Iranians were aware of Sasanian history through traditional historical writings, but they knew nothing about Achaemenid history. Following European travelers to Persia from the fifteenth century, who were well prepared by reading the classical and biblical texts, Persepolis and Pasargadae were rediscovered and Achaemenid history re-established in the nineteenth century. The rise of Reza Khan to power and his grand emphasis on nationalism and ancient Iran that characterized his reign also left a deeper impact on Achaemenid studies in this period. In this paper the re-establishment of Achaemenid history and its development in nineteenth and twentieth centuries are discussed and reviewed.

Among other Middle Eastern countries, Iran and Turkey stand out as the two neighboring countries with many linguistic and cultural similarities. The question that comes to the fore is: to what extent do these two countries know each other? This article attempts to provide a picture of the state of Iranian Studies in Turkey with specific attention to three monographs originally written as PhD dissertations in various Turkish universities over the last three decades. Produced from within three different social science and humanities divisions, i.e. Political Science, Persian Literature and History, these are three of the very few scholarly monographs produced on Iran in Turkey. Based on a close reading of these studies, it seems possible to observe that they are mostly ill-balanced by methodological, ethnocentric as well as Turkish nationalist biases.

This study investigates university coaches' knowledge about their legal duties toward their athletes, as well as the connection between the level of their legal knowledge and their educational, social and economic background. The results are presented according to three major dimensions: deficiencies in the coaches' training system, in their knowledge concerning their legal responsibility and the coaches' social recognition regarding their profession. The findings indicate that the coaches' training in Iran has a lot of weaknesses, including the neglect of legal issues, the consequence of which is that the Iranian university coaches do not have sufficient knowledge about the legal issues in general and they are not aware of their duty toward their athletes in particular. In Iran coaching is not considered as a prestigious occupation; in terms of social status coaches belong to the lower middle class.

In the late 1950s, when Iran was witness to the withering away of social norms and everyday practices concomitant with the country's rapid urbanization, a group of young Iranian film directors embarked upon a new cinematic trend, in attempts to screen the ethereal quotidian of Iranian life. Defining itself against what was perceived to be the “cheap” and “repetitive” commercial “Film Farsi” industry of the time, this alternative (alter-)cinema fused the local and global, by incorporating international cinematic elements in socially and politically conscious national films, and projecting them on local and international screens. Problematizing a homogeneous conception of historical time that subsumes the history of cinema into a conventionalized grand narrative of the Iranian 1979 revolution, this article works with a conception of heterogeneous historical time that first interrogates cinematic temporality autonomously and then in relation to the political history of Iran, especially the events of the 1978–79 revolution. This article explores how the distinct cosmopolitan alter-cinema of pre-revolutionary Iran was born from a cinematic rupture in the 1950s, prompted by series of critiques and professional expectations that colored the attention paid to the vernacular and quotidian in film production.

In this research, linguistics is applied to the study of novels through critical discourse analysis. Critical discourse analysts take into consideration those elements of discourse which are hidden in order to preserve power hierarchy. Clearly contrary to descriptive-formal surveys of language, they contend that language can be used intentionally in order to support dominance, inequality and struggle against them as well. The novel Modir-e Madreseh (The School Principal) by Jalal Al-e Ahmad is analyzed based on Theo Van Leeuwen's research indexes, namely activation and passivation, nomination and categorization, identification and functionalization, personalization and impersonalization. The analysis illustrates how examination of the linguistic form used in the novel leads to deeper knowledge of the author who tries to alleviate people's miseries while they themselves do not play any significant role in doing so.

Mirza Gholamreza's status in Persian calligraphy and the artistic quality of his works is well acknowledged both in Iran and abroad. Many of the calligraphic pieces of Mirza Gholamreza (d. 1887) are close in appearance to siahmashq and on the surface can hardly be distinguished from ordinary calligraphic studies, so much so that some critics have come to call him “the siahmashq nevis.” This article is an attempt, to investigate the aesthetics of Mirza Gholamreza's calligraphic art with reference to these so-called siahmashq works. By analyzing some of these works it will be shown that they are not siahmashq, i.e. calligraphic exercises, in the ordinary sense. Far from it, these pieces are perfect examples of high-art, demonstrating Mirza Gholamreza's full understanding as well as ability to use intrinsic plastic features of the nast'aliq form. Mirza's work is therefore the forerunner of what, more than a century later, became a major strain in modern Iranian painting known as naqqashi-khat (script-painting).