Literature into Love, Peace and Unity.

REAL Yearbook of Research in English and American Literature, 2016

What are the connections between literature and culture, and between literature and cultural change? Literature and its conventions are obviously subject to cultural change, and can be used as documentary evidence of particular aspects of culture and cultural change. But how are its aesthetic dimensions and cognitive affordances related to such change, both within the intrinsic dynamics of cultures as systems of signification and in the manifold contacts with other cultures? And how does literature itself contribute to cultural change? The essays in this volume examine the impact of cultural change on the evolution of literature, and they investigate how literature – from the early modern period to the present – has been an active agent in motivating, instigating or hindering cultural change, trying to speed it up or slow it down. Ranging from early modern drama to poetry of the First World War and from contemporary ecopoetry to migrant literature of the 1950s, they explore questions of literature and cultural change from theoretical and historical perspectives in literary and cultural studies.

2016

When it comes to Turkey's experience, the reasons for using West and modernity together are the secularisation policies of Republican Turkey and its reform goals, which take the West as their example in every sense. Besides these political reflections, literary and artistic changes were also part of the political aims and reforms. In this regard, all literature having an Islamic core was abandoned as " Ottoman " and therefore irrelevant. This inevitably led to works of " modern literature " being interpreted as against the former one. Thus, considering the fact that both modern forms (e.g., novels) and traditional Islamic literary forms shape literature with an Islamic core today, a certain issue has arisen: Where should the new forms be located in the conceptual discussion? Consequently, how does one " name " those works created in traditional or modern forms and having Islam as their subject? To determine the place of literary works having an Islamic subject in literary history, this article highlights that Islam is in a relationship with the new forms and that this relationship is both healthy and deserves to be examined. It also seeks to draw the attention of Islamic literature researchers to the continuing Islamic literary tradition that after the 20th century, a new naming is proposed for the cited period. In this way, the field referred to by the Islamic literary tradition as being developed with new content and forms is clarified, and the existence of a literary tradition that is more inclusive than the others developed in previous naming trials is highlighted.

History of literature, along with the diversity of forms of genres, methodology, problematic and artistic approach, is also the history of cultural-historic orientation. The given thesis especially fits the history of Caucasian culture. The term Caucasus culture itself means different and individual cultural traditions of many different smaller nations including the Georgian literature and its most representative part – literature. It is a known fact that starting the Middle Ages, the center of cultural civilization has moved from Asia to Europe. Historiographic and oriental researches recognize the clear influence of early Christian philosophy on the Caucasian (Georgian) literature processes of the 5 th – 9 th centuries. Such culturological orientation was the result of influence from the Middle East cultural-historic region. During the next stage (9 th – 11 th centuries) the area of eastern cultural orientation extended and the so-called general literature or knight epos was founded on the basis of eastern creative method and its creative-mental approaches; such influence from eastern cultural traditions continued for quite a long period of time, till the end of the 18 th century… This happened when the oriental culture was not a cultural dominant and its influence amplitude weakened even over the geographically eastern area. From the beginning of the 19 th century, in Georgian culture appeared the certain oriental cutting and attempt of shifting the cultural field. First " European beam " entered the Georgian literature along with European methodology, meaning the romantic school;, although, the given tendency appeared to be quite impulsive and unnoticeable for Georgian cultural cognition. Europeanization process was in fact resumed from the 1860s, when the new generation of writers appeared, although, despite their work in one epoch, their choice towards nonmaterial values was different: for one part of this generation, appealing to European values was expressed in activation of national and social issues, while in the creative heritage of the second part of them, we can see the tendency of search for and introduction of new creative methods. Still, such closing with European values has not become the foundation for the introduction of orientation in the context of whole historic memory. In early 20 th century, Georgian culture-literature again faced the toughest reality: what appeared was the clear creative crisis, which was expressed by replacement of literature values by pseudo and " cheap " literature. The given process was the result of the mental-philosophic clash between Marxist and Nietzschean worldviews. We must presume that the given crisis became the motivation and challenge for new creative searches, which were conducted by at that time very young, future Georgian modernists. From this point started the clear and irreversible process of Europeanization; modernist philosophy introduced completely new creative forms in literature. In poetry it was the meditational perception of subjects and events, description of psychological world of a lyrical character, art of symbolic-paradigm perception, understanding of irrational world and realizing the role of a human being in it. In addition to all the aforementioned, in literature appeared a new character – a rebel citizen harshly realizing and analyzing the reality – the so-called " new perception " character.

