case study of Shamloo and Bahar
Sociopolitical conditions of the Persian Constitutional Revolution encouraged and intensified the critical and educational views of poets of this era and the post-Constitutional period. The poems by Mohammad Taghi Bahar and Ahmad Shamloo were selected for analysis because they created social movements as critics of their contemporary social and moral status. The data were collected through the secondary research method, and the verses were chosen purposively. We aimed to investigate the commonalities and differences in the socio-educational teachings of their poems. Using a comparative analytical method, this study sought to examine the attitude of these two poets toward the foundations of social ethics (social justice, women's rights, public ignorance, freedom, poverty, social self-awareness, fighting against oppression, etc.). The dominant political aspect of the poems of this era overshadows other aspects (especially the educational aspect); therefore, researchers must pay attention to the neglected aspects of these poems. Introduction At times of tyranny, literature and poetry have always indirectly taught moral teachings and helped create social motivations. The Persian Constitutional and Post-Constitutional eras are more important than other historical periods because they coincided with the conflict between modernity and tradition. Since moral issues and educational principles vary during the transition from tradition to modernity (Constitutional and Post-Constitutional eras), it is essential to study the representation of educational and moral principles in the works of artists and poets of this period. For example, the qasida "Heaven and Hell" by Bahar is full of moral themes and educational teachings. “In well-known forms of Persian poetry, Bahar discusses new themes such as the homeland, freedom, democracy, equality, justice, and women's rights, and creates a new atmosphere with an unprecedented perspective in Persian poetry” (Zarrinkoob, 1976: 315). Moreover, Shamloo has always been the voice of social protest with the slogan "the poet should be against, not with, the government." These poets, as the pioneers and founders of the two schools of Return and Free Verse, have always attempted to reflect the sociopolitical situation in their poems. As intellectuals who represented people, they reflected the problems of society to lay the ground for social evolution and represent educational and social teachings such as a battle against ignorance, seeking justice, women's rights, the fight against law evasion and bureaucratic corruption in their poetry. What motivated us to conduct this study is that although the Constitutional era witnessed social changes and the confrontation of tradition and modernity in Iran, we did not find any studies on the educational concepts and moral concerns in the works of poets of this transitional period. The novelty of this study lies in the fact that two poets from two different genres and schools of poetry (one from the school of Return and the other from Free Verse) were compared in terms of their attitudes towards social education. The goal was to investigate the difference between the views of Bahar (as an influential poet of the Constitutional era) and Shamloo (as an influential poet of the post-constitutional era) regarding educational concerns in order to represent social-ethical concepts in their poems. To this end, this study addressed two main questions: 1- What are the ethical and educational motifs in Bahar’s and Shamloo's poems? 2- How are the common educational teachings in the poems of these two poets represented? Methodology We adopted an analytical descriptive comparative method to conduct this qualitative study. First, using the secondary research method, we retrieved books, dissertations, and papers related to Shamloo and Bahar. Then, themes and motifs which were common for both poets and had a high frequency and educational content were selected purposively and classif
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