درخت حوزه‌های تخصصی

Arthur Schopenhauer (1788-1860) is one of the great philosophers in the world. He is a pessimistic philosopher who has his own special view toward life and the pleasures and pains of life. He is known as the philosopher of pessimism, as he articulated a worldview that challenges the value of existence. On the other hand, in the mystical and intellectual world of Islam, Mawlana Jalal al-Din, known as Rumi, (604-672 AH) stands. Unlike Schopenhauer, he is a ‘happy’ (optimistic) mystic. The importance of "blissfulness" and the ways to achieve it in life made us examine this issue comparatively in the thoughts of Rumi and Schopenhauer. With this aim, library resources were studied and necessary data were collected. The research method was descriptive-analytical. The results of the study showed that, unlike Schopenhauer, Rumi is a religious person and believes in God. This issue has created a significant difference in their definition of blissfulness and their hypotheses about the ways to achieve a blissful life. However, issues such as "who we are", "what we have", and "what we show" which Schopenhauer stated have an effect on the creation of happiness, and are similar to parts of Molavi's ideas. The interesting part is that, according to these two thinkers, the mental treatment of human beings with phenomena has an effect on feeling satisfied with life. ‘Who we are’ is a rich source of happiness. Rumi's and Schopenhauer's recommendations are still applicable to humans today since we are trapped in the machine and industrial world and are struggling with great sorrows.

Theorizing the roots of feminism in the specific African experience has been a quest by a number of prominent African female writers. They have avidly reflected on it in their various creative and critical outputs. The inherent ideological differences among these writers in their quest for an African variant of feminism, owing to the peculiarities of their respective sociocultural settings, has led to what critics have contentiously regarded as ‘voices’ in African feminism. Against this backdrop, on the one hand, Charles Nnolim (1994) [2010] argues that feminism in African literature is “a house divided”. On the other hand, Chioma Opara (2013), in contention with the former, posits that it is rather “a house integrated”. The present study thus establishes the two critical poles as wherein the entire gamut of critical and theoretical points of contentions in African feminism is largely subsumed. Neither of the two paradigms is discredited in favor or defense of the other, noting their huge critical substances. This paper rather attempts to strike a balance in-between, ultimately with a view to delineating its own critical perspective. By drawing instances from three prominent Nigerian female writings, the study moves away from the aforementioned established critical patterns to a novel paradigm which conceives feminism in African literature, with specific reference to the Nigerian context, as rather ‘a house of affirmations and denials.’.

Personnage clé de l’enseignement, l’enseignant occupe une place centrale dans le milieu scolaire. Accompagnant la vie des enfants, il peut jouer un rôle important dans l’avenir de chaque société. Sensibles à ce rôle, certains auteurs, en Iran et en France, à travers leur écrits romanesques ou autobiographiques (récits scolaires), mettent à notre disposition des figures qui pourraient être considérées comme modèle ou anti-modèle du bon enseignant. Dans ce travail, on s’intéresse de près à ces figures pour savoir ce que pourraient être les exigences de l’enseignement. Cela devrait nous amener à dresser une typologie du « bon » enseignant. Pour délimiter ce vaste sujet ainsi qu’orienter notre travail vers une perspective pragmatique et effective, on se contente des relations pédagogiques qui mettent en rapport l’Instance scolaire à l’enseigné par l’intermédiaire de l’enseignant dans le but de la « transmission du savoir ». Cela nous permettra de remettre en lumière la grandeur de la « mission » d’enseignant.