Document Type : Research Paper
Author
Institute for humanities and cultural studies
Abstract
Extended Abstract
Hafez’s ghazals represent the pinnacle of thematic diversity. While most of his ghazals are composed with multiple themes, his single-themed ghazals also hold a significant place among his works. Among these, didactic themes, often enriched with wisdom, ethics, and mystical thought, stand out in particular. Since the focus of this study is on “didactic ghazals,” it is essential first to define this type of ghazal. A didactic ghazal is one in which the poet conveys his feelings in the form of teaching or imparting a lesson or method to the audience. These ghazals, beyond their educational messages, employ a variety of rhetorical and artistic techniques that enable profound influence and audience persuasion.
Thus, this study aims to analyze Hafez’s single-themed didactic ghazals using rhetorical criticism—a method that examines the tools utilized by a writer or poet to create impact, persuade the audience, and convey messages—to address the following research questions:
Research Questions:
The primary question of this study is: What methods and didactic-rhetorical strategies did Hafez employ to communicate more effectively with his audience, and which of these strategies are most prominent? Understanding this issue can provide deeper insight into the aesthetics of Hafez’s poetry and his methods of audience persuasion in his didactic ghazals. Accordingly, this study seeks to analyze the techniques used in Hafez’s single-themed didactic ghazals to convey messages and determine the role of each method in establishing a connection with the audience.
Research Objectives:
Understanding these aspects can offer a more profound appreciation of the aesthetics of Hafez’s poetry and his approaches to audience persuasion in his didactic ghazals.
Findings:
In conclusion, the study’s findings reveal that Hafez, in his didactic ghazals, employs an encouraging tone as the primary and most frequent tool of persuasion, complemented by less frequent tones such as cautionary, reproachful, and compassionate, in descending order of usage. This approach creates an artistic equilibrium between emotional and logical persuasion. Among the didactic methods, conditional statements and reasoned discourse are most frequently utilized for argumentation, while tools such as admonition, moral lessons, and direct teaching—though less frequent—are purposefully employed to reinforce the message. Furthermore, the analysis of rhetorical techniques in Hafez’s didactic ghazals demonstrates that metaphor, followed by simile, plays a pivotal role in conveying didactic messages by creating profound and tangible imagery that enriches semantic layers. This artistic diversity and combination illustrate Hafez’s mastery in purposefully employing didactic strategies and rhetorical tools to persuade and inspire his audience.
Keywords: Didactic Ghazals, Hafez, Rhetorical Criticism, Rhetorical Techniques, Audience Persuasion
Keywords
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