آموزش در فرهنگ و ادبیات چینی: بازتاب ارزش های آموزشی در ضرب المثل های چینی | ||
| نقد زبان و ادبیات خارجی | ||
| مقاله 13، دوره 22، شماره 35 - شماره پیاپی 12، مهر 1404، صفحه 185-200 اصل مقاله (836.22 K) | ||
| نوع مقاله: مقاله علمی پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/clls.2025.240094.1354 | ||
| نویسنده | ||
| سارا الماسیه* | ||
| گروه زبان چینی، دانشکده ادبیات فارسی و زبان های خارجی، دانشگاه علامه طباطبایی | ||
| چکیده | ||
| ضرب المثل ها بخش مهمی از فرهنگ و ادبیات چینی را تشکیل میدهند و ارزش های بنیادین آن جامعه را منعکس میکنند. "آموزش" در فرهنگ چینی جایگاهی والا و ارجمند دارد که در ضرب المثل ها به وضوح دیده می شود. این مقاله با رویکرد توصیفی تحلیلی، به بررسی ضرب المثل های چینی مرتبط با "آموزش " و مولفه ها و عناصر ارزشی و کاربردی آن پرداخته است. "گستردگی" ، "عمق" ، " استمرار و پیوستگی " ، " عمل" ، " خودشناسی" ، " فروتنی" و "رابطه معلم و شاگرد" عناصر و ابعادی از "آموزش" هستند که در این مقاله، از زاویه ضرب المثل های رایج در میان مردم، مورد مطالعه و بررسی قرار گرفته اند. ضرب المثل هایی که موضوعشان "آموزش" است معمولا در گفتار بزرگان تاریخ و فرهنگ چین ریشه دارند. معنای ضرب المثل ها معمولا استعاری است و درک معنی و کاربرد آنها نیازمند شناخت تاریخ و فرهنگ آن جامعه و ملت است. گاهی ضرب المثل ها در گذر زمان معنی اصلی خود را از دست داده و در معنی مخالف مورد استفاده قرار گرفته اند. ضرب المثل ها ی استفاده شده در این پژوهش از کتاب «فرهنگ ضرب المثل های فارسی به چینی و اصطلاحات چینی به فارسی» انتخاب شده اند. | ||
| کلیدواژهها | ||
| ضرب المثل؛ زبان چینی؛ فرهنگ؛ آموزش؛ ادبیات؛ فروتنی | ||
| عنوان مقاله [English] | ||
| Education in Chinese Culture and Literature: Reflection of Educational Values in Chinese Proverbs | ||
| نویسندگان [English] | ||
| Sara Almasieh | ||
| Department of Chinese Language, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba'i University | ||
| چکیده [English] | ||
| Introduction Proverbs form an important part of Chinese culture and literature, reflecting the fundamental values of the society. “Education” holds a noble and esteemed position in Chinese culture, a fact clearly evident in its proverbs. This article, through a descriptive-analytical approach, examines Chinese proverbs related to “education” and explores their value-based and practical elements. Aspects and dimensions of education such as “breadth,” “depth,” “continuity and persistence,” “practice,” “self-awareness,” “humility,” and the “teacher-student relationship” are studied in this paper through the lens of common proverbs among the people. Proverbs related to education are often rooted in the sayings of great historical and cultural figures of China. Their meanings are typically metaphorical, and understanding them requires familiarity with the history and culture of the society. In some cases, the original meanings of the proverbs have been lost over time and are even used in opposite contexts today. The proverbs used in this study are selected from the book ‘Dictionary of Persian-Chinese Proverbs and Chinese-Persian Idioms’ Background of the Study The study of proverbs across different languages has long attracted the attention of researchers, who have examined them from various perspectives. In Chinese language and culture, proverbs (especially chéngyǔ) hold significant value, and many studies have explored their cultural functions. In Persian as well, numerous articles have analyzed Persian proverbs or compared them with those of other languages. However, it appears that no research has yet been conducted in Persian on Chinese proverbs, and the Chinese language has received relatively little attention from Iranian scholars. This study aims to address this gap by examining how the concept of education is reflected in Chinese proverbs, thus contributing to deeper research in Chinese language and culture within the Iranian academic context. Methodology This study adopts a descriptive-analytical approach to examine Chinese proverbs, particularly Chengyu (成语), and their role in conveying educational values. In this method, proverbs related to educational concepts were first collected, categorized, and described. Then, they were analyzed from semantic, cultural, and practical perspectives in order to clarify their connection to educational and social concepts in Chinese culture. The proverbs used in this research were selected from the book ‘Dictionary of Persian-Chinese Proverbs and Chinese-Persian Idioms’, compiled and translated by Ceng Yansheng in 2003. This valuable work contains a wide collection of Persian and Chinese proverbs. The first part of the dictionary presents Persian proverbs with Chinese translations, while the second part includes Chinese proverbs translated into Persian. Conclusion This study aimed to explore how educational values are reflected in a specific form of Chinese proverbs known as Chengyu. A review of various proverb types in Chinese—such as Yanyu, Xiehouyu, Shiguan Yongyu, and Chengyu—revealed that Chengyu often have roots in classical texts, rich cultural backgrounds, and deep meanings, making them ideal for analyzing educational themes. The analysis was conducted across five major dimensions: the breadth and depth of knowledge, the connection between knowledge and action, humility and self-awareness, respect for teachers and care for students, and traditional Chinese views on literacy. The findings indicate that education in Chinese culture encompasses more than knowledge transfer; it includes moral values like self-cultivation, practical application of knowledge, and reverence for teachers. Many Chengyu originate from classical texts such as The Analects and Dao De Jing, reflecting deep ties to fundamental Chinese philosophies. Ultimately, the study concludes that Chengyu play a vital role in preserving and transmitting educational and cultural values, and thus, understanding a society’s educational system also requires attention to its common proverbs. | ||
| کلیدواژهها [English] | ||
| Proverbs, Chinese language, Culture, Education, Literature, Humility | ||
| مراجع | ||
|
-Amid, Hasan. 2010. Amid Persian Dictionary. Tehran: Rah-e Roshd Publications. | ||
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آمار تعداد مشاهده مقاله: 867 تعداد دریافت فایل اصل مقاله: 862 |
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