Rereading the Teaching Methods of Persian Literature Courses Based on the Ideas of Deleuze and Guattari (with a Case Study of Teaching a Ghazal by Hafez in the Second Year of Secondary School)

Document Type : Original Article

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Persian Language and Literature, Faculty of Literature and Languages, University of Sistan and Baluchestan, Zahedan, Iran

Abstract

In recent decades, the teaching of Persian literature has been reduced, under the dominance of exam-oriented and result-driven systems, to a process of transferring dry information and producing singular readings. This approach overlooks the inherently polyphonic, ambiguity-tolerant, and interpretable nature of classical texts and eliminates the possibility of an existential connection between the student and the literary work. Employing a descriptive-analytical method and applying the post-structuralist theoretical framework of Gilles Deleuze and Félix Guattari, this article re-examines the teaching methods for Persian literature courses. Key concepts of this framework, including "rhizomatic thinking," "becoming," "desiring-machines," and "smooth spaces," are extracted and elaborated as alternatives for critiquing the dominant "striated space" of the test-centric educational model. Then, focusing on a case study of Hafez's ghazal "Mehr o Vafa" (Love and Fidelity), it is demonstrated how the literary text itself possesses an inherent capacity to function as a rhizome, and how, through the design of practical activities such as "mapping workshops," the classroom can be transformed into a laboratory for fostering creativity, critical thinking, and tolerance for ambiguity.

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