بازتاب ادب تعلیمی در شعر غنی کشمیری و شاپور تهرانی

ادبیّات تعلیمی هماهنگ‌ترین نوع ادبی بااخلاق است وبه عنوان یکی ازگسترده‌ترین گونه‌های ادب فارسی، عرصۀ مضمون‌پردازی بزرگترین شُعرا ونویسندگان اخلاق‌گرادر هرعصر وزمانی است. شاعران سبک هندی نیز درترویج فضایل و نهی از رذایل اخلاقی موثر بوده‌اند. علاوه بر آن بازشناسی شاعران زبان وادب فارسی در شبه قاره و نیز بازکاوی شعر و اندیشۀ آنان از اهمیت خاص برخوردار است. از این روی این پژوهش با شیوۀ توصیفی– تحلیلی بر آن است تا مضامین ادب تعلیمی را درشعر شاپور تهرانی و غنی کشمیری مورد بررسی و مقایسه قرار دهد.نتایج پژوهش حاکی ازآن است که هردو شاعر از طریق اشعار خود توانسته اند اهمّ مفاهیم تعلیمی مورد نظر خود را به مخاطبان انتقال دهند؛اما شاپور تهرانی درصد فراوانی بیش‌تری را در سه زمینۀ مضامین اخلاقی، عرفانی و فلسفی به خود اختصاص داده است و ظریف‌ترین نکات اخلاقی را مطرح می کند که امروزه می‌توان آنها رابه عنوان معیارهای اساسی توسعۀ اخلاقی در جوامع بشری برشمرد. همچنین هر دو شعر را وسیله‌ای قرار داده‌اند، تا انسان‌ها را به سوی سعادت و بیداری وجدان فرا بخوانند. سوال اصلی تحقیق آن است که غنی کشمیری و شاپور تهرانی تا چه اندازه در آثار خود به بیان آموزه های اخلاقی و تربیتی پرداخته اند؟

a reflection on the teaching of poetry in ghani keshmiri poetry and shapour tehrani

1-introduction    literature didactic are writings that aim to teach something to the reader or audience, so the definition of all religious, moral, theological, critical, social, political, scientific writings, teachings and even texts that teach the branch of science, technology or skills they are educational literature.in general, it can be said that every work of art gives a lesson to its reader or audience, and therefore it is a teacher. in expressing the functions of literature, it should be said that the functionalist approach is based on utilitarianism.this means that everything a person does is for the benefit of his life, and literature will last as long as it is useful to the individual or society and meets part of their needs. he paid attention to its various divisions, for example, functions are sometimes obvious and sometimes hidden.paying attention to the obvious functions, which usually appear as direct functions, should not neglect our attention to the indirect functions of literature. teaching ethics and culture is one of the functions of literature. to the extent that some have considered it the main function of literature;of course, its moral function has been more prominent in classical persian literature, but in the contemporary period, due to changing circumstances, newer expectations and newer opportunities have been provided to educational literature (cf. razi, 2012: 109)     the main purpose of this article is to show the role and position of educational literature in the poetry of ghani keshmiri and shapour tehrani. in his poetry, all indian poets have more or less dealt with educational themes and have referred to issues such as world instability, falsehood, jealousy, arrogance, and so on. in this study, the educational themes of shapoor tehrani’s poetry and ghani keshmiri’s poetry have been studied critically and wisely. the main question of the research is to what extent and how have ghani kashmiri and shapoor tehrani expressed moral and educational teachings in their works? 2-research methodology    research methodology this research is generally descriptive and analytical. a library tool was used to collect the information. 3-discussion     in this study the components of educational literature are divided into three categories: educational-mystical, preacher-ethical and philosophical. ethics is considered to be one of the essential pillars of education. &in the past, man was trained to have moral virtues in him as a temper and queen& (motahhari, 1364: 13). therefore, ethics is a set of sensual possessions. that is one of the fruits of education, according to which education is considered to be the result of ethics. ðics itself is a kind of upbringing, upbringing brings up the concept of nurturing, it has an absolute meaning, but it is a kind of sanctity embedded in it& (ibid: 61).