Reflection of childhood issues in the poems of Parvin Etisami, Forough Farrokhzad and Ahmad Reza Ahmadi

Number of pages: 176 File Format: word File Code: 31548
Year: 2012 University Degree: Master's degree Category: Literature - Persian Language
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    Dissertation for obtaining a Master's degree (M.A)

    Tension: Persian language and literature

    Abstract

    Given the close connection between childhood and adulthood, in this research we decided to examine the effects of this important stage in the poems of Parvin Etisami. Let's review Forough Farrokhzad and Ahmadreza Ahmadi.

    For this purpose, we first investigated the opinions of Jean Piaget and Sigmund Freud, and then stated the conditions and works of the aforementioned poets, and examined their poems from an aesthetic, intellectual, and linguistic point of view, and came to the conclusion that Parvin Etsami uses the child as a tool to narrate his adult concepts, so childhood in his poems is a collection of words, but childhood In the poems of Forough Farrokhzad, it is sensual and quite tangible, and although the frequency of returning to childhood is less than that of Ahmed Reza Ahmadi, but it is more colorful than that of Oper, and we came to the conclusion that returning to childhood in Ahmadreza Ahmadi's poems is revealed by drawing images from childhood. They have dealt with the issues related to childhood.

    The look, style, language and imagination of these poets are different from the poets who only write poetry for adults. The author of this treatise wants to investigate and analyze the causes of this difference. In the first part of the treatise, some opinions of Piaget, Freud, Jung, and Lacan will be criticized.

    In the second part of the treatise, the poems of Parvin Etisami (traditionalist poet), Forough Farrokhzad (modernist poet) and Ahmad Reza Ahmadi (contemporary poet) will be classified and criticized according to the opinions of Rovan Kavan.

    1-2 objectives Research

    The main goal

    - Knowing the components of childhood in adult poems

    Sub-goal:

    - Investigating a number of psychological concepts of children in the poems of Parvin Eitsami, Forough Farrokhzad and Ahmadreza Ahmadi.

    1-3 The importance of the research topic and the motivation for choosing it

    - Considering that there has been less research on the psychology of children's poetry, the author of the treatise wants to take a small step in this field.

    1-4 research questions and hypotheses

    How is the reflection of childhood in the poems of Parvin Etisami, Forough Farrokhzad and Ahmadreza Ahmadi?

    What are the differences between the issues related to childhood in the poems of Parvin Etisami, Forough Farrokhzad and Ahmadreza Ahmadi?

    Research hypotheses:

    - The reflection of childhood in the poems of each of these three poets is completely different, and Forough Farrokhzad has displayed childhood in his poems more openly than his other two poets.

    - The return to childhood in the poems of Parvin Etisami is verbal, in the poems of Forough Farrokhzad, it is sensory, and in the poems of Ahmadreza Ahmadi, it is visual. He takes from his environment and parents, he wants to follow the path of his life.

    Self interjection:

    The poet does not distinguish between himself and the environment.

    Recognition:

    Considering the elements of nature as alive and lively is called recognition.

    keywords:

    Freud, Piaget, nostalgic, diagnosis, egoism

    1-6 research methods

    documents - library

    1-7 research field

    In this research, all the poems of the three mentioned poets and psychology books have been used.

    1-8 Statistical population and sample size

    In this research, the statistical population is:

    Poetry of Parvin Eitsami

    Poetry of Forough Farrokhzad

    Poetry of Ahmadreza Ahmadi

    1-9 Research Limitations and Problems

    A- The extent and generalization of the concepts of psychoanalysis and lack of complete compatibility with the studied poems.

    B- Lack of access to reliable sources about the childhood of the mentioned poets.

    Chapter Two

    Studies Topic

    Introduction

    Recent several years of research by psychologists lead us to believe that the environment in which a child grows up has a significant impact on a person's personality in adulthood. That is, from the time a child is born until the time he realizes "himself" as a distinct identity and separate from others, under the influence of emotional, family, cultural, native, gender, and other issues. is placed Jean Piaget is one of the great psychologists who made child and psyche the basis of his research and writings. By directly studying children's behaviors, Piaget was able to present several theories about children's development.

    For this reason, we dedicate the first part of theoretical studies to Jean Piaget's theories about development.

    We will have 2 speeches in this chapter

    First speech

    Siri in the opinion of Jean Piaget

    2-1 Jean Piaget:

    Just as Freud has significantly influenced our understanding of the development of the personality and emotional life of children, Jean Piaget, the prominent Swiss psychologist, also contributes immensely to our understanding of the mental development of children. The main concepts of his research lead to new insights. It is about how children think and how they understand the world.

    The stages of a child's mental development from Piaget's point of view are classified into three general parts:

    Child intelligence

    Play

    Language

    In the following, explanations are provided to clarify the previous titles.

    2-1-1 Stages of mental development of a child

    Child growth

    A child is associated with the phenomenon of growth from birth. This is physical and cognitive growth. For a better understanding of these concepts, it seems necessary to give simpler definitions of them. Ronsen and Singer are two psychologists who expressed the theories of Jean Piaget, they say the following about the stages of child development from his point of view:

    "The main concepts of Piaget's research have resulted in a new proposal about how children think, how they reason, and these are all mental activities that are classified under the name of cognition.

