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Mansoureh Shahriyari
Abstract
The hands of history are the source of the majority of the protagonists in our lyrical, epic, dramatic, and didactic literature. Bahram Gur is one of these characters, whose rule in historical sources is enriched by legends in literary sources. His popularity has garnered the attention of historians, ...
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The hands of history are the source of the majority of the protagonists in our lyrical, epic, dramatic, and didactic literature. Bahram Gur is one of these characters, whose rule in historical sources is enriched by legends in literary sources. His popularity has garnered the attention of historians, writers, and artists, among others, among the Sassanid monarchs. This research investigates this character in the fields of history and literature from a descriptive and analytical perspective, utilizing library sources. Because the narratives concerning Bahram Gur have been recounted in historical and literary sources with distinctions, they have all pursued the same objective: the education of society members. This research seeks to address the question of how writers, historians, and writers in general perceive stories as an educational instrument. In order to elucidate this matter, we have first examined the perspectives of historians regarding the aforementioned character. Subsequently, we have examined the character of Bahram in Ferdowsi’s Shahnameh, Nizami’s Haftpakir, and other historical sources. The results suggest that, despite the fact that a character is the focal point of these studies, distinct analyses have been produced based on their respective perspectives. The objective of historical texts is no longer limited to the mere description of facts when viewed from a literary perspective and utilizing the elements of emotion and imagination. The poet or writer may also aim to achieve other objectives in addition to the creation of beauty. Ferdowsi and Nizami have analyzed and described Bahram’s character. In fact, despite the disparity in their modes of expression, these two leaders of the literary world have occasionally diverged from the historical aspect and have crafted educational narratives that incorporate historical evasions.
Abstract
As bothepic and history express some stories of the past, their existing similaritiesand dissimilarities and their relation have attracted the attention of scholars.These two kinds of stories have been so similar that previous experts could notdistinguish the historical events from epics. In Shāhnāme, ...
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As bothepic and history express some stories of the past, their existing similaritiesand dissimilarities and their relation have attracted the attention of scholars.These two kinds of stories have been so similar that previous experts could notdistinguish the historical events from epics. In Shāhnāme, as an excellent samplewhich Iranians consider as their pre-Islamic history until the last Qajar, theline between historical events and epic cannot be drawn. Finding the roots ofmany of Iranian national epic stories in Avesta and observing theircontradictions to the works of foreign authors, inscriptions and archaeologicalfindings, aroused many serious questions about the existing relation betweenepic and history in the field of Iranian studies. This essay is generallystudying the relationship between epic-history and its ratio to Iraniannational epic specifically.
