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An Examination and Analysis of Behavioral Models of Teachers and Students in Saʿdī's Gulistān and Būstān | ||
| Classical and Contemporary Islamic Studies | ||
| دوره 8، شماره 2، مهر 2026، صفحه 251-272 اصل مقاله (701.14 K) | ||
| نوع مقاله: Scholary | ||
| شناسه دیجیتال (DOI): 10.22059/jcis.2026.407631.1459 | ||
| نویسندگان | ||
| Fatemeh Zamani1؛ Zainab Abolfazli* 2 | ||
| 1Department of Persian Language and Literature, Faculty of Humanities, Kosar University of Bojnord, Bojnord, Iran | ||
| 2Department of English Language and Literature, Faculty of Humanities, Kosar University of Bojnord, Bojnord, Iran | ||
| چکیده | ||
| Didactic literature is a cornerstone of Persian literary tradition, transmitting ethical, political, and spiritual wisdom across generations. This article examines Saʿdī's Gulistān and Būstān, masterpieces that articulate a nuanced educational vision rooted in adab (moral refinement), social duty, and spiritual discipline. Using a descriptive-analytical approach with close textual reading, the study explores Saʿdī's models of the ideal teacher and learner, asking how these vary by social class and spiritual orientation. Findings show that Saʿdī delineates three interrelated categories: (1) rulers, for whom education emphasizes justice, statecraft, and responsibility; (2) mystics, focused on tazkiyat al-nafs (self-purification) and submission to the pīr (spiritual guide); and (3) the general public, guided by moral character, humility, eloquence, and social harmony. Critically, Saʿdī insists that pedagogy must align with the learner's innate disposition (ṭabʿ) and social position. Education, for him, is not mere knowledge transfer but a transformative, relational practice of mutual ethical formation. This study enriches scholarship on Islamic pedagogy, Persian literary ethics, and historical educational thought, offering enduring insights into the moral dimensions of teaching and learning. | ||
| کلیدواژهها | ||
| Saʿdī؛ Gulistān؛ Būstān؛ Islamic pedagogy؛ Adab | ||
| مراجع | ||
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