Story

Ibn Tufail as a scientist as well as an artist exposes the issues of human anatomy, autopsy, and vivisection and, thereby, could be regarded as a SciArtist. SciArt might be defined as a reciprocal relation between art and science. Followings are the kinds of these interactions: artistically-inclined scientific activities,science-minded artistic activities, and intertwined scientific and artistic activities. In their fictional treatises, Avicenna, Ibn Tufail, and Suhrawardi are traditional avatars of SciArt. This paper frames an account of SciArt, suggesting in detail Ibn Tufail’s work as a prototypical example, while Avicenna and Suhrawardi go beyond the scope of this paper. An instant of intertwined scientific and artistic activities strongly captivates the attentions to Ibn Tufail, describing human anatomy, autopsy, and vivisection in his Treatiseof Hay Ibn Yaqzan. Recognized as the first philosophical story, Hay Ibn Yaqzan depicts the whole philosophy of Ibn Tufail by the story of an autodidactic feral child a gazelle raised whom in an island in the Indian Ocean.

Purpose: The purpose of this study was to investigate the storytelling and storytelling curriculum in preschool and presenting a favorable role model. Methodology: This study was a descriptive survey. The research method was mixed method. Due to the exploratory nature of the research and the way in which the data were collected and arranged, (firstly qualitatively and then quantitatively) this research has been classified into successive exploration plans. The qualitative part uses the documentary method and the quantitative part uses the descriptive survey method. The statistical environment of the study consisted of all books, articles, theses, and printed and electronic texts related to the subject. Structured interviews were used to collect data and purposeful sampling was used. Findings: The results of content analysis in qualitative part including open coding and axial coding showed that ratings of storytelling and storytelling components in preschool curriculum were from the strongest to the weakest, respectively: cognitive goals, attitude goals, skill goals, Evaluation, content, teaching and learning methods. The results of t-test showed that the mean of obtained sample (3.70) was higher than the mean of community (3) Conclusion: The results showed that storytelling and storytelling can have a significant role in the curriculum and motivate students to be more motivated and motivated to study formal and higher education. He should have a positive and positive impression of school and school.

This paper introduces ‘translational narratology’ (TN) as an eclectic conceptual model for studying translated narrative texts. As a source-based theory, TN investigates the status of three planes of the original narratology in translation: ‘story’, ‘text’, and ‘narration’. In fact, as an eclectic model, TN aims to set a theoretical foundation for both the original narrative texts and their corresponding texts in translation. However, the process for the original writer and the translator is a little bit different: the writer usually begins with the elements of the ‘story’ plane, and then comes to the elements of ‘narration’ and ‘text’ planes, simultaneously; the translator, as a reader, begins with the ‘text/narration’, and then comes to the ‘story’ plane. The former is bottom-up; the latter is top-down. The translator may have nothing to do with the ‘story’ plane; however, he/she may deal with this plane in the process of reading, understanding, and, preferably, translating. Some theorists postulate that the original narrative models have made no room for the presence of the translator as the main agent of the translated narrative fiction. This paper sets the theoretical scene for the translator’s discursive presence in the translated narrative texts.