نقد و بررسی جایگاه سعدی در کتب فارسی متوسطه دوم؛ تحلیل محتوای کیفی و ادبی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
کتب ادبیات فارسی آموزش وپرورش نقش و جایگاه بسیار مهمی در ترویج زبان و ادب فارسی و پیوند دانش آموزان با اخلاق و هویت ایرانی و اسلامی دارد. از مقدمه کتاب ها برمی آید، این کتب، حافظ میراث فرهنگی و همچنین مؤثرترین ابزار انتقال ارزش های اعتقادی، فرهنگی و ملی به نسل های نوجوان و جوان است. در این درس ها هدف آموزش وپرورش علاوه بر آموزش مهارت خواندن و جنبه های زبانی و بلاغی، جهت دهی به افکار، اندیشه ها و اعتقادات دانش آموزان بوده است. به همین دلیل محتوای این کتاب ها بارها تغییر یافته است. این جستار به توصیف و تحلیل محتوای کیفی و ادبی آثار سعدی در کتب درسی نظام های قدیم و جدید آموزشی ایران (از ۱۳۷۶ش. تاکنون) پرداخته است. روش پژوهش در این جستار، مطالعه دقیق کتابخانه ای و تحلیل و واکاوی از نظرگاه محتوایی و ادبی است و به این نتیجه دست یافته است که گزینش آثار سعدی برای کتاب های درسی به شایستگی انجام نشده است؛ زیرا این متن ها نه تنها معرف واقعی سبک نویسندگی و شاعری سعدی نیست، تنوع محتوایی و موضوعی را که در آثار سعدی وجود دارد نیز به دانش آموزان نشان نمی دهد و اغلب مطالبی را در این کتب قرار داده اند که نگاه دیندارانه سعدی را نشان می دهد. در آن سوی دیگر، آنچه از آثار سعدی در کتب نظام قدیم آورده اند ازنظر محتوایی و ادبی ژرفا و گستره بیشتری نسبت به کتب نظام جدید دارد و تمام جنبه های هنر و سبک نویسندگی و شاعری سعدی را بر خواننده روشن می کند.Analysis of Sa'di's Literary Legacy in Persian Secondary School Curricula: A Qualitative and Literary Content Analysis
Persian literature textbooks play a vital role in promoting the Persian language, literature, and Iranian-Islamic cultural identity among students. This study examined the qualitative and literary content of Sa'di's works featured in textbooks from the old and new Iranian educational systems (1997 to present day). The research methodology involved a detailed content and literary analysis of these educational resources. The findings indicated that the selection of Sa'di's works in textbooks had not been systematically or accurately represented. The excerpts often failed to capture the full breadth of themes and stylistic nuances present in Sa'di's original writings. Furthermore, the texts tended to emphasize Sa'di's religious and moral perspectives over his literary artistry. In comparison, Sa'di's works featured in the old educational system’s textbooks demonstrated greater depth, scope, and clarity in conveying the author's artistic and poetic style to readers. This suggested a need to revisit the curation of Sa'di's literary works in the new educational system to provide students with a more authentic and comprehensive exposure to this prominent Persian poet and his literary legacy. Keywords : Education, Sa'di, Old and New Systems, Golestan, Bustan Introduction This study examined the content and literary quality of Sa'di's works featured in Persian language textbooks across both the old and new Iranian educational systems from 1997 to the present day (2016). The analysis evaluated these textbook materials from ethical, educational, rhetorical, and literary perspectives. Given that these textbooks presented influential cultural figures to adolescent and young adult learners, the selection and representation of such literary works merited careful scrutiny. A close examination of the textbooks revealed significant discrepancies between the content included and the authentic depiction of Sa'di's literary legacy. This research aimed to identify the weaknesses and strengths in how Sa'di's works had been curated and presented within the educational curricula. Specifically, the study sought to address the following questions: What are the shortcomings in the selection of Sa'di's works for the textbooks? Which aspects have been represented well? Where has the textbook curation fallen short in accurately reflecting Sa'di's literary style and themes? Analyzing the treatment of Sa'di's writings could provide insights to guide the selection of other prominent Persian poets and authors in the educational system. Previous relevant studies, such as those by Zardakhshoui (2017), Sadzadeh (2017), and Aalizadeh Mersht et al. (2019), had not undertaken as comprehensive a critique and analysis as the current research. Materials and Methods This study undertook a comprehensive analysis and review of the content and literary quality of Sa'di's works featured across textbooks from both the old and new Iranian educational systems, covering the period from 1997 to 2023. The textbook analysis was guided by theories and frameworks from educational scholarship both within Iran and internationally. This included