List of Articles ایران باستان

• Open Access Article
  • Abstract Page
  • Full-Text
  
  1 - The influence of Persian Culture and Literature on Arabic Literature Case Study: Amthal-Moulad
  وحید  سبزیان‌پور
  The objective of the present article is to show the influence of Khosravani Wisdom and Iranshahri’s thoughts on Arabic Literature. The subject does not seem new. What is new is our approach to it. The article claims that in addition to bold traces of Persian wisdoms in More

  The objective of the present article is to show the influence of Khosravani Wisdom and Iranshahri’s thoughts on Arabic Literature. The subject does not seem new. What is new is our approach to it. The article claims that in addition to bold traces of Persian wisdoms in Arabic Literature, most part of more than a thousand proverbs available in Arabic literature are of Persian origin. We have first introduced historical background facilitating the way to transfer of the proverbs into Arabic literature, and then we have traced back lots of Arabic proverbs to their roots to make sure of their origins. In addition, we have also referred to Dehkhoda’s Amthal-o-Hekam for common contents of Persian and Arabic proverbs. In some cases we have carried out critical study and analysis of some Persian literary texts, resulting to the fact that the influence of Persian wisdoms and thoughts on Arabic literature goes beyond the imaginations of not only the contemporary Arab scholars but also the Persian scholars. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  2 - The Religious Origins of the Ethics of the Ancient Iranians
  Khalil  Hakimifar Hamid  Eskandari
  In some historical works, particularly those by the Greek historians, the ethics of ancient Iranians and their avoidance of falsehood have thoroughly been discussed. These historians have clearly found the ethical principles of the Iranians worthy of attention. The basi More

  In some historical works, particularly those by the Greek historians, the ethics of ancient Iranians and their avoidance of falsehood have thoroughly been discussed. These historians have clearly found the ethical principles of the Iranians worthy of attention. The basic question is whether the ethical principles of the ancient Iranians had religious origins. To what extent were the religions of ancient Iran involved in this case? Which religion’s teachings had provided the most support for their ethical teachings? In response to the above question and by comparative and analytical study, this hypothesis is evaluated that the origin of ethical rules in ancient Iran was the fundamental and ancient principle of "Asha" and this principle has been confirmed in Zoroastrianism as a religious teaching. The religions of ancient Iran, with all their differences, have based their teachings on this principle and have drawn the necessary lines in this field. This research conclude that the origins and moral criteria of the ancient Iranians can be traced in this way. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  3 - The Concept and Place of Bahman in Avestan and Pahlavi Texts as the “First Emanated” in Illuminationist Philosophy
  Hasan  Bolkhari Qehi
  The statement, “Reason was the first thing that God created”, which has been mentioned in several Islamic texts and has been quoted and emphasized by some great philosophers such as Suhrawardī and Mullā Ṣadrā (in Sharḥ-i uṣūl al-kāfī), is a well-known narration in Islam More

  The statement, “Reason was the first thing that God created”, which has been mentioned in several Islamic texts and has been quoted and emphasized by some great philosophers such as Suhrawardī and Mullā Ṣadrā (in Sharḥ-i uṣūl al-kāfī), is a well-known narration in Islamic ḥadīths. A similar statement with a clearer meaning is: “The Glorious God created the intellect, which was the first heavenly created”. Such statements gain more significance when we compare them with similar statements regarding the place of the intellect, which is equal to being, in Greek philosophy. As the master of all Iluminationist philosophers, Suhrawardī, as he has emphasized in his treatise of Fī ḥaqīqat al-‘ishq (On the Truth of Love) (p. 268), was well-aware of this famous narration. Given Suhrawardī’s explicit reference to this statement and his clear indication in Ḥikmat al-ishrāq, in which he calls himself the reviver of ancient Iranian philosophy (or at least introduces the wisdom of ancient Iranian philosophers (fahlavīūn) as one of the main sources of his own philosophy), this study aims to provide an answer to the question of how we can trace the effects of ancient Iranian wisdom in Suhrawardī’s philosophy. One of the most important factors linking his philosophy to ancient Iranian philosophy is his reference to the place of such Amesha Spenta as Bahman or Urdībihišt in Avestan and Pahlavi texts and considering them as the pillars of the nūrī (illuminative) and ontological system in his philosophy. Here, based on the principle of “Nothing is emanated from the one but one”, he calls the first-emanated from the light of lights (al-nūr al-anwār) the closest light (al-nūr al-aqrab) and, based on ancient Iranian philosophy, he calls it Bahman. However, one might inquire about the relationship between Bahman and the first-emanated, particularly if the first-emanated in Islamic philosophy is the intellect. Following a historical and analytic approach, this paper investigates the philosophy of choosing Bahman as the first-emanated in Suhrawardī’s philosophy and examines his particular choice of Bahman as the god of wisdom and knowledge as tantamount to the intellect in Islamic ḥadīths, which demonstrates Suhrawardī’s profound knowledge of ancient Iranian wisdom. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  4 - Formulation of Implicit Philosophy of Education inAncient Iranian Culture
  دکتر سمانه خلیلی khosrow Bagheri
  The purpose of this article is to extract the Iranian philosophy of education based on the cultural characteristics of the ancient Iran. To obtain this aim, we will consider Taylor’s definition of culture and his emphasis on four main elements including state, social co More