    Definition of development: The word growth is a biological term that refers to physical growth. But this term in psychology includes these three parts:

    a) intellectual development

    b) emotional development

    c) strategy development or a strategy to imitate the environment

    Of course, Piaget's theory is focused on "cognitive development".

    Definition of cognition: cognition consists of mental processes such as children's understanding - remembering - believing - inferring" (Singer Ronsen, 1360, 23). This growth should be synchronized and parallel with physical growth. It may seem that the child's wisdom has a direct relationship with his feelings!!

    " Piaget does not say anything about personality development, but pays attention to the child's emotional behaviors in the context of these cognitive processes.

  • Contents & References of Reflection of childhood issues in the poems of Parvin Etisami, Forough Farrokhzad and Ahmad Reza Ahmadi

    List:

    Abstract 1

    Chapter One: General Research

    1-1 Statement of the problem. 3

    1-2 research objectives. 3

    1-3 The importance of the research topic and the motivation for choosing it. 3

    1-4 research questions and hypotheses. 4

    1-5 operational definitions of variables and keywords. 4

    1-6 research methods. 4

    1-7 research area. 4

    1-8 statistical population and sample size. 5

    1-9 research limitations and problems. 5

    Chapter Two: Thematic Studies

    Introduction. 7

    The first speech. 8

    Satiety in the opinions of Jean Piaget 8

    2-1 Jean Piaget 9

    2-1-1 Stages of mental development of a child. 10

    2-1-2 child intelligence. 18

    2-1-3 game. 25

    2-1-4 Child language. 34

    2-1-2 Child's emotions. 38

    The second speech: Satiety in the opinion of Sigmund Freud. 42

    2-2 Sigmund Freud. 43

    Chapter 3: Research methodology (methodology)

    Introduction 47

    31 research methods. 48

    32 sample size and sampling method. 48

    33 research models. 48

    34 research data analysis methods. 48

    Chapter Four: Analysis of Research Findings

    Introduction. 51

    Part I: intellectual structure, aesthetic (rhetorical) and linguistic structure. 52

    4-1-1 intellectual structure. 53

    4-1-1-1 Imagination. 53

    4-1-1-2 Khomyan Bini. 54

    4-1-1-3 Subconscious mind 56

    4-1-1-4 Nostalgia. 61

    4-1-1-5 Concept of childhood. 62

    4-1-2 Aesthetic (rhetorical) structure 64

    4-1-2-1 Recognition. 64

    4-1-2-2 Metaphor 66

    4-1-2-3 Simile. 67

    4-3-1 Linguistic structure (normization) 68

    Part II: Review of the life and works of Parvin Etsami and examination of his poems based on intellectual, aesthetic and linguistic structure 71

    4-2-1 Life and works of Parvin Etsami. 72

    4-2-2 Examples of returning to childhood in Parvin Etisami's poems. 73

    4-2-2-1 Nostalgia 73

    4-2-2-2 Selfish nose [diagnosis] 73

    4-2-2-3 Defense of friendship. 91

    4-2-2-4 defense of purity. 91

    4-2-2-5 childish expression. 92

    4-2-2-6 game. 94

    4-2-2-7 Mother 95

    4-2-2-8 Abnormality. 100

    The third part: Review of the life and works of Forough Farrokhzad and the analysis of his poems based on intellectual, aesthetic and linguistic structure 101

    4-3-1 Life and works of Forough Farrokhzad. 102

    4-3-2 Examples of returning to childhood in Forough Farrokhzad's poems. 104

    4-3-2-1 Nostalgia. 104

    4-3-2-2 childish expression. 106

    4-3-2-3 Childish understanding. 112

    4-3-2-4 Khomyan Bini. 112

    4-3-2-5 simile. 134

    4-3-2-6 Imagination and sensory space. 136

    4-3-2-7 sensory metaphor. 139

    4-3-2-8 Defense of love and friendship. 140

    4-3-2-9 Mother 140

    4-3-2-10 Abnormality. 142

    4-3-2-12 Sensual understanding of (time, place, etc.) 142

    Part IV: review of Ahmadreza Ahmadi's life and works and examination of his poems based on intellectual, aesthetic and linguistic structure 144

    4-4-1 Ahmad Reza Ahmadi's life. 145

    4-4-2 Examples of returning to childhood in Ahmad Reza Ahmadi's poems. 147

    4-4-2-1 language. 147

    4-4-2-2 nose [diagnosis] 150

    4-4-2-3 mother 167

    4-4-2-4 nostalgia. 168

    4-4-2-5 Abnormality. 170

    4-4-2-6 Return to childhood. 172

    4-4-2-7 game. 174

    4-4-2-8 childish expression. 174

    4-4-2-9 Metaphor 178

    4-4-2-10 Simile 178

    4-4-2-11 Sensual understanding of time and space. 178

    Chapter Five: Conclusion

    Sources. 182

     

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    Aghaz

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    Articles:

    1- Abraham, Carl, Dream and myth, 1377, from the collection of Jahan Asthorologiya translated by Jalal Sattari, 3rd edition, Tehran, publishing center.

    2- Aghaari, Khosrow, The concept of childhood, December 1387, "Information and librarianship" "Book of the month" Children and Adolescents", No. 134. 3- Aghdashloo, Aydin, interview with Ahmad Reza Ahmadi, Spring 2013, "Culture and Art", No. 35.

Reflection of childhood issues in the poems of Parvin Etisami, Forough Farrokhzad and Ahmad Reza Ahmadi