Content Analysis of Farsi Textbooks of Iranian General Education Based on the Level of Attention To World Literature: A Comparative Approach

Different aspects of the world literature will lead to a better mutual understanding and development of “one common language” among people. education systems through formal programs - by teaching subjects such as world literature - can nurture a peace-loving and human-friendly generation. on the basis of this idea, in this study farsi textbooks of formal general education of iran were studied using comparative method (content analysis). this comparison is done in order to understand the degree, nature, and the expression of world literature on farsi books taught in iran. the findings showed that the authors of the persian literature books at the primary level provide less reflection of world literature on such books than that of those being taught at intermediate levels. in addition, much of this reflection and focus, at any level, has been on didactic genre in comparison to lyrical genre which plays a less important role and the epical genre which cannot be seen very much. also in terms of how they are presented, it was found that the invasion and capture of authors in the world literature, the improper selection of literary works, and the absence of discussion on history of world literature are all the shortcomings of farsi textbooks.