  The purpose of this article is to extract the Iranian philosophy of education based on the cultural characteristics of the ancient Iran. To obtain this aim, we will consider Taylor’s definition of culture and his emphasis on four main elements including state, social conditions, religion and education. In terms of research methods, we will employ historical method, transcendental analysis, and practical deduction. The findings of this research are organized in terms of the final goal of education, the fundamental concept of education, the philosophical foundations (anthropology, epistemology, and axiology) and the principles derived from them. Accordingly, in the ancient Iran, the final goal of education was “attaining goodness” and in this regard, different dimensions of human existence were considered. This point, especially in the individual aspect is one of the strengths of implicit philosophy of ancient Iranian education. Concerning anthropology, there was a deterministic look to human and his abilities, as well as social immobility and belonging to a particular social class, characteristics that can be criticized. In epistemology, the dependence of knowledge on the social classes, the lack of attention to the value of knowledge itself and the domination of imitative approaches over rationalization are among the weaknesses of this educational philosophy. There are also strengths and weaknesses in its axiology. In the social dimension, the stability of class values and the lack of power of choice are negative points. On the other hand, in terms of individual values, the commitment of individuals and the role of the family in transferring values are considered to be positive points. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  5 - A Comparative Study on the Literary Backgrounds in the Formation of Paideia in the Ancient Greece and Doctrinal and Educational Teachings in the Ancient Persia: Emphasizing on Iliad, Odyssey and Shahname
  mohammadhassan mirzamohammadi faride davoudy
  The purpose of this study is to investigate and compare the literary backgrounds of the formation of Paideia in ancient Greece and the implications of doctrinal and educational teachings in the ancient Persia. The main sources are Iliad, Odyssey and Shahname which are s More

  The purpose of this study is to investigate and compare the literary backgrounds of the formation of Paideia in ancient Greece and the implications of doctrinal and educational teachings in the ancient Persia. The main sources are Iliad, Odyssey and Shahname which are studied by the method of analysis (conceptual, documentary, and comparative). At first, the concepts, backgrounds, types and fields of the formation of Paideia in Greece and educational teachings in Persia were examined in terms of physical, artistic, moral, and intellectual dimensions. Then, commonalities and differences between them were extracted. In terms of commonalities, the epic aspects overcome other literary genres. As well, in both cultures, allegory was used in education. In the physical dimension, in the literature of the both cultures, a transcendent human was conceived in terms of a healthy body and a pure spirit. In the moral dimension, humane teachings and examples of chivalry and high ethics were introduced through the stories and epic poems. In the intellectual dimension of the ancient Persia, wisdom was given great importance. In the Greek literature too, the topic of rationality and its ramifications were at issue. This rationality is expressed in terms of the cultural and educational contexts of the two nations, as in Shahnameh, the most significant signs of wisdom are brief and meaningful talk. In the Greek Paideia, the effects of this wisdom are expressed in philosophy. Integrating wisdom and tolerance with people, valuable work, justice, the balance in behavior and life through wisdom are of common aspects in the both cultures. In terms of difference, in the Greek literature, components are more detailed and more functional, and myths are more individualized, while in Persia there were more general teachings and collective myths. In the artistic aspect, we see wider concepts in Persian literature compared to the Greek culture. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  6 - The Components of Political Thought of The Herat School in The Thought System of Maulana Abdul Rahman Jami
  Mohammad dawood Erfan Seyed Hossein  Athari Ruhollah  Islami Mahdi Najafzade
  Mehdi Najafzadeh**** Herat was formerly one of the important centers of Islamic thought and power withinthe Khorasan school. This city has been the place of emergence of great scientists and thinkers throughout the history. During the period of Timurids (14th century C More

  Mehdi Najafzadeh**** Herat was formerly one of the important centers of Islamic thought and power withinthe Khorasan school. This city has been the place of emergence of great scientists and thinkers throughout the history. During the period of Timurids (14th century C.E.), connection of thought and power eventually led to the emergence of the political school of Herat. Abdur Rahman Jami, as the leader of this school, played an undeniable role in the growth and excellence of Herat's political school. Jami was an intellectual mentor who made the interaction of mysticism and politics possible for the first time in the history of Islam. The Timurid power system and court was soon influenced by Jami's thought and crystallized in the behavior and actions of political agents in the context of the society .This article seeks to answer the question of what constituted Jami's political thought that helped shape the political school of Herat? This article, with the goal-legitimacy framework of "John Murrow" and Quentin Skinner's interpretive hermeneutic method, aims to examine the most important concepts produced by Jami's thought thatentered into the political system of his era by him and his students. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  7 - The place of fire and its related rituals in Iran with a look at its post-Islamic developments
  رقیه   محمدزاده عبد الحسین  لطیفی Musa Reza  Bakhshi
  Throughout history, fire has been one of the effective and fundamental factors in the life of the people of ancient Iran and one of the sacred elements in the religion of Mazdisna. Fire was sacred before the advent of Zarathustra and from the very beginning among the Ir More

  Throughout history, fire has been one of the effective and fundamental factors in the life of the people of ancient Iran and one of the sacred elements in the religion of Mazdisna. Fire was sacred before the advent of Zarathustra and from the very beginning among the Iranians and was worshiped as one of the prominent gods and after the advent of Zarathustra, it was kept in the fire temple with a special ritual. What this article seeks to analyze is the developments that the fire has gone through after the arrival of Islam in Iran and the gradual conversion of more Iranians to Islam in terms of status and function. Therefore, this research has dealt with this issue through analytical method and library method. Findings show that fire still has an important place in post-Islamic Iran and in Iranian religions in various forms and types, including swearing fire in the claims of some tribes as well as in rituals related to marriage and Mourning has also continued. Manuscript profile