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Moral Teachings in Lullabies of Iranian Ethnic Groups
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Ali Farazi1   , Mahmoud Firouzimoghaddam2 , Mahyar Alavimoghaddam3 , Ali Sadeghimanesh3 |
1- Ph.D. Student in Persian Language and Literature, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran
2- Department of Persian Language and Literature, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran. , firouzimoghaddam@gmail.com
3- Department. of Persian Literature, Hakim Sabzevari University, Sabzevar, Iran |
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Abstract: (646 Views) |
Background: Lullabies have a long history in Iranian culture and are seen among various Iranian ethnic groups. These folk songs are usually sung by mothers to their children and contain various messages, including the retelling of moral and educational teachings. On this basis, lullabies are one of the main manifestations of the transmission of morals from one generation to another, through which the process of moral education is indirectly carried out. In the present study, relying on library resources and descriptive-analytical methods, the main moral concerns of mothers expressed in lullabies for young children are examined and explored.
Conclusion: The main moral messages explained by reading lullabies are: "Expressing love for the child; as a moral-emotional teaching"; "Supporting each other with an approach to the family institution"; "Anti-oppression and condemning the oppressor"; "Condemning apostasy as a moral category"; "Helping others". It seems that mothers have tried to bring their individual and social concerns into the form of lullabies and, by influencing the subconscious of their children, familiarize them with a number of moral and humanizing topics from an early age. Another point is that, considering the extensive reflection of morality in most lullabies of Iranian ethnic groups, it seems that these songs have two main functions: lyrical and educational.
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| Keywords: Morality, Education, Iranian ethnic groups, Lullaby, Culture |
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Full-Text [PDF 556 kb]
(218 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2024/01/11 | Accepted: 2024/03/12 | Published: 2025/01/29
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