چکیده:
Through a comparative reading and adopting a descriptive-analytical method, this essay seeks to examine the similarities and differences between these two texts from two different cultures and languages in terms of the type of character imagery. The depiction of the epic and revolutionary dimension of the Imam's character in both volumes, the timeless perspective of the two poets towards him and the connection with the present era and society, and the tendency toward complexity and avoidance of explicit speech are among the commonalities of the two volumes. At the same time, the diversity and breadth of character dimensions, and the blending of some characters' images with concepts of sorrow and grief, as well as multiplicity, are among the characteristics of the Arabic poetry volume.
خلاصه ماشینی:
Addressing heroic and anti-heroic characters in the Karbala epic is considered one of the fundamental themes in the Ashura poetry of certain nations and languages; however, despite the content similarities of poems in this field, there are noticeable differences in common themes, the precision of which will also lead to clarifying the differences between cultures.
The article "Investigating the elements of resistance literature in the poetry of Jawad Jamil and Tahereh Saffarzadeh" by Ali Rumipour and colleagues was published in the symposium on the shared heritage of Persian and Arabic literature and culture in the Persian Gulf region in February 1395, which in these articles also focuses on the common and distinct themes of the two poets regarding the subject of Ashura and has not investigated the character precisely and independently.
Husseini explicitly addresses the Imam as follows: In the eternal book/ write the explanation of our awakening poem (Husseini, 1386: 82) And with his prominent style in the use of religious and Quranic expressions, and in connection with contemporary society, he introduces the Imam as the teacher of the people of his time, who have adopted the method of epic creation and resistance by following their leader and guardian: Now the readers of my tribe / hang their vocal cords / on your narration / like a shoulder / O third teacher (Ibid: 50).
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