An Analysis of the Structure of Resistance Literature in Educational and Resistance Genres

Resistance literature has a history as long as human settlement on Earth, and resistance to the rebellious soul in the first Persian poems, which has appeared in the form of educational literature, is a form of resistance literature. The ancient literature of resistance, which is manifested in the form of educational literature, depicts the stability of man against the soul (internal enemy) and has its own narrative grammar (poetic structure), but the concept of resistance over time and based on the situation of human beings and their resistance against the invading foreign enemies is manifested in another genre called resistance literature with a different structure, so that elements such as temporal position, audience position, type of genre, etc. have been involved in the formation of these two structures. The present study has been done in a descriptive-analytical manner, using library resources to examine the effective narrative elements in the evolution of the structure of resistance literature in both educational and resistance genres. The results of the present study has shown that although the concept of resistance literature in both perspectives -old and new- means endurance, but elements such as: 'position of the narrator', 'type of enemy', 'concept of message', 'position of time', 'different themes' and 'type of genre' have created differences in the formation and separation of the structure of resistance literature in the two genres.
 
Introduction
The word 'resistance' in the literature of resistance means endurance and durability', and in certain cultures the word resistance is defined as follows: "Resistance: resistance" (Moin, 2013, under the word resistance"), and under the word 'stability' is "sustainability: endurance, durability and strength" (Ibid: below stability). Although both words have the same meaning and there is no apparent difference between them, but reflection on the use of the word 'resistance' in the educational and genre genres suggests two different structures of two kinds of resistance literature in each of these genres. resistance literature in the educational genre is the oldest application of resistance literature, because in both the Holy Quran and the oldest Persian poetry, the teaching of perseverance against the soul and its evocations is considered a kind of literature of resistance.
 In this type of resistance literature, we encounter an educational structure in the form of narrator, message and audience, which, by relying on the container of literature and tale, the contained, i.e., teaching has been transferred in a narrative format with a narrative grammar. But, the contemporary type of resistance literature has been formed as the literature of resistance, an ancient example of which can also be seen in the oldest human epics. "Although the term 'resistance literature' is new and relevant to the contemporary century, a closer look at the history of contemporary world literature can easily provide many examples of this literature among the literary works of its predecessors" (Torabi, 2010, p. 7). Bidej also believes that "epic poems, which are also considered as resistance poems, have filled the scope of history". In such poems, the main goal is to call for patience, stability and endurance against the aggressors" (Bidge, 2010, p. 17). What is certain is that in contemporary and ancient resistance literature, although the concept of stability has a common meaning - resistance-, but structural elements, such as the motto nature of messages, the type of enemies (internal, i.e., soul and external, i.e., aggressor enemy), the temporal characteristics, the position of the narrator, the tools of the narrators, etc., have created two different structures in the form of two genres of teaching and resistance.
 
2. Methodology
The present article has been prepared in a descriptive-analytical manner, using library resources, so that first the theoretical part of the discussion was collected and arranged by referring to the theoretical source, then in the practical part two genres of ancient educational literature and contemporary resistance literature from the perspective of literary criticism was analyzed.
 