2010

Literature is an integral part of cultural heritage that plays a vital role in reflecting the reality of any society on the intellectual, social, political levels with its all virtues and vices. Literature is a medium of communication of bringing the past and present for the future to understand the faults that have occurred and to redress it accordingly. Literature helps in developing the society and changing its political systems as well. Poetry as a social representative, its major purpose is to work for the humanity at large, to spread the awareness and morality to purge the society from corruption. In Arab literature, poetry was called Diwan Al-Arab (Register of the Arabs) because it preserved their culture and political heritage. Poetry was the pride literary genre of the Arabs and the source of their knowledge. This paper aims to present an overview of role the literature in Arabic society. Abu Al-Qasim Al-Shabbi is Tunisia's foremost modern poet and one of the prominent Arab poets in the twentieth century. He takes up an important place in the Arab modern poetry. He led the Arabic romantic current and paved the way towards new dimensions and trends regarding literature, politics and life as a whole. He was neither a politician nor a member in any political party but a revolutionary poet who devoted his poetry against the foreign occupation and human situation. Through his intellectual and literary activities he attempted to revive and renew different aspects of social and political life of Tunisia. His poetry is a slogan of inspiration of the Arab revolutions from 1789 2018 December , Volume 6, Issue 12 IJELLH

"Literature is writing about a particular topic or a specific area, with the purpose of conveying knowledge or awareness of one kind or another to the reader. There is literature as art as well as literature on the subject of science. Literature as art differs from scientific literature in important ways. This is due to differences between art and science, which are different ways of attaining and expressing insight about reality. Man requires knowledge for the purpose of guidance, as well as for cultivating the earth."

Comparative Critical Studies, 2006

Comparative literary studies in the Arab World were put in motion as early as 1904 in Cairo with the publication of a book entitled Tarikh 'ilm al-adab 'ind al-ifranj wal-'arab wa-Victor Hugo (The History of the Discipline of Literature among Westerners and Arabs and Victor Hugo). 1 The author, Ruhi al-Khalidi (1864-1913), a Palestinian scholar, mastered several languages besides Arabic: Turkish, Persian, French, and English. Serialized in Al-Hilal between 1902 and 1904, the volume saw its publication in book form in 1904 and was reprinted in 1912. The volume's early reprint as well as its serialization in such a non-specialized journal of general culture as al-Hilal are an important indicator of the eager reception and comparatively broad appeal of the subject at the time for the average educated reader. Al-Khalidi himself, who was born in Jerusalem which was then under the tutelage of the Ottoman Empire, had studied in Paris in the Faculty of Sciences Politiques and the Sorbonne. He was later named the Ottoman Consul General in Bordeaux. His focus on Victor Hugo (1802-1885) was probably related to Hugo's poetic collection Les Orientales (1829) and the 1902 centennial celebrations of Hugo's birth. 2 Of course, ever since the advent of Islam and its expansion throughout and beyond the Middle East the Arabs have always been aware of comparative literature. Various cultures contributed to the formation of the Islamic civilization-whether in Abbasid Iraq or Andalusian Spain. The overarching lyrical genre of ghazal, for example, is found in Arabic, Persian, Urdu, Turkish and, more recently, in English. Likewise, troubadour poetry as well as medieval poems written jointly in two languages (Arabic and Hebrew for example) in medieval Spain could not be approached, let alone composed, without a comparative literary sensibility. But it is one thing to be versed in literatures of different linguistic and cultural

The place of literature in the formation of social change is unquestionable to anyone who Is familiar with history. Virtually every major revolution has been inspired, energized or spearheaded by a book or works of literature. This essay goes deep into history to engage and detail the role of literature in most of the major revolutions that have shaped the world. The role of the writer in all these is also amplified.

Literature is one of the many other ways in which politics, political movements and good governance are mirrored. The study of English literature, for example, takes readers into the wide field of English history, where the history of English politics and society, customs and values, culture, religion and philosophy are all examined. However, the characteristics of these

We all drink water on a daily basis unconsciously. If someone asks us what water is, we cannot often give an accurate answer. Likewise, we read literature on a daily basis and numerous universities offer literature courses to students. In addition, these universities require students to do thesis on literary works but what is the identity of literature? What is the best or genuine literary work? There are burning questions to ask with respect to literature? The answers to some of questions are indefinite and infinite. The present study is a reflection on the identity of the Literature, the main purpose of which to shed light on four questions: 1) Can literature be defined? 2) What is literary value? 3) What is the canon? 4) How does the canon affect us, as readers? To achieve the aim of the study, a library method of research was utilized. Having selected the area of the study, the present researcher made notes of the words and phrases of the topic under study. Afterwards, the researcher did readings on different sources available on the topic and notes were made on research cards. Next, the collection of data was followed by critical discussion and finally a summary of the discussion was purveyed.