The Historical Process of Children's Literature Research and Academic Studies in Iran

An Iran, apart from views about proper texts for children—which had been presented in the Islamic period by such prominent persons as Avicenna, Rumi, and Saadi—systematic, theoretical, and influential discussions on the subject did not begin until the Constitutional era (1840-1920). The reformists and modernists, who advocated new ideas contrary to tradition, relied on new and Western theories about children's education and psychology, and published their views through reformist newspapers and magazines. These discussions became the basis for ensuing debates on the appropriate material or literature for children. Before the establishment of modern schools beginning in 1887, children had very thin and cheap lithographic books, similar to chapbooks. These books included folktales or religious stories, were taught in traditional schools (Maktabkhanehs), and were called 'Maktabkhaneh books' or 'Bachehkhani' (reading for children). The modernists opposed the traditional system, especially the folktales, and after presenting new ideas for modern schools, they proposed modern texts for children.

Abdolrahim Talebof (1834-1910), Mohammad Taghi Kashani (18401913), MeftaholmolkMahmood Yousef Mazandarani (1844-?), and Yahia Dolatabadi (1860-1936) were some of the modernists who presented theoretical discussions about modern schools and appropriate books and texts for children in magazines, newspapers, and books. In 1897, Mohammad Ali Foroghi, the editor of Tarbiat newspaper, discussed children's reading matter in a series of articles. He condemned the inappropriate content of folktales and criticized some of the traditional teachers who taught selected classical literature, which was very difficult for children. In his book Education: The Principles of Children's Education (1881), Mohammad Taghi Kashani asserted that folktales did not respect moral principles and were harmful for children. Some of the modernists who published appropriate books for children, preferred to use La Fontaine and Aesop's fables instead of Iranian folktales because children could benefit from the advice given in the stories. In 1865, Abdolvahab Moatamedoldoleh's book Ganjineh Moatamed, which included a list of "Bachehkhani," was published. Research has shown that this was the first bibliography of children's books in Iran.

Western articles about child psychology were translated and published in books and periodicals in Iran during the 1920s. Western-educated intellectuals such as Kazemzadeh Iranshahr and Mohammad Bagher Hooshiar, both of whom studied in Germany, led a kind of "child study movement." Their efforts brought about some changes in the educational system and, consequently, in children's book publishing.

In 1934, child psychology became a part of the academic discipline for training teachers in the pedagogical department at Tehran University. From 1935 to 1960, nearly 250 students wrote their dissertations on child pedagogy, children's mental development, and psychology. These dissertations helped scholars recognize and focus on the concept of childhood and effected many changes in attitudes about children's literature. One of the most important dissertations of this time, written in 1938, was by Ebrahim Safa, who later became the head of the National Library. His research, "Recreational Reading Material for Children and Children's Libraries," upheld the importance of libraries for children and provided tangible suggestions and methodologies for the establishment of a children's library.

Mohammad Bagher Hooshiar was one of the first professors and scholars in child pedagogy and child psychology. He translated and published a couple of basic books for students in these subjects. In 1952, Hooshiar and his colleagues started Sepideh Farda, the first journal dedicated to pedagogy that featured a vast number of theoretical articles. These discussions led to articles about children's literature per se. There were two views concerning books for children: on the one hand, that which supported earlier opposition to folktales, and on the other, the position presented by Hooshiar advocating folktales as imaginative material for children.

After 1940, under the influence of the rule of Reza Shah, political groups took the opportunities offered in a free atmosphere and tried to use children's books as political and ideological tools. Some intellectuals and experts such as Hooshiar believed in "pure" children's literature unburdened by political ideology, and wrote about the destructive results of such actions. During the same period, Jabbar Baghcheban, the great...