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

10.48310/rpllp.2026.21003.1280

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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