Document Type : Original Article
Authors
1
Assistant Professor, Persian Language and Literature, Farhangian University Hamadan, Iran.
2
Assistant Professor, Persian Language and Literature, Farhangian University Hamadan, Iran. (
3
Assistant Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran.
4
Master of Persian Language and Literature, Farhangian University, Hamadan, Iran.
10.22034/scart.2024.140739.1467
Abstract
The aim of the current research was to study the lived experiences of professors and teachers of Persian language and literature from Tafal to Divan Hafez. The research approach was qualitative and phenomenological. The field of research was professors and teachers of Persian language and literature. Sampling in a purposeful and criterion-oriented manner was preferred and continued until the theoretical saturation of the data, and finally 15 people participated in the research. The research tool was semi-structured in-depth interview. The data were analyzed using the seven-step Claysey method. Based on the findings of the research, 70 primary codes and 19 sub-themes (including: connection with the Qur'an, saints of God, exaltation, innate extraordinary talent, sanctification of a part to Hafez's Diwan, the place of filth among people, factors influencing the filth of Hafez's Divan, history Tafaal to Hafez's court, Hafez's belief in horoscopes, Tafaal to other divins, the role of Tafaal in the power of choice, the root of horoscopes, language and poetic art, coding and rich symbolism, excitement and hope, expression in poetry, attention to the moods and thoughts of the audience, The music of the words and listening to the words and paying special attention to the problems of different verbal and spiritual industries) were counted in the form of 5 main themes (including: Hafez's personality traits, the place of Hafez's Diwan, the place of the relationship with Hafez, the specialties of Hafez's poetry , the form of Hafez's poetry) were classified.
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