جستجوی مقالات مرتبط با کلیدواژه "little black fish" در نشریات گروه "ادبیات و زبان ها"

One of the types of approaches to criticizing literary works is criticism from the perspective of psychology. Considering the centrality of personality element in both fields of literature and psychology, we find many common aspects between these two fields. Many components of the definition of personality in psychology can be seen in literary works. In this research, Glaser's theory of choice, which is one of the prominent psychologists of the last century, was used to examine various aspects of choice theory and reality therapy in the selected stories of Samad Behrangi and Hans Christian Andersen as prominent representatives of children's and adolescent stories. This essay examines the stories of Samad Behrangi's Little Black Fish and Hans Christian Andersen's Little Mermaid based on William Glasser's theory of choice. The purpose of the article is to explain the commonalities and differences of these two well-known stories in order to achieve a scientific and clear horizon for children and adolescent writers of the new era. This study was done in a descriptive-analytical way and it is a method of collecting library-documentary information. The research data shows that the theory of choice can be explained in the stories of Behrangi and Andersen. Also, all five needs defined by Glasser and the concepts of external control and ideal world are present in both stories. Both Behrangi and Andersen create characters who face reality, accept responsibility for their lives, and make the right choices.

In the middle of the twentieth century, the discourse of literary criticism was considered. The story of "Little Black Fish" (1347), for some reasons, including the type of text, its special structure, and the range of audiences has been faced with different interpretations. In this research, with a descriptive-analytical method and based on the approach of reader-oriented theories, the way of interaction between the reader and the text has been studied in a diachronically and synchronically manner. The results show that the readers' reaction before 1957, according to the dominant paradigm, was a critique of taste, based on ideology, and had a social approach in which the hero's action was highlighted and the readings were informative. There was no dialogue between the text and the reader and the meaning was imposed on the text. From 1957 to the end of the 80s, the receptions were combined criticism, and based on the literary expectation horizon, they had a frequency in the field of narratology. These readings created uncertainty, and the reader constructed a new form of textual object in a semi-active dialogue with the text. From the late 1980s to the late 1990s, readings were theory-based, and the semiotic approach had the highest frequency among other approaches. The readings were often dialectical with the readings of the previous period, and from the uncertainty until the receipt of correction was figured in the previous readings, and as a result of the integration of social and literary expectation horizons, they offered a wider semantic horizon.

The story of the little black fish, due to its various expressive and allegorical relationships, provides a suitable platform for critique and analysis of the thoughts and ideas of various human characters using the relationships and behavioral characteristics of animals. With regard to this, the present study has expressed the allegorical effects of this story based on the theory of Leon Festinger, psychologist of social principles, in a descriptive-analytical manner and in a library method (studies of books and dissertations). The present is a photographer of the foundations of a society of a period and recognizes its various values ​​in the thoughts, ideas and culture of the people of a period, Political, moral, etc. in many works. The main issue of this research is the search for measures that Samad Behrangi has used to express his inner goals based on the prevailing concerns in society. So far, extensive research on this story. Has been done but no independent research has been done to explain its fictional relationships based on Festinger's ideas. The question discussed in the present study is to what extent the story of the little black fish can be examined on the basis of Festinger's principles of social incompatibility? Festinger's trivial thinking can be critically and practically examined.

This article is an archetypal study of hero's journey in the story of Little Black Fish by Samad Behrangi. Campbell has considered three stages for the hero's Journey: Departure, separation and return. He believes that the development of archetypes requires passing through these stages. Pearson believes that twelve archetypes get active during these three stages. In the starting stage, archetypes of innocence, orphan, warrior and protector become active; in the second stage, seeker, destroyer, lover and creator and in return stage, the governor, wizard, wise and clown get active. This story can be considered as describing the individuation process of the little black fish. In this narrative, the little fish, influenced by an old snail hoping starts his journey to reach the sea that is a symbol of his unconscious to meet with anima. The symbolic end of the story has prevented the return stage; hence, the archetype of wizard is not manifested in the transformation of the hero.

Children’s literature does not have a long history in Iran and works in this field goes back to the era of Iranian constitutional revolution and the modernization of Iranian society. It is clear that modernism and its ideologies such as liberalism, nationalism and Marxism have contributed to the emergence and development of children’s literature. The fact that how two of the most famous children works of that time (“Ahmad's Book” and “Little Black Fish”) were ideological, can be considered as a proof for this claim. For this reason the main question in the present research is the nature of the relation between contemporary ideologies and children’s literature, and to answer this question two stories, Ahmad's Book (1932) and Little Black Fish (1968) and also the poems in the textbooks of the first Pahlavi era (1925-1941) are studied while each one of them can be assigned to one of the main ideologies in Iran's contemporary history before the Islamic revolution. Due to the fact that different contemporary ideologies have different attitudes towards children, they provide different norms and patterns for children's literature. For example, according to liberalism, which is represented roughly by Talboof’s “Ahmad’s book” the appropriate literature for children is the one that acquaints them with various aspects of critical thinking while nationalism – the poems selected from children’s textbooks in Pahlavi era reflect this ideology- want to create and institutionalize a sense of devotion and sacrifice in children. According to Marxism as the most revolutionary contemporary ideology, the appropriate type of literature for the children is the one that enlightens them (class consciousness, etc.), and make them ready for the final battle to transform the society.