Imagery

Este’areh is one of the most important poetic devices and of portraiture elements in carrying imagination in poetry to an extreme. History of this rhetorical topic dates back to Aristotle's Poetics and the topic of Este'areh in Arabic and Persian literature emanates from the same source. English equivalent of Este'areh is Metaphor. But, are these two exactly the same or they differ from each other? Here, pointing out the opinions of Sakkaki and Jorjani, the definition of Este'areh and its various types are given briefly first; then its difference from Metaphor is investigated. The result of the investigation is that although Metaphor, too, is a variation of metaphoric expression, its aim is not expression of beauty of simile, but transfer of meaning. Este'areh and Metaphor differ from each other because the former is based on simile and similarity, but the latter is based on "free association."

The term ‘SciArt’ refers to bilateral relations between art and science, including artistically-inclined science, science-minded art, and intertwined SciArt activities. In this definition, different disciplines from metaphysics to physics are reckoned as science, as different types of art- from literature to music are counted as art. The SciArt approach, in the fields of philosophical inquiry, can be accounted for by Farabi’s works. As Farabi holds, rational well-being and rational truths just might be brought to mind of people via imagery and analogy. In Islamic philosophy, two representatives of the field are Ibn Tufail and Suhrawardi. I will compare and contrast the main characters of these two major figures in chronological order. Plus a few more philosophical and mystical issues Ibn Tufail developed in scientific matters like anatomy, autopsy, and vivisection in the non-allegorical style. Contrary to Ibn Tufail, Suhrawardi explains mystical vs. philosophical problems in his fictions, using the allegorical style. He represents the world of spheres and the sublunary realm by a variety of imageries like nine shells, eleven layers of a basin, and eleven mountains. Both Ibn Tufail and Suhrawardi use fictional manner to explain mystical as well as philosophical themes.

The present study aims to investigate the effect of Zen Buddhism philosophy and language's ideology in the forests and trees in the Sohrab Sepehri's. In some of poems, Sepehri has used the basic concepts of Zen Buddhism, including purity and the core of the relationship between vision and nature. The purpose of this paper is to study of the intellectual context and process of Zen Buddhism philosophy on the Sepehri's poems. In the search for this problem, the key concepts and categories of Zen Buddhist philosophy are first outlined and then analyzed in order to represent this attitude in the depiction of trees and forests as manifestations of nature in the selected poems of Sepehri. The present study was conducted using descriptive-analytic method. The current research showed that Sepehri used the forest and trees as symbolic myths in expressing Zen Buddhism's mystical thoughts in his poems. The forest and tree used as a symbol to describe the main components of Zen Buddhism, such as knowledge, escape from dichotomy and subconsciousness, in the "The Sound of The Water feet " and the «The Green Volume«. The present study showed the tree's position in Sepehri's poems has a high correlation with Zen Buddhism. The findings of the present study indicate the direct effect of Zen Buddhism's attitude on the Sepehri's poems particular emphasis on nature and tree.

This experiment assessed the effectiveness of two interventions; mental imagery and physical training as compared to a control group, on their ability to improve visuomotor accuracy, measured by scores achieved on a visuomotor task. For mental imagery participants had to imagine throwing a dart and for physical training participants physically practised dart throwing. Measurements were recorded pre-intervention, after two weeks of training (Mid-intervention), after five weeks of training (Outcome Measure 1) and two weeks after training (Outcome Measure 2). Comparison of Mid-intervention, Outcome Measure 1 and Outcome Measure 2 with baseline showed both interventions to significantly increase performance on dart throwing compared to the Control group. Our findings show that, as well as traditional physical practise, mental imagery can effectively improve performance on a fine visuomotor task. This is an important finding highlighting possible applications of mental imagery in those with limited motor abilities to maintain or enhance motor movement.

Purpose: Today, the use of online education significantly has grown in compared to the past. Therefore, the aim of this study was to determine the effect of components of the field of artistic aesthetics on online education. Methodology: The present study in terms of purpose was practical and in terms of implementation method was interventional with a pretest, posttest and one-month follow-up design. The research population was the fourth grade students of district 2 of Tehran city in the 2021-22 academic years. The number of 50 people of them were selected by cluster sampling method and randomly replaced into two experimental and control groups. The experimental group was trained for one month from Saturday to Wednesday in the field of artistic aesthetics in Skyroom, and the control group was trained with the usual method in Skyroom. The research tool was a researcher-made online education questionnaire with 13 items, which the face validity by the opinion of experts was confirmed, and its reliability with the test-retest method was obtained above 0.80. The data were analyzed by methods of variance analysis with repeated measurements and Bonferroni post hoc test in SPSS version 19 software. Findings: The findings of the present research showed that teaching the components of the field of artistic aesthetics led to increase all variables of online education including music and sound, dramatic movements, imagery, visual arts, digital media and film, animation, storytelling and narrative, recognition of colors and lines, poetry and text, pantomime, rhythmic story writing, humor and puppet shows were improved in students and these results remained in the one-month follow-up phase (P<0.05). Conclusion: The results showed the effect of the intervention based on the components of the field of artistic aesthetics on all variables of online education. Therefore, can be used the method of teaching the components of the field of artistic aesthetics along with other educational methods to improve online education.