evaluating the appropriateness of the content for the target student age groups. Additionally, the researchers considered Sa'di's evolving educational and pedagogical significance over time, as well as his broader standing as a prominent cultural figure. The textbook materials were reviewed and analyzed in two parts - one covering the old educational system (1998 to 2016) and the other the new system (2016 to present). A comparative assessment was then conducted between these two time periods. By using Sa'di as a case study, this research aimed to illuminate the strengths, weaknesses, and underlying approaches employed by authors and educational systems in curating the works of major cultural and literary figures within the curriculum. This analysis could provide valuable insights to guide the selection and presentation of other prominent Persian poets and writers in educational materials. Research Findings The analysis revealed that the textbooks in the new educational system typically included short anecdotes from Golestan (The Rose Garden) and a ghazal (lyrical poem) with selected verses and an anecdote from Bustan (The Orchard). These selections had been criticized not only for their limited quantity, but also for weaknesses in their quality and content. While Golestan anecdotes did have moral and educational value, they failed to fully capture the depth and nuance of Sa'di's literary style and voice. Similarly, Bustan excerpt did not align well with the cognitive and emotional maturity level of high school students. From a rhetorical standpoint, the chosen texts did little to showcase Sa'di's renowned eloquence and mastery of language. Additionally, the treatment of literary devices like irony was superficial, lacking a comprehensive exploration of its different forms and applications within Sa'di's writings. In comparison, the textbooks from the old educational system provided a more holistic introduction to the artistic elements of Sa'di's work - his lyrical poems, eloquent prose, and distinctive stylistic features. They also delved deeper into the educational and ethical dimensions inherent in Sa'di's literary corpus. The relatively limited and simplistic representation of Sa'di in the new system's textbooks suggested a more superficial and unsystematic approach to curating the works of this literary giant. Significant and expert-driven reforms were needed to ensure a more authentic and multifaceted portrayal of Sa'di's literary legacy within the educational materials. Discussion of Results and Conclusion The findings of this study indicated that the textbooks in the new educational system did not accurately represent the breadth and depth of Sa'di's literary corpus and intellectual legacy. Notably, the new system's textbooks included only a single ghazal (lyrical poem) by Sa'di despite his rich body of romantic and lyrical verse. Additionally, the excerpt from Bustan (The Orchard) appeared more suitable for younger, elementary-level readers rather than the intended high school audience. Golestan (The Rose Garden) anecdotes included in the section of "Ganj-e Hikmat" (Treasure of Wisdom) were primarily focused on moral and religious themes, neglecting the sophisticated rhetorical and literary elements that defined Sa'di's masterful prose. This suggested that the selection of Sa'di's works in the new system was driven more by ideological considerations than by robust pedagogical frameworks grounded in literary scholarship, psychology, and educational theory. In contrast, the textbooks from the old educational system offered a more diverse and nuanced representation of Sa'di's oeuvre. They included a range of content - romantic ghazals, educational literature, and devotional poems - that not only showcased Sa'di's artistry, but also elucidated the moral, ethical, and instructional dimensions of his writings. The comparative analysis indicated that the old system's textbooks were significantly richer and more profound in terms of both quantity and quality of literary content. This implied that the current approach to curating Sa'di's works in the new educational materials was oversimplified and failed to capture the full complexity and significance of this revered Persian poet and thinker. Significant reforms guided by interdisciplinary scholarly expertise were needed to ensure that future educational resources would provide a more comprehensive, contextual, and analytically rigorous engagement with the literary legacy of Sa'di and other prominent figures in Persian literature and culture.
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