3. Discussion
3.1. The Structure of the Ancient Resistance Literature
   The literature of permanence has such a long history that the disobedience of Satan to the command of oneness can be considered the beginning of the confrontation between the right and wrong. The story of the war between Abel and Cain, which was formed following the air of the soul, was also a kind of instability against the soul (cf. Baronian, 2008, p. 69). Any human struggle to remove the obstacles that stand in the way of his growth and excellence are all manifestations of sustainability (cf. Kalbaali, 2017, p. 15). Sangari believes that "the scope of resistance literature has extended to any kind of human resistance and confrontation that appears and manifests itself in the form of poetry and prose" (Sangari, 2001, Vol 1, 1, p. 40). "In the past and contemporary history of human life no valuable work that is devoid of the element of stability cannot be found, because any work that is created devoid of the idea of ​​war between man and the world, has in fact lost one of its main elements" (Shukri, 1987, p. 3). Also, in literature, this concept has a long history and "the first manifestations of human stability in literature can be seen in literary myths and epics, as in ancient Greek literature, the concept of myth with the war of the gods with heroes or hardships. "It is tied to the past tribes" (Dad, 2004, p. 34). The ancient literature of resistance shows the resistance of man against the enemy inside (rebellious soul) and its vagaries and has appeared in the form of educational literature, because greed, selfishness, arrogance, lust, etc., are all examples of vices of the commanding soul, and poets such as Rudaki, Naser Khosrow, Sanai, Ferdowsi, Rumi, Nezami, Saadi, Jami, etc., have invited people to stand against the desires and commands of the soul. This call to goodness and standing up agains the enemy has created a genre called educational literature.
The purpose of the educational genre, as its title implies, is to teach and learn. This genre is the product of the thoughts of an 'I' to 'you'. shows that the position of you and me in this genre indicates the narrator and the audience, and this audience  has a wide scope and can include all those audiences that intend to read and use the thoughts of 'I' (The wise and instructor narrator). Of course, the structure of Persian literature is such that the educational genre can be seen in all other genres, and according to Farshidvard, recognizing the boundaries of genres is not an easy task: "determining and distinguishing genres in terms of fusion is not easy, for example Shahnameh is both epic and includes tragedy and educational and lyrical poems ... Mystical poems can be considered as educational poems, because Sufism and mysticism are taught and they can be considered as lyrical works because they express the poet's personal feelings and emotions towards the essence of truth, and is thus religious poetry" (Farshidverd, 1984, p. 212). However, it can be said that "educational literature is a work that explains knowledge (both practical and theoretical) to the reader or presents moral, religious, philosophical issues in literary form. Of course, the literary nature of an educational work is doubtful, i.e., it is less in literary works, elements and themes, and more in works" (Shamisa, 1994, p. 247). Also, this genre is formed with motivation apart from other genres. Shafi'i Kadkani (1973) states that:
"Educational poetry, the subject of which is ethics, knowledge, and learning, is found at a stage when the individual and society are far from science, and its history in the literature of most nations is ancient. The purpose is to enjoy - the goal is to learn and teach" (p. 103).
This teaching and learning is depicted in the context of stories and poems with the subject of 'advice to stand against the sou'. In Masnavi, Rumi has drawn a kind of resistance literature by relying on stories in the form of educational genres. One of the functions of the story is that it is a narrative tool to convey meaning from the narrator to the audience. Roman Jacobson believes that in any narrative relationship between the narrator and the audience, there is always a semantic relationship (give and take). He believes that in any narrative relationship, there is a persuasive role in the narrator's speech. Meaning is for the audience to understand. A part of Jacobsen's theory called message has this persuasive meaning.
 
4. Conclusion
Although resistance literature is a general title for post-war works, the concept of resistance has a different structure in post-war or wartime resistance literature as well as in ancient educational literature. Resistance in ancient and contemporary resistance literature is used in one sense, but ancient resistance literature is formed in the heart of the educational genre and contemporary resistance literature is formed in the heart of the resistance literature genre. The two literatures have made a difference. In terms of the structure of the ancient resistance literature, it is the transmission of a specific message from 'I' to 'you'. The specific message is that all resistance in the ancient resistance literature revolves around the message "do not follow the commanding soul." In this structure, the narrator conveys a message to the general audience (all the people who read the text), but in the structure of contemporary resistance literature, a self sends you (a collection of a nation) persuasive messages. These messages are formed in the form of different structures. One of the distinguishing factors between the two ancient and contemporary resistance literatures is the temporal position and the position of the narrator. In terms of time, that is, the historical time, the literature of resistance has been formed at the same time as human beings set foot on the earth, only the passage of time has changed their structure. The ancient literature of resistance was formed in the heart of the educational ethical genre, so it has an educational nature, but contemporary resistance literature, because it was formed in the midst of oppressors' aggression against the culture and ideals of another nation, has its roots in epics and after the constitutional revolution This literature was formed from the imposed war in which the Iranian nation, the future, its ideals and values ​​were violated.